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英语专业四级六级复习-2017年英语专八听力真题及听力原文

英语专业四级六级复习-2017年英语专八听力真题及听力原文

英语专业 四级/六级真题解析2017年英语专八听力原文英语专八考生平时复习听力的时，候往年的英语专八真题听力原文是很好的复习资料，专八考生可以先根据听力做题之后再根据专八听力原文进行分析自己的错题点。

下面是新东方在线英语专八频道为大家整理的2017年英语专八听力原文。

sectionA mini-lectureThe Modes of Language语言的模式Good morning, everyone!大家早上好!In our last lecture, I was talking about language as part of our semiotic system.上次我们讲到，语言是符号系统的一部分。

And today I am going to move on to another topic, that is, the modes of language.今天我们讲下一个话题，语言的模式。

As you may know, messages are transmitted in human language most frequently through two primary modes: speech and writing.大家都知道，人类语言中的信息通常以两种基本模式传递：“说”和“写”。

Well, you know, there is also a third mode, which is not that frequently used as speech and writing.当然，还有第三种模式，但不如“说”和“写”那么常用。

The third mode is called signing, which is used by deaf people.第三种模式叫作手势语，听障者经常用这种方式。

But in today's lecture, we will just focus on speech and writing, and the specific features of these two modes.但是今天，我们主要讲“说”和“写”，以及这两种模式的特点。

专业英语八级模拟试卷及答案解析(17)

专业英语八级模拟试卷及答案解析(17)

专业英语八级模拟试卷及答案解析（17）(1~15/共15题)PART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. while listening, take notes on the important points. Your notes will not be marked, but yon will need them to complete a gap-filling task after the mini-lecture. when the lecture is over, yon will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.Play00:0006:27VolumeAir pollution exists not only outdoor, but also indoor. It has great effects on people, and there are many__1__taken to correct the problem.Ⅰ.__2__of air pollution1) Different groups of individuals are affected by air pollution in different ways.— Some individuals are more__3__to pollutants.— Young children and elderly people suffer more.— People with__4__suffer more.2) The extent of air pollution effects on individuals depends on the__5__to the damaging chemicals.3) short-term effects—__6__to the eyes, nose and throat— upper respiratory infections— headaches,__7__, and allergic reactions4) long-term effects— chronic respiratory disease—__8__— heart disease— damage to the brain, nerves, liver or kidneysⅡ. Measures taken to control air pollution1) the first step:__9__— investigate air pollution— develop standards for measuring the type and__10__of some air pollutants— determine how much exposure to pollutants is__11__2) steps to reduce exposure to air pollution— outdoor air pollution·regulation of man-made pollution through__12__, which is usually done through a variety of__13__that monitor the air and the environment·prevention through regulation, and through personal, careful attention to our__14__with the environment— indoor air pollution·__15__to be reviewed for potential harmful effects·adequate ventilation·smoking to be restricted第1题第2题第3题第4题第5题第6题第7题第8题第9题第10题第11题第12题第13题第14题第15题下一题(16~20/共10题)SECTION BIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your ANSWER SHEET.Play00:0003:14Volume第16题A.28B.40C.12D.14第17题A.It is a fertile region.B.It has pleasant climate.C.It is the quietest place he has ever seen.D.It is near Britain.第18题A.It is the only place Mr. Green would like to go back to.B.It is more suitable for living than for a holiday.C.It is rich culturally and is very bright.D.It is one of the most unspoilt parts of Europe.第19题A.Traveling is only means of having a rest for him.B.Traveling provides him with a lot of experience.C.He is free from responsibility when traveling.D.He changes a lot every time after traveling.第20题A.Because they have many similarities.B.Because traveling alone is dangerous.C.Because the expense can be reduced in this way.D.Because he will have someone to talk with during the Irip.上一题下一题(21~25/共10题)SECTION BIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your ANSWER SHEET.Play00:0003:54Volume第21题A.Six hours.B.Eight hours.C.Ten hours.D.Twelve hours.第22题A.He slept in a prison in Devon.B.He was nearly killed in Germany.C.He was dragged into the center of the Middle East war.D.He took a train on which he was threatened by a murderer.第23题A.Travel.B.Broadcasting.C.Singing.D.Writing.第24题A.Through the money earned from his job.B.Through the money given by his parents.C.Through the money borrowed from his friends.D.Through the sponsorship by a travel agency.第25题A.Teaching English for children.B.Singing and giving concerts during the trip.C.Working in the restaurants.D.Broadcasting for the natives.上一题下一题(26~29/共14题)PART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several 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.The period of adolescence, i,e., the person between childhood and adulthood, may be long or short, depending on social expectations and on society´s definition as to what constitutes maturity and adulthood. In primitive societies adolescence is frequently a relatively short period of time, while in industrial societies with patterns of prolonged education coupled with laws against child labor, the period of adolescence is much longer and may include most of the second decade of one´s life. Furthermore, the length of the adolescent period and the definition of adulthood status may change in a given society as social and economic conditions change.Examples of this type of change are the disappearance of the frontier in the latter part of the nineteenth century in the United States, and more universally, the industrialization of an agricultural society.In modern society, ceremonies for adolescence have lost their formal recognition and symbolic significance and there no longer is agreement as to what constitutes initiation ceremonies. Social ones have been replaced by a sequence of steps that lead to increased recognition and social status. For example, grade school graduation, high school graduation and college graduation constitute such a sequence, and while each step implies certain behavioral changes and social recognition, the significance of each depends on the socio-economic status and the educational ambition of the individual. Ceremonies for adolescence have also been replaced by legal definitions of status roles, rights, privileges and responsibilities. It is during the nine years from the twelfth birthday to the twenty-first that the protective and restrictive aspects of childhood and minor status are removed and adult privileges and responsibilities are granted. The twelve-year-old is no longer considered a child and has to pay full fare for train, airplane, theater and movie tickets. Basically, the individual at this age loses childhood privileges without gaining significant adult rights. At the age of sixteen the adolescent is granted certain adult rights which increase his social status by providing him with more freedom and choices. He now can obtain a driver´s license; he can leave public schools; and he can work without the restrictions of child labor laws. At the age of eighteen the law provides adult responsibilities as well as rights; the young man can now be a soldier, but he also can marry without parental permission. At the age of twenty-one the individual obtains his full legal rights as an adult. He now can write; he can buy liquor; he can enter into financial contracts; and he is entitled to run for public office. No additional basic rights are acquired as a function of age after majority status has been attained. None of these legal provisions determine at what point adulthood has been reached but they do point to the prolonged period of adolescence.第26题The length of adolescence is decided by all of the following EXCEPT ______.A.the definition of maturity and adulthoodB.change in social and economic conditionsC.industrialization of the societyD.development of science and technology第27题What can be a substitute for adolescence ceremonies?A.Steps leading to recognition.B.Increased social-economic status.C.Adult privileges and responsibilities.D.Behavioral changes.第28题Which of the following statements is TRUE about a 22-year-old young man?A.He can get more basic rights than those of 21.B.He will get more and more rights as he grows older and older.C.He has no more basic rights than when he was 21.D.He will enjoy more rights granted by society.第29题It can be inferred from the passage that ______.A.one begins to be considered as an adult since 12B.one has to pay full fare before he is free from the restrictions of child labor lawsC.one begins to lose childhood privileges when he can obtain a driver´s licenseD.one can´t marry without parental permission until he can enter into financial contracts上一题下一题(30~33/共14题)PART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several 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.The trade and investment relationship between the European Union and the United States is the most important in the world. Despite the emergence of competitors, Europe and America are the dynamo of the global economy.This economic relationship is a foundation of our political partnership, which we all know has been through a difficult patch. The identity of interest between Europe and America is less obvious than during the cold war. But while the trans-Atlantic relationship is becoming more complex, that does not make it less important. As European commissioner for trade, I do not agree that European and American values are fundamentally diverging, or that our interests no longer coincide.We still share a belief in democracy and individual freedoms, and in creating opportunity and economic openness. We face the same security challenges. We look ahead to shared global problems: poverty, migration, resource crises, climate change.We need commitment and vision to redefine our relationship. I want to see a stronger and more balanced partnership—one in which Europe is more united, more willing to take its role in global leadership and one where the United States is more inclined to share leadership with Europe. We need to find ways to complement each other, not compete in the political arena.We will not achieve either side of this equation without the other. Europe needs to build stronger foreign policies and to be ready to act on the world stage. But equally, the body language we see from America has a huge impact on how Europeans view the partnership. Our common interest requires a strong Europe, not a weak and divided one. I hope that the United States will reinforce its historical support for European integration.I am fortunate now to take over an area of policy in which Europe is highly effective: trade. Our top trade priority on both sides of the Atlantic must be to put our weight behind the multilateral Doha development agenda. Concluding this negotiation in a way that lives up to its ambition will bring enormous benefits.Collectively, we took a major step in reaching the framework agreement in Geneva last July, following the lead taken by the E.U. on agriculture export subsidies. We now look to the United States and others to follow that lead, and we need to accelerate work in other areas—on industrial tariffs and services—to achieve a balanced result.The Doha round of talks differs from any other in its focus on development. Europe and the United States must ensure that poorer countries are fully engaged and derive benefits. But the issues we need to tackle to stimulate growth and innovation in trans-Atlantic trade are not those on the Doha agenda. Our markets are relatively open and highly developed. We need toconcentrate on removing regulatory and structural barriers that inhibit activity. This is about cutting international red tape. Our regulatory systems and cultures are different, but that is where real gains can be made.As E.U. trade commissioner I want to develop an ambitious but practical trans-Atlantic agenda.I am not inclined to set rhetorical targets or launch lofty initiatives. I want a set of achievable goals.Work on trans-Atlantic deregulation will also contribute to the central goal of the new European Commission: promoting growth and jobs in Europe.I am not naive. I am not turning a blind eye to the inevitable disputes in trans-Atlantic trade. They are relatively small as a proportion of total trade, but they make the headlines. They reflect the huge volume of our trade and investment flows. That is good. They also reflect our readiness to settle disputes in the World Trade Organization. That is also good. The WTO is the best example of effective multilateralism that the world has so far invented. I hope we will work together to uphold it. If multilateralism is to be worthwhile, it has to be effective—and that goes for every part of the relationship between Europe and America.第30题Why does the author long for the U.S.´s support for European integration?A.Because this is the need of both sides´ interests.B.Because the U.S. has long had a good relationship with Europe.C.Because the U.S. always takes its role in global leadership.D.Because this could help build a strong partnership.第31题It can be inferred that trade barriers should be removed in order to ______.A.earn more moneyB.make the markets more organizedC.ensure poorer countries´ engagementD.activate the trans-Atlantic trade第32题Which of the following is the aim of this article?A.To launch lofty initiatives.B.To settle the disputes in trans-Atlantic trade.C.To get a better understanding on the regulatory system and culture of America.D.To develop a practical trans-Atlantic agenda.第33题Which category of writing does the passage belong to?A.Narration.B.Description.C.Persuasion.D.Exposition.上一题下一题(34~36/共14题)PART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several 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.We know that he was baptized on April 26, 1564, so that somewhere between April 20 and April 23, four hundred years ago, was born an Englishman who possessed what was probably the greatest brain ever encased in a human skull.William Shakespeare´s work has been performed without interruption for some three hundred and fifty years everywhere in the world. Scholars and students in every land know his name and study his work as naturally as they study their holy books—the Gospels, the Torah, the Koran, and the others.For centuries clergymen have spoken Shakespeare´s words from their pulpits; lawyers have used his sentences in addressing juries; doctors, botanists, agronomists, bankers, seamen, musicians, and, of course, actors, painters, poets, editors, and novelists have used words of Shakespeare for knowledge, for pleasure, for experience, for ideas and for inspiration.It is hard to exaggerate the debt that mankind owes. Shakespeare´s greatness lies in the fact that there is nothing within the range of human thought that he did not touch. Somewhere in his writings, you will find a full-length portrait of yourself, of your father, of your mother, and indeed of every one of your descendants yet unborn.The most singular fact connected with William Shakespeare is that there is no direct mention in his works of any of his contemporaries. It was as though he knew he was writing for the audiences of 1964 as well as for the audiences of each of those three hundred and fifty years since his plays were produced.On his way to the Globe Theater he could see the high masts of the Golden Hind in which Sir Francis Drake had circumnavigated the globe. He lived in the time of the destruction of the Spanish Armada, the era in which Elizabeth I opened the door to Britain´s age of Gloriana, and he must have heard of Christendom´s great victory at Lepanto against the Turks which forever insured that Europe would be Christian. Shakespeare´s era was as momentous as our own. Galileo was born in 1564, the same year in which Shakespeare was born, and only a few years before John Calvin laid the foundation for a great new fellowship in Christianity. And yet Shakespeare in the midst of these great events, only seventy years after the discovery of America, did not mention an explorer or a general or a monarch or a philosopher.The magic of Shakespeare is that, like Socrates, he was looking for the ethical questions, not for answers. That is why there are as many biographies of a purely invented man Hamlet, as there are of Napoleon, Abraham Lincoln, or Franklin D. Roosevelt.We are not sure of many things in this life except that the past has its uses and we know from the history of human experience that certain values will endure as long as there is breath of life on this planet. Among them are the ethics of the Hebrews who wrote the Decalogue, the Psalms, and the Gospels of the Holy Bible, and the marble of the Greeks, the laws of Romans, and the works of William Shakespeare. There are other values which may last through all the ages of man—Britain´s Magna Carta, France´s Rights of Man, and America´s Constitution. We hope so, but we are not yet sure. We are sure of Shakespeare.Ben Johnson was a harsh critic of Shakespeare during his lifetime. They were contemporaries and competitors. Johnson, a great dramatist, did not like it when his play Cataline had a short run and was replaced by Shakespeare´s Julius Caesar, which had a long run. Yet when Shakespeare died, Johnson was moved to a eulogy which he called "Will Shakespeare":Triumph my BritainThou has one to showTo whom all scenes of Europe Homage owe.He was not of an age, but for all time.第34题According to the passage, Shakespeare´s works ______.A.are more popular among certain professionsB.have words serious enough to be used in the courtC.have been popular for centuriesD.were not so popular at his time as they are today第35题In Shakespeare´s works, you can find portraits of all EXCEPT ______.A.people of the same time period with himB.ordinary people with different characteristicsC.your relatives and yourselfD.your unborn offspring第36题The word "momentous" in the sixth paragraph means ______.A.short-livedB.popularC.changeableD.eventful上一题下一题(37~39/共14题)PART II READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are several 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.Many things make people think artists are weird—the odd hours, the nonconformity, the clove cigarettes. But the weirdest may be this: artists´only job is to explore emotions, and yet they choose to focus on the ones that feel lousy. Art today can give you anomie, no problem. Bittersweetness? You got it. Tristesse? What size you want that in? But great art, as defined by those in the great-art-defining business, is almost never about simple, unironic happiness.This wasn´t always so. The earliest forms of art, like painting and music, are those best suited for expressing joy. But somewhere in the 19th century, more artists began seeing happiness as insipid, phony or, worst of all, boring—in Tolstoy´s words, "All happy families are alike." We went from Wordsworth´s daffodils to Baudelaire´s flowers of evil. In the 20th century, classical music became more atonal, visual art more unsettling. Artists who focused on making their audiences feel good, from Usher to Thomas Kinkade, were labeled "pop".Sure, there have been exceptions (say, Matisse´s The Dance), but it would not be a stretch to say that for the past century or so, serious art has been at war with happiness. In 1824, Beethoven completed the Ode to Joy. In 1962, novelist Anthony Burgess used it in A Clockwork Orange as the favorite piece of his ultra-violent antihero. If someone titles an art movie Happiness, it is a good bet that it will be—as the 1998 Todd Solondz film was—about deeply unhappy people, including a telephone pervert and a pedophile.You could argue that art became more skeptical of happiness because modem times have seen such misery. But it´s not as if earlier times didn´t know perpetual war, disaster and the massacre of innocents. The reason, in fact, may be just the opposite: there is too much happiness in the world today.After all, what is the one modem form of expression almost completely dedicated to depicting happiness? Advertising. The rise of anti-happy art almost exactly tracks the emergence of mass media, and with it, a commercial culture in which happiness is not just an ideal but an ideology.People in earlier eras were surrounded by reminders of misery. They worked gruelingly, lived with few protections and died young. In the West, before mass communication and literacy, the most powerful mass medium was the church, which reminded worshippers that their souls were in peril and that they would someday be meat for worms. On top of all this, they did not exactly need their art to be a bummer too.Today the messages your average Westerner is bombarded with are not religious but commercial, and relentlessly happy. Fast-food eaters, news anchors, text messengers, are all smiling, smiling, smiling, except for that guy who keeps losing loans to Ditech. Our magazines feature beaming celebrities and happy families in perfect homes. (Tolstoy clearly never edited a shelter mag.) And since these messages have an agenda—to pry our wallets from our pockets—they make the very idea of happiness seem bogus. "Celebrate!" commanded the ads for the arthritis drug Celebrex, before we found out it could increase the risk of heart attacks.It gets exhausting, this constant goad to joy. If you´re not smiling—after we made all those wonderful pills and cell-phone plans!—what´s wrong with you? Not to smile is un-American. You can pick out the Americans in a crowd of tourists by their reflexive grins. The U.S. enshrined in its founding document the right to the pursuit of happiness. So we pursued it and—at least as commerce defines it—we caught it.Now, like the dog that chased and finally caught the car, we don´t know what the hell to do with it. We feel vaguely dissatisfied though we have what we should want, vaguely guilty for wanting it, vaguely angry because it didn´t come as advertised. People tsk-tsked over last month´s study in which women reported being happier watching TV than playing with their kids. But why shouldn´t they? This is how the market defines happiness. Happiness is feeling good. Kids, those who exist outside ads, make you feel bad—exhausted, frustrated, bored and poor. Then they move away and break your heart.What we forget—what our economy depends on us forgetting—is that happiness is more than pleasure sans pain. The things that bring the greatest joy carry the greatest potential for loss and disappointment. Today, surrounded by promises of easy happiness, we need someone to tell us that it is O.K. not to be happy, that sadness makes happiness deeper. As the wine-connoisseur movie Sideways tells us, it is the kiss of decay and mortality that makes grape juice into Pinot Noir. We need art to tell us: remember that you will die, that everything ends, and that happiness comes not in denying this but in living with it. It´s a message even more bitter than a clove cigarette, yet, somehow, a breath of fresh air.第37题According to the passage, great art describes all of the following EXCEPT ______.A.nonconformityB.depressionC.bitternessD.total happiness第38题The tone of the author in the last but one paragraph is ______.A.ironicB.approvingC.indifferentD.exaggerated第39题It can be concluded from the last paragraph that ______.A.true happiness has within itself elements of bitternessB.true happiness does not existC.no one needs true happinessD.no one can get true happiness上一题下一题(1/7)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 10 words in the space provided.第40题What does the word "brunette" refer to in Paragraph 3?_______上一题下一题(2/7)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 10 words in the space provided.第41题What does the author think of Mozart?_______上一题下一题(3/7)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 10 words in the space provided.第42题What does the passage imply about a brown dwarf?_______上一题下一题(4/7)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 10 words in the space provided.第43题What did Muller find about the Oort Cloud?_______上一题下一题(5/7)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 10 words in the space provided.第44题Why was the Moon subjected to intense bombardment according to the passage?_______上一题下一题(6/7)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 10 words in the space provided.第45题What will the author most probably do if his/her morn has a question?_______上一题下一题(7/7)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 10 words in the space provided.第46题What does the word "Luddite" mean in Paragraph 10?_______上一题下一题(1/11)PART III LANGUAGE USAGE第47题What does the author think of communications technology?_______上一题下一题(48~57/共11题)PART III LANGUAGE USAGEHuman vision like that of other primates has evolved in an arborealenvironment. In the dense complex world of a tropical forest, it is moreimportant to see as well than to develop an acute sense of smell. In the __48__ course of evolution members of the primate line has acquired large __49__ eyes while the snout has shrunk to give the eye an unimpeding view. __50__ Of mammals only humans and some primates enjoy color vision. The redflag is black to the bull. Horses live in a monochrome world. Light visible tohuman eyes, therefore, occupies only a very narrow band in the whole __51__ electromagnetic spectrum. Ultraviolet rays are invisible to humans thoughants and honeybees are insensitive to them. Humans have no direct perception __52__of infrared rays like the rattlesnake that has receptors tuned into __53__ wavelengths longer than 0.7 micron. The world would look eerie different __54__ if human eyes are sensitive to infrared radiation. Then instead of the darkness __55__ of night, we would be able to move easily in a strange shadowless worldwhere objects glowed with varying degrees of intensity. But human eyes excelin other way. They are in fact remarkably discerning in color gradation. __56__ The color sensitivity of normal human vision is rarely surpassed even __57__ sophisticated technical devices.第48题第49题第50题第51题第52题第53题第54题第55题。

2017Mini-Lecture专八真题听力原文

2017Mini-Lecture专八真题听力原文

The Modes of LanguageGood morning, everyone!In our last lecture, I was talking about language as part of our semiotic system.And today I am going to move on to 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, there is also a third mode, which is not that frequently used as speech and writing.（1）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 the specific features of these two modes.（2）In linguistics, it is commonly noted that speech is primary and writing secondary. Linguistics take this position because all languages are spoken except those dead languages such as Latin, which is only existent 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. （3）However, to become literate, a child will need some kind of formal schooling in reading and writing. In many respects, we might call speech "primary" and writing "secondary". It implies that writing has a second-class status when compared with speech.（4）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.（5）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. （6）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 conversation—is highly interactive. This modeis 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.（7）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 a question about something said; in a letter to a friend, in contrast, such immediacy is lacking.（8）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, （9）writing creates distance between writer and reader, preventing the writer from getting any immediate reaction from the reader.（10）Speech is oral, thus making it possible to use intonation to emphasize words or phrased 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, （11）writing is much more deliberate. It require planning, editing and thus taking much more time to produce on the part of the writer.Because of all 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 smart phone. 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.（12）But because such conversations are a hybrid of speech and writing, they still lack the intimacy and immediacy of a face-to-face conversation.（13）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.（14）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 the other kinds of written texts, particularly personal letters, ranked higher on the scale of interactivity than many of the spoken texts.In other words, （15）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 contacts where 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 following lecture, we will concentrate on the linguistic structures of language.Thank you!。

星火英语版2017年专八考试参考答案(供参考)

星火英语版2017年专八考试参考答案(供参考)

【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 and 11?答案：［A］Publicity.PASSAGE TWO16. It can be inferred from 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 indicates that .答案：［C］we are born story-tellers18. Samuel Johnson regards the relationship between a writer and a reader as .答案：［B］collaborative19. In , 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。

专八满分听力Mini-lecture（1-4）

专八满分听力Mini-lecture（1-4）

Mini-lecture 1Cultural UnderstandingLike learning a language，developing cultural understanding occurs step by step over time.Here are five stages of cultural understanding veduchina.Stage one：No understanding.一involves no awareness of the new culture：know nobody and few(1)Stage two：Sup erficial understanding.--awareness of (2) aspects of the foreign culture and stereotypes veduchina--stereotytres are(3)Stage three：Growing understanding and possible(4)--awareness of more subtle，less visible traits in foreign culture--unnecessarily bring acceptance veduchina.For anyone，the home culture is(5)Stage four：Greater(6)————understanding.一still(7) have little empathy veduchina一the(8) level is higherStage five：True empathy，and cultural (9)————.—to live in the foreign culture：the amount of time depends Oil(10)Mini-lecture 2 British Educational System1.Primary and secondary educationin Britain1)Children at the age of(1)________go to primary school.2)Students attend secondaryschool until age sixteen.3)Students enter higher education at age eighteen.2.Higher education in Britain1) In England and Wales：—Application for universities：through the UCCA；一Courses：“course”refers to a(2)_______ program，structured with a fixed program of classes；—Classes：a.classes are offered in the UK on a(3)________basis veduchina；b.more emphasi s i s placed on(4)________study；c.students write more essays and take fewer objective tests；d.classes often take the following forms：(5)______，tutorials，seminars.2) In Scotland：—A variety of tertiary level options are available：a.The colleges of further education provide vocational and (6)____education；b.Central institutions don’t directly validate degrees,but many have close ties to(7) .c.Teachers colleges veduchina；d.The standard university degree is a four—year(8)__________；parison between the US and the UK higher education1)Grading：一In the UK，(9)__________are the most common form of study assessment—The US professors grade less strictly than the UK professors veduchina2)Course levels：—Basic courses are not(10)____________at UK universities.Mini-lecture 3 Mass Media in AmericaMass media specifi cally refer to those publications and programs that attempt to serve most or all of the people in a given market.Three groups of mass media in America are briefly introduced.I. N ewspapersA.Reading newspaper is different from watching TV.—for one thing1.detailed(1)_______ of news items2.substantial treatment of news events3.interesting and stimulating opinions4.analysis over important events at home and abroac—for anotheras for the reading places, no(2)_______B.Newspapers are still a big business.—fact one: the large circulation of a number of important newspapers—fact two: the great (3)_______ of newspapers availableII. MagazinesA.great varietyB.wide range of topi csC.different target readers:the well-educated,well-informed,and(4)_____ peopleD.the top three:(5)_______ TV Guide and The Conde Nast SelectIII. Radio and TelevisionA.Radio:a first-class entertainment medium for most Americans一The future of the radio is still(6)___________B.Television--become popular after the invention of(7)_____ and videotape recorders—profound impact on society1.the socialization effect2.a(8)_________ a molder of new of new cultural trends and a molder of attitudes towards these new trends3.revolutionized the marketing of goods4.the enormous cultural impact of TV violent programs5.the impact of TV on(9)_______________To sum up，the mass media in Ameri ca has，to a great extent，changed and will still keep on changing Americans’(10)_________Mini-lecture 4 Government in Britain and the USThe focus of this lecture is different government systems in Britain and the US.Government in Britain:1. National government:the center of government in Britain iS Parliament.一Location of parliament:(1)__________.—Parliament includes the House of Common，the House of lords and the monarch.—the passage of bills:firstly brought to the House of Commons for discussion，then the house of Lords，finally(2)_________2. Local government in Britain，also known as(3)_________一make small laws,only applied in local area—got payment from(4)from national government--elected by people within each town,city or country areaGovernment in the US:1.The federal government—(5)________is the central law-making body in the US.1)the House of Representatives2)the Senate: the higher but less (6)________of the two houses of Congress.—The President has the power of (7)________a bill.—The Supreme Court: the final Court of Appeal in the US.2.The state government—Each state has its own written(8)________—The highest elected official of each state is the Governor.3.The local government—No law of local government can be(9)________with the United Constitution.To sum up，the government in each country is a (n) (10)________of its historicaland modern factors.参考答案：Mini-lecture1 (1)basi c facts (2)negative (3)offensive (4)conflict (5)much better(6)intellectual (7)emotionally (8)comfort (9)respect (10)the individualCulture understanding文化差异Today I will focus on the i ssue of culture understanding. With increasing globalization, the world becomes really small nowadays. As a member of the global, we get more chances to contact foreign cultures. And what if we want to understand foreign culture very well, what should we do? What kinds of process will we experience before we achieve that goal. The answer is not very difficult to imagine. Just like learning a language, developing culture understanding occurs steps by steps over time. Development of culture consciousness is a process that starts the stage no understanding and moves, in the best case, to the stage of true empathy移情作用,[心]神入and culture respect. So an order to make it a clearer explanation about the process, the five stages of culture understanding is presented here.Stage 1 no und erstanding This level involves no awareness of new culture. The point is quite easy to see. For a person who has few chances to get contact with other cultures, a new one sometimes might as well be like something from an unknown planet in outer space. The person does not know anyone from the culture, and has encountered few, if any, basi c facts about the culture; so naturally, the person certainly has no way to understand that culture at all.Stage 2 superficial understanding This level involves awareness of very superficial aspects of foreign culture, frequentl y negative aspects. At this stage of culture awareness, the person knows a few basic facts of new culture. These facts stand out and often serve as the basis of stereotypes 陈规,老套. However, the stereotypes are offensive because they imply that al l people from a certain culture have the same characteristi cs. At this stage of culture awareness, when stereotypes are keenly felt, the person is highly ethnocentric种族[民族]中心主义的,种族[民族, 集团]优越感的that means the person is just focused on his or her own culture as the norm of what is right and comparing the new culture with the better culture back home. Stage 3 growing und erstanding and possible conflict In this stage the learner begins to be aware of more subtle sometimes less visible traits in the foreign culture. I will give you an example here to illustrate this point. A student learned that a given culture focuses on family far more getting things accomplished. As a result, he or she begin to appreciate the huge importance of family value in this culture, so we can see thi s understanding helps the person to see why things operate the w ay they do. But such awareness doesn’t al ways bring acceptance. In this stage the person is still ethnocentri c home culture-oriented, comparing that culture that i s new to his/her old home culture and usually feel his/her home culture is much better. I think some of you, as English majors, may have the exactly same experiences when you come to be familiar with your foreign t eachers or friends. You do appreciate some of their cultures but you just can’t accept them from the bottom of your heart.Stage 4 great intellectual culture und erstanding At this stage the learner begins to comprehend intellectually the peopl e in the foreign culture yet they are still a little emotional empathy. The person can not feel what it is like to be a member of that culture, the learner thus starts to see things intellectually through the eye of culture bearers at the least part of the time, but they just can’t really feel the same way the members of foreign culture feel. The learner begins to shed ethnocentrism a little bi t and starts to understand new culture more deeply. The person knows why thing are done in the way they are done and accept these things with less irritation. So you can see now the learner obviously comprehend the briefs and actions of people in the culture, the comfort level is higher, and the person does not complain the extensively about the culture differences. That makes a big sense in the process of culture understanding.Stage 5 true empathy and culture resp ect This level is the highest one of culture awareness. To attain this level, the learner must actually live in the foreign culture for some time. As for how long the learner must live in such a culture so that they can reach stage five. The amount of time is variable, greatly depending on the individual. At the fifth stage, unlike the previous stages the learner does not just see things intellectually from the viewpoint of the culture some or most of the time, instead he/she actually feel the part of culture, respects the culture fully and emphasizes emotionally with those who have lived all their life in that culture. By doing so, the person, in real sense, achieves a true culture understanding.In summary, today’s lecture is centered on the stages and growth of culture consciousness. Altogether there are five. 1 no understanding means one does not know anyone from that culture knows few, if any, facts. 2 superficial understanding means one knows some superficial facts and stereotypes. 3 growing understanding and possible conflict means one is aware of moresubtle traits but may experience culture conflicts probably believes one’s own culture is superior. 4 great inte llectual culture understanding means one understands the culture intellectually but not emotionally. 5 true empathy and culture respect means one understands the culture both intellectually and emotionally, can feel what the people in the culture feel. Hope the lecture will be helpful in your nurturing of your culture awareness. Thanks for your patience.Mini-lecture2(1)five (2)degree (3)modular (4)independent/self-directed (5)lectures (6)technical(7)local businesses (8)Honors degree (9)written examinations (10) commonBritish Educational SystemToday I’ll talk about the British educational system, including the primary and secondary education and the higher education in Britain. Meanwhile, I’ll try to make a comparison between the US an d the UK higher education.First, I’ll briefly introduce the primary and secondary education in Britain. In England and Wales, students study in primary schools from age five until eleven. They attend secondary school until age sixteen. Before graduating, students usually take seven comprehensive exams, called the General Certificate of Secondary Education (GCSE) exams. After passing the GCSE exams, students choose to study two to four subjects intensely for the GCE Advanced Level exams, called "A levels." At eighteen, they enter higher education to focus on a parti cular subject, called a "course."Now let’s move on to the higher education in Britain. First I’ll talk about the general practi ces in England and Wales, and then the general practices in Scotland.In England and Wales, prospective university students apply for places through the Universities Central Council on Admissions (UCCA). Students do not apply directly to the universities themselves. Successful candidates are admitted directly into a specific degree "course." A degree course normally takes three or four years to complete. At most universities students study only one major subject. Each course i s structured with a fixed program of classes for the entire three years. Increasingly, universities in the United Kingdom are offering classes on a modular(课程教学)以单元为基础的basis, whi ch allows students to broaden their studies creating a more interdisciplinary program. This modularization, however, has not replaced the traditional British degree course with the American concept of credit accumulation. In addition, there is generally a sharp distinction between the arts and sciences and there is seldom any cross-over between the two.At a British university, more emphasis i s placed on independent, self-directed study than in the United States. Required texts and definite reading assignments are less common. More typi cally, an extensive reading list covering all topi cs to be discussed is di stributed at the start of the course to be used for independent research. British students typically consult a large number of sources from the library rather than intensively studying a few books purchased by everyone taking a course. In addition, students are required to write more essays and take fewer objective tests than at U.S. institutions. Classes often take the following forms: lectures, which are sometimes completely optional; tutorials, in whi ch a small number of students meet with the lecturer; and seminars, larger discussion classes often based upon seminar essays. Unlike the U.S. system of regular testing in a course, British students sit for final examinations that cover the full year's work and determine the grades for the class. With the growth of modularization, however, there has al so been an increase in the number and variety of modules offered on a semester basi s.In Scotland, there are a variety of tertiary第三的,第三位的level options available for students, the most important of whi ch are the colleges of further education, the central institutions, teachers colleges and the universities. The colleges of further education provide vocational and technical education, and enroll more students than all other tertiary institutions combined. Central institutions provide courses leading to the Higher National Diploma (HND), bachelor's degrees and some specialized master's degrees. These institutions do not have the authority to directly validate degrees and tend to offer a narrower range of subjects than the universities. Many have close ties to local businesses, offering cooperative work experiences that provide students a period of practical training.Scottish universities are quite di stinct from their British counterparts. In fact, they more closely resemble European or American universities. The standard Scottish university degree is a four-year Honors degree (BA Hons). Students are rarelyadmitted directly to a degree "course." Usually they are admitted to a faculty or simply admitted to the university as a whole. Scottish university students begin with a broad-based program during the first year and choose a specialization专门[业]化after the second or even the third year. Students may also elect to complete a three-year Ordinary degree. This i s a broad-based degree that (unlike in England) does not represent a "failed" Honors degree.Next, let’s compare the US and the UK highe r education from two aspects,]namely, grading and course levels.First, about the Grading. In the UK, assessment methods vary by institution and tend to reflect the UK teaching method and style. Written examinations, whi ch are held at the end of a year or, in some cases, in the final undergraduate year only, are the most common form of study assessment. There i s no official method of equating British and American educational qualifications. The educational systems are very different and attempts to compare them must be done on a strictly provisional basis. Many U.S. institutions have already developed systems of assessing their study abroad students or equating British grades to U.S. grades.Professors at UK institutions grade more stri ctly than their counterparts in the United States. As a result, American students studying in the UK often perceive that they have performed poorly in their classes, when they have not. Grades are given as percentages rather than letter grades. Forty percent is the minimum passing grade and high percentages are rarely awarded. A grade of seventy percent or higher is considered "with distinction."In general, percentages increase from forty rather than decrease from 100 percent, as they do in the United States.Second, about the Course Levels. A typi cal British course load will vary from 3 to 6 modules or classes per term. Most students take 4 to 5 modules per term. The number of hours in class per week will vary by institution. Students should note that general education or basi c courses are not as common at UK universities because they have already been covered at the GCSE level. Many faculties assume that a student has a basi c understanding of the concepts that will be addressed in the course. For this reason, it is common for third-year American students to take first-year and second-year courses at a UK university.With thi s, we’re coming to the end of today’s lecture. Next time, we’ll talk about university degrees.Mini-lecture3 (1)coverage (2) limitation/confinement (3) variety(4)public—conscious(5) Reader’s Digest (6) promising/bright (7)portable cameras (8) transmitter (9) religion (10)lifeMass Media in America美国媒体Good morning, everyone,today my topic i s mass media in America. By media, we refer to the variety of means by which technology transmits information and entertainment to us. Thus, in its broadest sense, the term media includes newspaper, television, movies, radio, books, and magazines. Mass media specifi cally refer to those publications and programs that attempt to serve most or all of the people in a given market. Here I would like to introduce the mass media in America by dividing them into three groups: newspaper; magazines; radio and television.First, let’s have a look at newspapers. For a long time, newspapers have been the chief means by whi ch people get themselves informed. While television has replaced newspapers as the primary source of news for most Americans, and while computer network is increasingly becoming a faster and easier way of obtaining news for many Americans, newspapers still remain as one of the most powerful means of communications in the United States. For one thing, reading newspapers i s different from watching TV. It gives detailed coverage报道范围of news items, and tends to provide substantial treatment of news events. And, sometimes it offers interesting and stimulating opinions as well as analysis over important events at home and abroad. For another, unlike watching TV, reading newspapers does not require one to be confined to his sitting-room. He can do it virtually anywhere he likes: in his car, at the breakfast table, sitting in the sun, waiting at the subway station, and believe it or not, in the restroom. So, for these and many other reasons, newspapers in the United States are still a big bus iness. And, this is borne out by two facts: (1) the large circulation of a number of important newspapers such as USA Today《今日美国》and The Wall Street Journal《华尔街日报》; (2) the great variety of newspapers available in the United States, big and small, local and national, special and general, radical and conservative, and so on. The top 3 daily newspapers in the United States are: Wall Street Journal, USA Today and New York Times《纽约时报》.Second, we’ll move to magazines. According to a statisti cal record in 1990, there were over 12,205 magazines being published in the United States. More than 4,000 of them appear monthly, and over 1,300 are published each week. They cover all topics and interests, from art and architecture to sports, from aviation航空学,飞机制造业and gardening to computers and book reviews, from fashion design and cooking to homemaking. Quite a few have international editors, are translated into other languages, or have “daughter” editions in foreign countries. Among the many internationals are National Geographic《国家地理》杂志, Reader’s Digest《读者文摘》杂志,Cosmopolitan《大都会》,Vogue《时尚》杂志,Time《时代》,Newsweek 《新闻周刊》, Scientific American and Psychology Today. The weekly newsmagazines —the best known are Time, Newsweek, and U.S. News & World Report《美国新闻与世界报道》—serve as a type of national press. Unlike newspapers, however, weekly newsmagazines tend to give extensive coverage and provide detailed, and sometimes in-depth, analysis. Also unlike newspapers, whi ch usually have the lowest common denominator in their appeal to the general reading public, weekly newsmagazines normally target at the well-educated, well-informed, and public-conscious people of the society. Many weekly newsmagazines also have considerable international impact, particularly Time and Newsweek. The top three magazines in America are: (1) Reader’s Digest; (2) TV Guide《电视导读》; (3) The Conde Nast Select.Third, I’ll say something about radio and television. In more than two generations, the two powerful mass media transformed much of American life.Radio, emerging at the same period when the Great Depression pervaded蔓延, 在…中盛行in America, provided free entertainment in the comforts of the home. Families that could no longer afford to go out for entertainment gathered together in their living rooms to escape reality by laughing, fantasizing梦想,幻想and dreaming of happier times. From then on, radio became a first-class entertainment medium for most Ameri cans. Up until now, in view of the popularity of radio programs in the United States, the future of radio as a form of medium continues to look bright.Then, with the rapid development of science and technology, TV came into being in 1920s. It primarily serves as a medium of entertainment, and then also has a big role to play as a news broadcasting agency. Networks began experimenting with news at locally owned stations as early as January 1940. But, early-day television news could not begin to compare with radio news. Only after the invention of portable cameras and videotape recorders had television been made a much more credible news medium because viewers saw pictures of the news events on the day they occurred. Consequently, access to news is made much easier, and the general public is getting better informed.Gradually, television’s impact on American society has been more and more profound. It has changed the life-styles of most Americans and become a major influence on American culture. It can be seen from 5 aspects.First and foremost is the socialization effect. Many studies have shown that TV’s dominance as household activi ty often reduces the level of communi cation among family members and, as a result, much of the culture being distributed to youngsters today in the United States comes from the tube rather than the family.Secondly, television programming has played an important role in shaping and reflecting for the masses the cultural changes that have been occurring in American Society. TV functions both as a transmitter传送[递]者of new cultural trends and as a molder造型者,模塑者of new attitudes towards these new trends.Thirdly, television has revolutionized the marketing of goods in the Ameri can economy. With TV marketing, people become vulnerable to the products, or in other words, to the commercials.Fourthly, the cultural impact of violent TV programs has been quite enormous. Needless to say, the question of violence on TV has been around nearly as long as the medium. Many critics claim that TV violence increases violence in American society.Fifthly, the impact of TV on religion has al so been an issue of great concern to many Americans. So far now, it is still an issue full of di sputes.To sum up, the mass media in Ameri ca includes so many different forms, and each of them plays a vital role in American people’s life not only in the past, but also at present and in the future. To know much about America, one must have a good knowledge about its mass media.Mini-lecture4 (1)Westminster (2)signed (3)Councils (4)local taxes (5)Congress (6)powerful(7)veto (8)Constitution (9)in di sagreement (10)embodimentGovernment in Britain and the US英美政府Today we will focus on the Government in Britain and the United States. Let’s have a look at them one after the other.Government in Britain can be divided into National government and Local government.The center of government in Britain is Parliament, which makes all the important laws for the country about crimes and punishment, taxation课税, etc. Parliament i s made up of the House of Commons, the House of Lords and the monarch. The Houses of Parliament are in Westminster in London and sometimes “Westminster” itself i s used to mean Parliament.The House of commons, or the Commons, is the lower but more powerful of the two Houses. It has 650 elected members, called Members of Parliament or MPs, each representing people in a parti cular area or constituency(议员所代表的)(全体)选民;选(举)区. The House of Lords上议院, or the Lords, is the higher but less powerful of the two Houses. It has over 1,000 members, none of whom is elected. These members include: people who have titles like Lord or Viscount子爵whi ch have been passed down to them on the death of their father; people who are given titles as a reward for their long servi ce in public life, but whose children do not inherit their title; and some important leaders of the Church of England, such as Archbishops and Bishops.The government brings bills to the House of Commons下议院, whi ch are discussed by MPs. The bills then go to the House of Lords to be di scussed. The House of Lords can suggest changes to a bill, but does not have the power to reject it. When bills come back to the Commons, MPs vote on them and if they are passed they are signed by the monarch and become Acts of Parliament.At present England, Scotland, Wales, and Northern Ireland are all governed by Parliament in Westminster. In Northern Ireland the political parties are different but their MPs still go to the House of Commons. In Scotland there is a lot of di scussion about whether Scotland should have some separate or partly separate form of government. The same is true in Wales. The Local government in Britain, also known as Councils, can make small laws, that i s bylaws, whi ch only apply in their area, but these are usually about small, local matters. For instance, they may be about fines that will be made for people who park in certain streets.Councils are paid for by local taxes and also by an amount of money given to them each year by the national government. Their main job is the organizing and providing of local services, e.g. hospitals, schools, libraries, public transport, street-cleaning, etc. They are also responsible for setting the amount of local tax that people must pay and for collecting thi s tax.Local councils are elected by people within each town, city, or county area. The people who are elected, known as councilors, usually represent one of the national political parties, but are often elected because of their policies on local issues rather than the national policies of their party.Now let’s move to the topi c of Government in the US. All levels of government in the US, including federal, state, and local, are elected by the people of the country.First, we’ll talk about the federal government. The constitution of the US specifi cally limits the power of the federal, or national, government mainly to defense, foreign affairs, printing money, controlling trade and relations between the states, and protecting human rights. The federal government is made up of the Congress , the President, and the Supreme Court. Congress, the central law-making body in the US, i s made up of the House of Representatives and the Senate. The House of Representatives is the lower but more important of the two houses of Congress. It has 435 members, called Representatives or Congressmen. The number of Representatives for each state depends on the size of the population of the state, with each state having at least one Representative. The Senate i s the higher but less powerful of the two houses of Congress. It has 100 members, called Senators, elected by their state. Each state has two Senators. Congress decides whether a BILL becomes law. If the Senate and the House of Representatives both agree to a bill, the President i s asked to agree. The President can veto the bill, but Congress can still make it a law if 2/3 of the members of each house agree to it.Second, we’ll learn something about the state government. The state government has the greatest influence in people’s daily lives. Each state has its own written Constitution, and among the states there are sometimes great differences in law on matters such as property, crime, health and education. The highest elected official of each state is the Governor. Each state also has one。

专业英语八级考试试题partilistening

专业英语八级考试试题partilistening

2006年专业英语八级考试试卷(1)PART I LISTENING COMPREHENSION(35MIN)SECTION A MINI-LECTUREIn this section you sill hear a mini-lecture. You. will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.1. Which of the following statements is TRUE about Miss Green's university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. T aking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies inA. the nature of work.B. office decoration.C. office location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant.SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 6 and 7 based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.6. The man stole the aircraft mainly because he wanted toA. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffic controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question.Now listen to the news.8. The news is mainly about the city government's plan toA. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions.Now listen to the news.9. According to the news, what makes this credit card different from conventional ones isA. that it can hear the owner's voice.B. that it can remember a password.C. that it can identify the owner's voice.D. that it can remember the owner's PIN.10. The newly developed credit card is said to said to have all the following EXCEPTA. switch.B. battery.C. speaker.D. built-in chip.参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,diction or uses of image5.cultural codes6.cultural7.the reader8.social9.reader competency10. social sructure,traditions of writing or political cultural influences,etc.Section B Interview1-5 CDDDASection C News Broadcast6-10 DCBCA2006年专业英语八级考试试卷(2)PART II READING COMPREHENSION(30MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow's universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University - a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world's great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a "college education in a box" could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play somesignificant role in future higher education, that does not mean greater uniformity in course content - or other dangers - will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become "if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?"Co-editor Jennifer Gidley shows how tomorrow's university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today's faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for faculty, and in Gidley's view the most challenging and rewarding of all, would be as meaning-makers: charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specific real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be "enrolled" in courses offered at virtual campuses on the Internet, between -or even during - sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University,A. he is in favour of it.B. his view is balanced.C. he is slightly critical of it.D. he is strongly critical of it.12. Which of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mission of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachersA, are required to conduct more independent research.B. are required to offer more course to their students……C.are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15. Which category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.2006年专业英语八级考试试卷(3)TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no notice to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbours, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time untilthe appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn't s single empty or boarded-up building around the square - no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he'd never seen must have been buried in those graves. He parked and walked to his mother's grave, something he hadn't done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father's study, sipping bad instant tea and receiving instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, Ray passed the water tower he'd climbed twice, the second time with the police waiting below. He grimaced at his old high school, a place he'd never visited since he'd left it. Behind it was the football field where his brother Forrest had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.2006年专业英语八级考试试卷(4)TEXT CCampaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down which fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are always engaged in private or public war. Every man is a warrior, a politician and atheologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta。

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

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。

听力minilecture 原文

听力minilecture 原文

6 Study in AmericaThis week in our Foreign Student Series, we discuss something for students interested in higher education in the United States.Firstly, let’s learn about how to get the information you need. One place to go for advice and information about American colleges and universities is an Education USA center. More than four hundred of these educational advising centers are located around the world. The advisers at Education USA centers do not charge any money for their services.They help students find schools and get information about financial aid, admissions tests and visa requirements. The centers are supported by the State Department. You can find the nearest one on the State Department's Web site for international students.Another place to get information is at an educational fair.Representatives of American colleges and universities present information and answer questions from students and their parents.The Institute of International Education has been organizing United States Higher Education Fairs in Asia since 1982. Last year, more than fourteen thousand students attended these fairs in China, India, Indonesia, Japan, Thailand and Vietnam. The next higher education fairs in Asia are in October.Secondly, we talk about applying to an American college or university. International admissions officers advise students to apply to at least three schools.You may be able to apply online and pay the application charge with a credit card, or by mail.You should study the Web sites of schools that interest you. You can find information about how and when to apply, how much it will cost and whether any financial aid is available. And you can probably e-mail the admissions office with any questions.In most schools, the admissions Web site has an area where people can send questions to current international students.Wherever you apply, you should start the application process at least two years before you want to begin your studies. Completing the applications and any required admissions tests will take time.There are two competing admissions tests at the undergraduate level: the SAT and the ACT.The SAT involves mathematics and language and includes writing an essay.The ACT is designed to measure what a student learned in high school. There are questions in four skill areas: math, English, reading and science.Most American colleges and universities require applicants for a bachelor's degree to take one of the tests. Some students take both.The ACT is advertised as "America's most widely accepted college entrance exam." The SAT is advertised as the one "most widely taken" and, combined with high school grades, "the best predictor of college success."For graduate-level programs, applicants often have to take the Graduate Record Examinations, or GRE.The general test measures reasoning, thinking and writing skills.Non-native English speakers will most likely have to take the TOEFL, the Test of English as a Foreign Language, or IELTS, the International English Language Testing System.Most American colleges and universities accept one or both of the two major tests.The TOEFL is given in 180 countries. The competing IELTS is given in 121 countries.One million people each year take the TOEFL, says Tom Ewing, a spokesman for the Educational Testing Service. Same with the IELTS, says Beryl Meiron, the executive director of IELTS International.She says two thousand colleges and universities in the United States now recognize the IELTS.The IELTS is a paper test, while the TOEFL is given on paper only in places where a computer test is unavailable.The TOEFL paper test costs 150 dollars. It tests reading, listening and writing. A separate Test ofSpoken English costs 125 dollars.The computer version is called the TOEFL iBT, or Internet-based test. The price is different in each country, but generally falls between 150 and 200 dollars.The TOEFL iBT and the IELTS both measure all four language skills --- listening, reading, writing and speaking. But with the IELTS, the speaking test is done separately as a live interview. You speak with an examiner who is certified in ESOL - English for speakers of other languages.IELTS International says the test measures true-to-life ability to communicate in English for education, immigration and employment. Institutions in Britain and Australia jointly developed it.Thirdly, what’s the next step if you get accepted? Just getting accepted to an American college or university does not guarantee that you will get a visa. And getting a visa just lets you arrive in the United States. It does not guarantee that an immigration officer will permit you to enter the country.Travel documents come from the Department of State. But immigration is the responsibility of the Department of Homeland Security.The State Department has a Web site with all the rules for getting a visa. The address is . Unitedstatesvisas is all one word.If you are requesting a visa for the first time, you will probably have to go to an American embassy. You will need to bring a government form sent to you by your American school that shows you have been accepted.You will also need banking and tax records that show you have enough money to pay for your education. And be prepared to provide evidence that you will return to your home country after your studies end.All of this is important in satisfying the requirements to get a visa.Foreign students must contact their local embassy to request an interview and to get other information. This includes directions about how and where to pay the visa application charge. The cost is 200 dollars.You should apply for the visa as soon as you have been accepted to a school in the United States. The government needs time to perform a background investigation.You cannot receive a visa more than 120 days before the start of your program. And if you are coming as a student for the first time, you cannot enter the country more than thirty days before classes begin.Once you come to the United States, you can stay for the length of your period of study. Your school is required to provide the Department of Homeland Security with reports on your status as a student.7 How to Conduct Research OnlineGood morning, everyone. In today’s lecture, I’ll talk about tips on how to do researc h online. Nowadays, online resources can be found easily, and they can be of very high quality. The best way to find high-quality journal articles is to get them through your online library, or to buy the articles through an article provider.However, there are good sources that are both accurate and of high quality on the Web, and they are often free and don’t need any password.Whether you are looking for journal articles, thesis, factual information, or high-quality resources, the same principles are always helpful. Narrow your topic, make sure your search terms are relevant and focused, make sure your articles and your topic are consistent, examine your sources for prejudice and distortion, and finally, make sure that your research provides enough support and background for your argument.Let's expand the steps and look at them again. It is useful to look at each of the stepsindividually.(1)Define your topic.Narrow it down, but don't constrain it too much. Develop a solid topic statement that gives you room to develop an argument. This is a great time to do brainstorming. Clusters, mind maps, concept maps, decision trees, and free-writing are all very useful.Determine what fields of study your research question will address.(2)Identifying the fields of study will help you determine which journals or databases tosearch.(3)Make a list of items that interest you about the topic.For example, you may be required to write an essay on an aspect of Hamlet in your English class. At first, you feel puzzled. Later, however, you think about the characters and situations that most interested you and you recall that Ophelia's speech and then her death were interesting to you. You wondered about the psychological state, and how she was thought by the others in the play. Does her situation show something essential about the human condition? You don't have any idea, but you'd like to explore it. So, you start by looking into what others have said about Ophelia in Hamlet. You find that her madness and death reflect and reinforce the overall themes of death, madness, murder, and betrayal. How does Ophelia's madness contrast with Hamlet's? (4) You start writing down ideas and key words. These will help you develop search terms and focus your search by going to the correct types of journals and materials.Narrow your topic.This requires another round of brainstorming, but this time you will be focusing on what others have written. List terms, ideas, and concepts that occur to you, and then focus on the subcategories that you find most interesting.Then, use the list to narrow your topic. (5)Avoid old-fashioned subjects and the ones that are too narrow or too broad.What have others said?As you conduct beginning research in the library, you will find books and articles on your topic. As you read the material, try to form an idea of what the major issues have been in the discussions about your topic.For example, if your topic is on how the study of pragmatics starts, you will need to have an idea of who started researching the topic first. You will also need to identify the sides of the argument. Who is for it? Who is against it? Why? What are the issues?(6) Once you have a sense of the main players, you can start to do searches based on author name as well as key words or topics.Evaluate your material.How do you determine if a source of information is of high quality? Even if you are getting your data from a library database such as Lexis-Nexis, (7) you should be aware that the articles contained in the newspapers they have in their database could be prejudiced.Anyone with access to a server can put material on the web; there are no controls on what people choose to write. As a result, web pages should be viewed with even more caution than most print materials. In particular you should look for:- who is responsible for the site ---is there a name and contact address?- what is the operating rule for the site ---is it supporting a particular viewpoint to prove other views to be wrong?- is there a list or bibliography of evidence?-(8) is there a date when the site was last updated ---how long ago did this happen?- does the site seem to be permanent or part of a permanent organization?Organize your sources, articles, and notes.After you have found your articles, be sure to organize them so that you have a sense of where they will go in your paper. Keep your original topic in mind and the points you are trying to make. You should support them with evidence and research findings from your articles.This is a good time to return to your outline and to start mapping out where you plan to use your sources and materials.Create a bibliography.(9)As you download and read your articles, you can keep track of them by creating an"electronic notebook" which would consist of a list of your sources. Create an entry for each source. Use the appropriate style. After you have completed that, be sure to write a one-sentence summary of the article and how it relates to your topic.Update your outline.Re-examine your thesis. Look at your argumentation structure. Does each paragraph help support your thesis? How does your research fit? Determine where you have gaps and redundancies.Fill in the gaps.Make a list of the places in your paper where you need additional support for your argument.(10)Then, after eliminating redundancies, map where you need to fill gaps, and where your argument needs additional support.8 Mass Media in AmericaGood morning, everyone, today my topic is mass media in America. By media, we refer to the variety of means by which technology transmits information and entertainment to us. Thus, in its broadest sense, the term media includes newspaper, television, movies, radio, books, and magazines. Mass media specifically refer to those publications and programs that attempt to serve most or all of the people in a given market. Here I would like to introduce the mass media in America by dividing them into three groups: newspaper; magazines; radio and television.First, let’s have a look at newspapers. For a long time, newspapers have been the chief means by which people get themselves informed. While television has replaced newspapers as the primary source of news for most Americans, and while computer network is increasingly becoming a faster and easier way of obtaining news for many Americans, newspapers still remain as one of the most powerful means of communications in the United States. For one thing, reading newspapers is different from watching TV. It gives detailed coverage of news items,and tends to provide substantial treatment of news events. And, sometimes it offers interesting and stimulating opinions as well as analysis over important events at home and abroad.For another, unlike watching TV, reading newspapers does not require one to be confined to his sitting-room. He can do it virtually anywhere he likes: in his car, at the breakfast table, sitting in the sun, waiting at the subway station, and believe it or not, in the restroom. So, for these and many other reasons, newspapers in the United States are still a big business. And, this is borne out by two facts: (1) the large circulation of a number of important newspapers such as USA Today and The Wall Street Journal; (2) the great variety of newspapers available in the United States, big and small, local and national, special and general, radical and conservative, and so on. The top 3 daily newspapers in the United States are: Wall Street Journal, USA Today and New York Times.Second, we’ll move to magazines. According to a statistical r ecord in 1990, there were over 12, 205 magazines being published in the United States. More than 4, 000 of them appear monthly, and over 1, 300 are published each week. They cover all topics and interests, from art and architecture to sports, from aviation and gardening to computers and book reviews, from fashion design and cooking to homemaking. Quite a few have international editors, are translated into other languages,or have “daughter” editions in foreign countries. Among the many internationals are National Geographic, Reader’s Digest, Cosmopolitan, Vogue, Time, Newsweek, Scientific American and Psychology Today. The weekly newsmagazines --- the best known are Time, Newsweek, and U. S. News & World Report --- serve as a type of national press. Unlike newspapers, however, weekly newsmagazines tend to give extensive coverage and provide detailed, and sometimes in-depth, analysis. Also unlike newspapers, which usually have the lowest common denominator in their appeal to the general reading public, weekly newsmagazines normally target at the well-educated, well-informed, and public-conscious people of the society. Many weekly newsmagazines also have considerable international impact, particularly Time and Newsweek. The top three magazines in America are: (1) Reader’s Digest; (2) TV Guide; (3) The Conde Nast Select.Third, I’ll say something about radio and television. In more than two generations, the two powerful mass media transformed much of American life.Radio, emerging at the same period when the Great Depression pervaded in America, provided free entertainment in the comforts of the home. Families that could no longer afford to go out for entertainment gathered together in their living rooms to escape reality by laughing, fantasizing and dreaming of happier times. From then on, radio became a first-class entertainment medium for most Americans. Up until now, in view of the popularity of radio programs in the United States, the future of radio as a form of medium continues to look bright.Then, with the rapid development of science and technology, TV came into being in 1920s. It primarily serves as a medium of entertainment, and then also has a big role to play as a news broadcasting agency. Networks began experimenting with news at locally owned stations as early as January 1940. But, early-day television news could not begin to compare with radio news. Only after the invention of portable cameras and videotape recorders had television been made a much more credible news medium because viewers saw pictures of the news events on the day they occurred. Consequently, access to news is made much easier, and the general public is getting better informed.Gradually, television’s impact on American society has been more and more profound. It has changed the life-styles of most Americans and become a major influence on American culture. It can be seen from 5 aspects.First and foremost is the socialization effect. Many studies have shown that TV’s dominance as household activity often reduces the level of communication among family members and, as a result, much of the culture being distributed to youngsters today in the United States comes from the tube rather than the family.Secondly, television programming has played an important role in shaping and reflecting for the masses the cultural changes that have been occurring in American society. TV functions both as a transmitter of new cultural trends and as a molder of new attitudes towards these new trends.Thirdly, television has revolutionized the marketing of goods in the American economy. With TV marketing, people become vulnerable to the products, or in other words, to the commercials.Fourthly, the cultural impact of violent TV programs has been quite enormous. Needless to say, the question of violence on TV has been around nearly as long as the medium. Many critics claim that TV violence increases violence in American society.Fifthly, the impact of TV on religion has also been an issue of great concern to many Americans. So far now, it is still an issue full of disputes.To sum up, the mass media in America includes so many different forms, and each of them plays a vital role in American people’s life not only in the past, but also at present and in the future. To know much about America, one must have a good knowledge about its mass media.9 Problems for EFL LearnersEven though some EFL learners achieve high score in a certain standard English test such as IELTS or TOFEL, they still have some problems concerning the learning of English. Today I’d l ike to talk about some of the problems that students face when they follow a course of study through the medium of English - if English is not their mother tongue. The purpose is to show that we’re aware of students’ problems, and that by analyzing them perhaps it’ll be possible to suggest how some of them may be overcome.The problems can be divided into three broad categories: psychological, cultural and linguistic. Some of the common psychological problems really involve fear of the unknown: for example, whether one’s academic studies will be too difficult, whether one will fail the exams, and so on. All students share these apprehensions.It’s probably best for a student not to look too far ahead but to concentrate day-by-day on increasing his knowledge and developing his ability. The overseas student in Britain may also suffer from separation from his family and possible homesickness; enjoyment of his activities in Britain and the passage of time are the only real help here.Looking now at the cultural problems,we can see that some of them are of a very practical nature, for example, arranging satisfactory accommodation, getting used to British money (or the lack of it), British food and weather. Some of the cultural difficulties are less easy to define: they are bound up with the whole range of alien customs, habits and traditions --- in other words, the British way of life. Such difficulties include:settling into a strange environment and a new academic routine; learning a new set of social habits, ranging from the times of meals to the meanings of gestures; expressing appropriate greetings; understanding a different kind of humor; and learning how to make friends. Being open-minded and adaptable is the best approach to some of the difficulties listed here.The largest category is probably linguistic. Let’s look at this in some detail. Most students have learnt English at school, but they have had little everyday opportunity to practice using English. When foreign learners first have the opportunity to speak to an English-speaking person they may have a shock: they often have great difficulty in understanding! There are a number of reasons for this. I’ll just mention three of them.Firstly, it seems to students that English people speak very quickly. Secondly, they speak with a variety of accents. Thirdly, different styles of speech are used in different situations, for example, everyday spoken English, which is colloquial and idiomatic, is different from the English used for academic purposes. Don’t f orget, by the way, that if students have difficulty in understanding English-speaking people, these people may also have difficulty in understanding the students!What can a student do then to overcome these difficulties? Well, obviously, he can benefit from attending English classes and if a language laboratory is available use it as much as possible. He should also listen to programmes in English on the radio and TV. Perhaps the most important of all, he should take every available opportunity to meet and speak with native English-speaking people. He should be aware, however, that English people are, by temperament, often reserved and may be unwilling to start a conversation. Nevertheless, if he has the courage to take the initiative, however difficult it may seem to be, most English people will respond. He will need patience and perseverance.In addition to these problems regarding listening and understanding, the student probably has difficulty in speaking English fluently. He has the ideas, he knows wh at to say but he doesn’t know how to say it in English. The advice here will seem difficult to follow but it’s necessary. Firstly, he must simplify his language so that he can express himself reasonably clearly;for example, short sentences will be better than long ones. Secondly, he must try to think in English, not translate from his mother tongue. That’ll only begin to take place when his use of English becomes automatic;using a language laboratory and listening to as much English as possible will help. In general, he should practice speaking as much as possible. He should also notice the kind of English, and its structure, that educated people use, and try to imitate it.The problem with learning English as a foreign language is that all English learners want to speak English well; however, most learners don't want to spend time on learning English on their own. Learning English requires action. You may know all the learning tips, but if you don't start doing things, you will achieve nothing. The fact is, if you want to learn to speak English well, you must change your life.Thank you for your attention.10 Attending a College or University in the USAToday, I’m going to talk about how people from foreign countries can attend a college or university in the United States. Experts say you must plan early if you want to study in the United States. They say to begin at least two years before you want to start your studies.The first step is to visit an American educational advising center. There are more than 400 such offices around the world. You can find the one closest to your home by using a computer. Go to an Education Report on the Special English Web site and click on the link to the State Department Education Foreign Student Web page.Or ask the Public Affairs Office at the United States Embassy in your country to tell you where the nearest American educational advising center is. Educational advising centers have information about American colleges. They have computers so you can do a search to find the best school for you.Colleges and universities in the United States offer different kinds of degrees that require one or more years of study. For example, some schools offer certificate programs. These programs offer one year of training in subjects like office work, computer programming or car repair.You may also choose a two-year junior college or community college. Such programs lead to an associate degree. For example, some two-year programs prepare students for skilled jobs in electronics.Studying at a community college costs much less than at a four-year college. Many colleges and universities accept community college work as the first two years toward a four-year bachelor’s degree. To get a bachelor’s degree, you study general subjects lik e English, history, mathematics, and science during the first two years. During the last two years you take classes in your major area of study.If you already have a college degree, you may want to get an advanced degree at an American graduate school. A master’s degree usually takes two or three more years of full-time study in one subject. You must attend graduate school if you want to be a college professor, medical doctor or lawyer. These special degree programs require between three and six years of additional study.People attend a college or university to continue their education after high school. This prepares them for work. It also provides them with a greater understanding of the world and its past. And, it helps them value the arts and sciences. But what is the difference between a college and a university in the United States?Students usually attend a college for four years to complete a program of study. Those who are successful receive a bachelor’s degree. Colleges generally do not offer additional study programs or support research projects.Universities often are much larger than colleges. Universities carry out research. They also offer several programs in many areas of study. Universities offer bachelor’s degrees after four years of study. They also offer graduate degrees that require additional years of study.Modern universities developed from those of Europe’s Middle Ages. They took their name from the Latin word “universitas”. It meant a group of people organized for one purpose. Th e firstEuropean colleges were groups of students who came together because of the same interests. In England, colleges were formed to provide students with living places. Usually each group was studying the same thing, so the word “college” came to mean o ne area of study.Today, most American colleges offer an area of study called liberal arts. The liberal arts are subjects first developed and taught in ancient Greece. They trained a person’s mind. They were considered different from subjects that were us eful in life. The word “college” also means a part of a university that teaches one area of study. That is because the first American universities divided their studies into many areas and called each one a college. For example, the University of Texas at Austin has fourteen different colleges. It also has the most students of any single university in the country. This year, more than 52,000 men and women are studying there.One way to earn a degree at an American college or university is to stay at home and use a computer. American universities have been offering classes online for a number of years. Students who have taken online classes say they like them. One reason is because they do not have to travel to a building at a set time to listen to a professor. Professors say they have better communication with students through electronic mail notes than they do in many traditional classes.Some colleges offer academic degrees online. One is Jones International University in Englewood, Colorado. Its web site says it is the first fully online accredited university.It offers both bachelor’s degrees and master’s degrees.The University of Phoenix in Arizona has been offering degrees online since 1989. University officials say they try to provide students with a social experience as well as an educational one. For example, in some programs, groups of the same six students progress through all their classes together. They communicate by computer.Another online school is Cardean University ,near Chicago, Illinois. It began operations two years ago. It is offering online classes leading to a Master’s of Business Administration degree. Cardean University uses a problem-solving method of teaching. Students attempt to solve real problems in their classes online instead of reading information.Anyone with a computer can find information on the Internet about these schools and others. You can use a search engine such as Google or Yahoo. Type “online education”, and choose from a list of schools. Each will provide information about its programs and costs.However, experts say you should not send money to any school that says you can get a college degree without doing any work. These are illegal operations. Experts also say that you should find out if such college degrees are recognized in your country before you decide to get an education online.Well, this is part of a series of talks about how people from foreign countries can attend a college or university in the United States. Next week, we’ll continue with the talk s.。

2017年英语专业八级考试参考答案

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。

专业英语八级(MINI-LECTURE)强化练习试卷4(题后含答案及解析)

专业英语八级(MINI-LECTURE)强化练习试卷4(题后含答案及解析)

专业英语八级（MINI-LECTURE）强化练习试卷4(题后含答案及解析)题型有：1. LISTENING COMPREHENSIONPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：Subfields of Linguistics Good morning. We’ll continue with our talk on linguistics. Last time we have got a general concept about linguistics. The scientific study of language is concerned with as well as the two main branches of linguistics; descriptive linguistics and comparative linguistics. With these as workout, today’s focus is on the subfields of linguistics. As we know, the field of linguistics both borrows from and lends its own theories and methods to other disciplines. The many subfields of linguistics have expanded our understanding of languages. Linguistic theories and methods are also used in other fields of study. These overlapping interests have led to the creation of several cross-disciplinary fields, namely sociolinguistics, psycholinguistics, computational linguistics, applied linguistics, anthropological linguistics, philosophical linguistics and neurolinguistics. Let’s start with sociolinguistics. Sociolinguistics is the study of patterns and variations in language within a society or community. It focuses on the way people use language to express social class, group status, gender, or ethnicity, and it looks at how they make choices about the form of language they use. It also (2) examines the way people use language to negotiate their roles in society and to achieve positions of power. For example, sociolinguistic studies have found that the way a New Yorker pronounces the phoneme /r/ in an expression such as “ fourth floor” can indicate the person’s social class. According to one study, people aspiring to move from the lower middle class to the upper middle class attach prestige to pronouncing the /r/. Sometimes they even overcorrect their speech, pronouncing an /r/ where those whom they wish to copy may not. Some sociolinguists believe that analyzing such variables as the use of a particular phoneme can predict the direction of language change. Change, they say, moves toward the variable associated with power, prestige, or other quality having high social value. Other sociolinguists focus on what happens when speakers of different languages interact. This approach to language change emphasizes the way languages mix rather than the direction of change within a community. The goal of sociolinguistics is to understand communicative competence—what people need to know to use the appropriate language for a given social setting. Next comes psycholinguistics, which merges the fields of psychology and (3) linguistics to study how people process language and how language use is related to underlying mental processes. Studies of children’s language acquisition and of second-language acquisition are psycholinguistic in nature. Psycholinguists work to develop models for how language is processed and understood, using evidence from studies of what happens when these processes go awry. Thirdly, computational linguistics. Computational linguistics involves the use of computers to compile linguistic data, analyze languages, translate from one language to another, and develop and test models of language processing. Linguists use computers and large samples of actual language to analyze the relatedness and the structure of languages and to look for patterns and similarities. (4) Computers also aid in stylistic studies, information retrieval, various forms of textual analysis, and the construction of dictionaries and concordances. (5) Applying computers to language studies has resulted in machine translation systems and machines that recognize and produce speech and text. Such machines facilitate communication with humans, including those who are perceptually or linguistically impaired. The fourth subfield is called applied linguistics. (6) Applied linguistics employs linguistic theory and methods to improve overall efficacy in teaching and learning a second language. Linguists look at the errors people make as they learn another language and at their strategies for communicating in the new language at different degrees of competence.(7) In seeking to understand what happens in the mind of the learner, applied linguists recognize that motivation, attitude, learning style, and personality affect how well a person learns another language. The fifth is anthropological linguistics. It is also known as linguistic anthropology, which uses linguistic approaches to analyze culture. Anthropological linguists examine the relationship between a culture and its language, the way cultures and languages have changed over time, and how different cultures and languages are related to one another. For example, the present English use of family and given names arose in the late 13th and early 14th centuries when the laws concerning registration, tenure, and inheritance of property were changed. Coming up next is philosophical linguistics. Philosophical linguistics examines the philosophy of language. Philosophers of language search for the grammatical principles and tendencies that all human languages share. (9) Among the concerns of linguistic philosophers is the range of possible word order combinations throughout the world. One finding is that 95 percent of the world’s languages use a subject-verb-object (SVO) order as English does (like”She pushed the table. “). Only 5 percent use a subject-object-verb (SOV) order or the verb-subject-object (VSO) order. Finally, let’s refer to the neurolinguistics. (10) Neurolinguistics is the study of how language is processed and represented in the brain. Neurolinguists seek to identify the parts of the brain involved with the production and understanding of language and to determine where the components of language (phonemes, morphemes, and structure or syntax) are stored. In doing so, they make use of techniques for analyzing the structure of the brain and the effects of brain damage on language. With that, we come to the end of today’s lecture. Hopefully you have all got a clearidea of these subfields of linguistics, including their different focuses and functions. Next time we’ll specifically target at applied linguistics and find out how this branch benefits SLA learners. Thank you for your attention.Subfields of LinguisticsThe overlapping interests between the field of linguistics and other disciplines create several cross-disciplinary fields of linguistics.1. SociolinguisticsFocusing on patterns and (1)______ in languagewithin a society or community.Examining the way people use language to negotiate their roles in society and to achieve (2)______.2. PsycholinguisticsStudying language processing and its interactionwith (3)______mental processes, for instance, studiesof children’s language acquisition and SLA.3. Computational LinguisticsUsing computers in analyzing languages, stylisticstudies, (4)______, bringing forth machine translationsystems and machines that (‘ 5) ______ and producespeech and text, which may help those with perceptual or linguistical impairment.4. Applied LinguisticsEmploying linguistic theory and methods to improveSLA (6)______, especially focusing on motivation, (7)______, learning style, and personality.5.(8)______LinguisticsExamining the relationship between a culture and its language, the way cultures and languages have changed over time.6. Philosophical LinguisticsExamining the philosophy of language, with onemajor concern to analyze the (9)______ of possibleword order combinations.7. NeurolinguisticsStudying how language is (10) ______ andrepresented in the brain.1．正确答案：variations解析：演讲的主题是语言学的分支，演讲者首先谈论了社会语言学，根据句(1)可知，社会语言学研究某一社会或团体中语言的模式和变异，故空白处应填variations。

2017年英语专业八级听力

2017年英语专业八级听力

2017年英语专业八级听力Section 1: Conversation.Passage:Narrator: Listen to a conversation about the importance of education in a globalized world.Speaker 1: So, how important do you think education is in today's globalized world?Speaker 2: I think it's more important than ever. In this interconnected society, having a solid education is key to participating effectively.Speaker 1: Absolutely. With the world becoming more competitive, it's crucial to equip individuals with the skills and knowledge to navigate complex global issues.Speaker 2: Education empowers people to thinkcritically, solve problems, and adapt to the ever-changing demands of the job market.Speaker 1: Yes, and it goes beyond that. Education fosters cultural understanding, tolerance, and global citizenship. It helps people appreciate diverseperspectives and work together to address global challenges.Speaker 2: So true. Especially in a globalized economy, understanding different cultures is essential for effective communication and collaboration.Speaker 1: Exactly. And with technological advancements transforming the world, we need individuals who can learn, adapt, and innovate to keep pace.Narrator: Based on their conversation, it's clear that both speakers believe education is paramount in today's globalized world for personal, professional, and societal reasons.Section 2: Lecture.Passage:Narrator: Listen to a lecture on the role of universities in promoting global citizenship.Professor: As we enter a globalized era, universities have a pivotal role to play in nurturing global citizens. Global citizenship involves more than just understanding different cultures; it requires individuals to be actively engaged in addressing global issues.Paragraph 1: Universities can foster global citizenship by providing students with a comprehensive education that encompasses a global perspective. This includes coursework on global history, international relations, and cross-cultural communication. By exposing students to diverse viewpoints, they develop a deeper understanding of the interconnectedness of our world.Paragraph 2: Furthermore, universities offer opportunities for students to engage in internationalexperiences, such as study abroad programs andinternational volunteer initiatives. These programs provide firsthand exposure to different cultures and challenges, fostering empathy and global awareness.Paragraph 3: Additionally, universities promote global citizenship through research and collaborative projectsthat address global issues. By working with international partners and tackling complex problems, students develop a sense of responsibility and a commitment to making a positive impact on the world.Paragraph 4: Through these initiatives, universities empower students to become global citizens who are equipped with the knowledge, habilidades, and values to navigate an interconnected world and contribute to its development.Section 3: News Report.Passage:Narrator: Listen to a news report about the challengesfacing international students in the United States.Reporter: International students are an integral part of American universities, bringing diverse perspectives and cultural backgrounds to campuses nationwide. However, they also face unique challenges that impact their academic and personal experiences.Paragraph 1: One major challenge is the financial burden associated with studying in the United States. International students often pay higher tuition fees than domestic students and may not be eligible for the same financial aid options. This can put a significant strain on their finances, leading to stress and anxiety.Paragraph 2: Another challenge is cultural adjustment. Moving to a new country with different customs, values, and social norms can be a daunting experience. International students may feel isolated or homesick, which can affect their academic performance and well-being.Paragraph 3: Additionally, international students mayface visa-related issues that add to their challenges. The application process for visas can be complex and time-consuming, and there is always the uncertainty of approval or renewal. This uncertainty can create anxiety and add stress to their lives.Paragraph 4: Despite these challenges, international students remain resilient and determined to succeed intheir studies. They often form support networks with fellow international students and seek help from university resources dedicated to their needs. By overcoming these challenges, they develop valuable skills and qualities that will serve them well in their future careers and lives.。

专业八级-17

专业八级-17

专业八级-17(总分：100.00，做题时间：90分钟)一、{{B}}PART Ⅰ LISTENING COMPREHENSION{{/B}}(总题数：1，分数：10.00){{B}}SECTION A{{/B}}In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, bat you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes ,and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.{{B}}Classification of Lodging Places{{/B}}The tourist industry has its own system to classify different types of lodging places.Five categories of lodging places:{{U}}1 {{/U}} 1.______.They usually are multi-storied lodging facilities with twenty rooms to hundreds of rooms. They usually are found in{{U}} 2 {{/U}} 2. ______.They offer porter service, room service, and parking service.{{B}}Motor Inns{{/B}}They usually are two to six-story buildings.They usually have a restaurant or a bar, and some provide luggage and room service.They usually are found near{{U}} 3 {{/U}}and the interstate highway system. 3. ______. {{B}}Motels{{/B}}They usually are small{{U}} 4 {{/U}} 4. ______.They usually are found on smaller highways and roads.They usually are run by{{U}} 5 {{/U}} 5. ______.{{U}}6 {{/U}} 6. ______.They may look like hotels or motor inns, but usually located at beaches or near the mountains. They offer{{U}} 7 {{/U}}, such as golf, horseback riding, skiing, etc. 7. ______.They may be specialized.{{B}}Guest House{{/B}}They are privately owned homes where the owners rent bedrooms to visitors.Equipment in them is usually very simple.In the LT. K. , people call them B and Bs, which stands for{{U}} 8 {{/U}} 8. ______.On the European continent, people call them pensiones.Some other classifications of lodging places:{{U}}9 {{/U}} 9. ______.Small: up to 100 roomsMedium: 100--200 roomsMedium-large place: 200--500 roomsLarge: over 500 rooms{{B}}Clientele{{/B}}Transient clients: vacation travellers or business travellers staying for a short time {{U}} 10 {{/U}}: clients who lease rooms with weekly, monthly or even yearly rates. 10. ______.{{B}}SECTION A{{/B}}In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, bat you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes ,and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.{{B}}Classification of Lodging Places{{/B}}The tourist industry has its own system to classify different types of lodging places.Five categories of lodging places:{{U}}1 {{/U}} 1.______.They usually are multi-storied lodging facilities with twenty rooms to hundreds of rooms. They usually are found in{{U}} 2 {{/U}} 2. ______.They offer porter service, room service, and parking service.{{B}}Motor Inns{{/B}}They usually are two to six-story buildings.They usually have a restaurant or a bar, and some provide luggage and room service.They usually are found near{{U}} 3 {{/U}}and the interstate highway system. 3. ______. {{B}}Motels{{/B}}They usually are small{{U}} 4 {{/U}} 4. ______.They usually are found on smaller highways and roads.They usually are run by{{U}} 5 {{/U}} 5. ______.{{U}}6 {{/U}} 6. ______.They may look like hotels or motor inns, but usually located at beaches or near the mountains. They offer{{U}} 7 {{/U}}, such as golf, horseback riding, skiing, etc. 7. ______.They may be specialized.{{B}}Guest House{{/B}}They are privately owned homes where the owners rent bedrooms to visitors.Equipment in them is usually very simple.In the LT. K. , people call them B and Bs, which stands for{{U}} 8 {{/U}} 8. ______.On the European continent, people call them pensiones.Some other classifications of lodging places:{{U}}9 {{/U}} 9. ______.Small: up to 100 roomsMedium: 100--200 roomsMedium-large place: 200--500 roomsLarge: over 500 rooms{{B}}Clientele{{/B}}Transient clients: vacation travellers or business travellers staying for a short time {{U}} 10 {{/U}}: clients who lease rooms with weekly, monthly or even yearly rates. 10. ______.（分数：10.00）填空项1:__________________ （正确答案：Hotels）解析：[听力原文]-Hello, everybody. First of all, I should thank Mr. Johnson for inviting me to this festival. I am no expert in tourism, but with my experience of more than twenty years in the industry, maybe I can give you a brief introduction to hotel service in order to clarify some common misunderstandings.In everyday conversation few of us really classify correctly the types of lodging facilities.The classifications are often hazy, and what one person would call a "hotel" another might term a "motel." Though it is impossible to name categories exactly, some basic classifications have been developed by the industry. Facilities for lodging are generally divided into five categories: hotels, motor inns, motels, resorts, and guest houses.The first category is hotels. Hotels are multi-storied lodging facilities which range in size from twenty rooms to hundreds of rooms. They are usually found in large cities, and often large portion of their business is from convention attendees. Most center-city hotels provide parking and car-washing service, and the cars are parked in a parking garage attached to the hotel or in a nearby public garage.In a hotel, porters, room service, and parking lot attendants cater to guests. Most hotels offer guests the services of at least restaurant/bar, coffee shop, and retail shop.A hotel may or may not be a member of a chain operation Examples of outstanding hotels are the Hyatt Regency in Atlanta, Georgia, and the Plaza Hotel in New York.The second category is motor inns. Motor inns are the most commonly seen lodging facility in most sections of the country. Motor inns range in height from two to six stories and often have a restaurant or bar. The distinction between motor inns and hotels is becoming less and less clear as motor inns provide more and more services, such as luggage and room service. Often guests park their own cars in the vicinity rooms.Motor inns are most often located near major highways and the interstate highway system. Motor inns located near major airports cater to the small meeting and convention business. Usually a motor inn is part of a chain, such as Holiday Inn or Howard Johnson's.Next comes the third category, motels. Motels are the small one-story buildings that are usually found on smaller highways and roads. They are seen quite frequently along lesser known beaches.A motel provides a parking space for automobiles directly outside the guest's room door. Most often motels do not have restaurants. Motels usually are individually owned, often with the owner's family providing all the services.The fourth category is often called resorts. Resorts may look like hotels or motor inns. The difference is that resorts most often are located at beaches or near the mountains. Resorts offer the guests recreational activities such as golf, horseback riding, tennis, and skiing, and many more. They may be chain or individually owned. Some resorts may be open only in certain season. But with the advent of indoor pools and attractive entertainment, many "summer" resorts are actually open year round. Besides, resorts may be specialized. For ex- ample, we can find many ski resorts, casino hotels, and health resorts.The last category, as the tourist industry sees, is guest houses. It is becoming more common for people across the United States to stay in guest houses, which they can "take in guests." Guest houses are privately owned homes where the owners rent individual bedrooms to visitors. Usually baths are shared with other guests or with the family. This is a recreation of the boarding house of days past.In the United Kingdom, guest houses are called bed and breakfasts or B and Bs; on the European continent, they are called pensiones. Guest houses have always been popular in Europe, and they are gaining in popularity here in the U. S.In addition to these five-category classification, some people may classify lodging place in some other ways. Here I want to talk about two of them, namely size and clientele.Let's look at size first. Here size refers to the number of rooms the place offers. Generally speaking, a small place has up to 100 rooms, a medium place may have 100 to 200 rooms, a medium-large place may have 200--500 rooms, and a large place should have over 500 rooms.The size of a hotel/motel makes no difference as to its quality. The Gritti Palace in Venice, Italy, is often considered one of the finest hotels in the world. It has only 99 rooms. Some lovely New England inns have only six rooms. In comparison, the Hyatt Regency in Chicago has over 2,000rooms and the granddaddy of them all, the Hotel Rossya in Moscow, has 5,300 rooms.Some people also classify hotels according to clientele, which refers to the type of clients it caters to. A hotel may appeal to and cater to either transient or residential clientele or both. The transient clients may be vacation travelers or business travelers. Business travel makes up the largest portion of the hotel business in most large cities. A beach town, on the other hand, would have hotels which appeal to vacation travelers.Residential clients lease rooms at hotels with weekly or monthly rates. Many large corporations maintain two or three rooms in a hotel in a large city and pay a monthly or yearly rate. They know that their salespeople stay in these rooms very enough, so it's economical to rent on a long-term basis.OK, I think it's time to stop now. Let me leave you with a brief summary. In the tourist industry, we usually classify lodging places into five categories. They are hotels, motor inns, motels, resorts, and guest houses. Besides, we can classify lodging places in some other ways, such as their size or the type of guests they serve. I hope what I said here can make you more knowledgable in your future trips. Thank you very much.填空项1:__________________ （正确答案：large cities）解析：填空项1:__________________ （正确答案：major highways/important highways）解析：填空项1:__________________ （正确答案：one-story buildings）解析：填空项1:__________________ （正确答案：one family/family members）解析：填空项1:__________________ （正确答案：Resorts）解析：填空项1:__________________ （正确答案：recreational activities/recreational facilities）解析：填空项1:__________________ （正确答案：bed and breakfasts）解析：填空项1:__________________ （正确答案：Size）解析：填空项1:__________________ （正确答案：Residential）解析：二、{{B}}SECTION B{{/B}}(总题数：1，分数：5.00)In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your ANSWER SHEET.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your ANSWER SHEET.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.（分数：5.00）(1).What does Frank have to do next?（分数：1.00）A.Get the results of the survey back.B.Draw the results of the survey.C.Make some conclusions. √D.Collect more information解析：[听力原文]-Theresa: How is your market research project going, Frank?Frank: Very well actually, Theresa. I have just got the results of the survey back and so now I have got to draw some conclusions from the information I've collected.Theresa: That's good. I'm still writing my questionnaire. In fact I'm starting to panic as the project deadline is in two weeks and I don't seem to be making any progress at all.Frank: What is your topic?Theresa: Forms of transportation in the city. What about you?Frank: I've been finding out people's attitudes to the amount of violence on television. Theresa: That's interesting. What do your results show?Frank: Well, as I said I haven't finished writing my conclusions yet, but it seems most people think there is a problem. Unfortunately, no real agreement on the action that needs to be taken. Nearly everyone surveyed said that there was too much violence on TV. A lot of people complained that American police series and Chinese Kung Fu films were particularly violent. The main objection seems to be that although a lot of people get shot, stabbed, decapitated and so on, the films never show the consequences. People watching might take the heroes of these programs as real models and copy their behavior.Theresa: So what did most people suggest should be done?Frank: A lot of people are concerned about how these films affect children. They are particularly worried that children will try to behave like the stars. The survey shows that violent programs should only be broad- cast after 10:00 p. m. when most children are already in bed, There is also a significant minority of people who feel that violent films should be banned altogether. Theresa: How did people feel about the violence on news broadcasts?Frank: Most of the responses I have looked at have felt that violence on news broadcasts is more acceptable as it's real. Although it is unpleasant, it is important to keep in touch with reality. Still, many people thought that it would be better to restrict violent scenes to late evening. Theresa: Your survey sounds very good. How many people filled it in?Frank: I gave out 120 copies and I got 70 back.Theresa: That's a very high rate of return. Who did you give your questionnaires to?Frank: I gave a copy to every student in my hall of residence and a few to friends from other colleges.Theresa: Don't you think that this will influence your results?Frank: What do you mean?Theresa: The people in your hall of residence will all be about the same age. They are all students, most of them studying similar subjects and from similar backgrounds. Therefore it is likely that they will have similar opinions. Your results represent student opinion not public opinion. Frank: So how are you going to do your research?Theresa: I'm going to interview my respondents in the shopping mall. What I'll do is ask people if they have five minutes to spare to answer a few questions. If they agree I will ask them some multiple-choice questions and tick off their answers on my sheet. That way I can select people of all ages and attitudes, so my sample should be reasonably representative.Frank: Isn't it very difficult to ask meaningful questions using multiple choice?Theresa: Yes, it is. I suppose your survey has the advantage of more detailed information. However, in most cases people won't bother to give answers that require too much effort on their part. The secret to writing a successful survey is to write simple multiple-choice questions that targetthe information you are looking for. Therefore, it is better to write a lot of short specific questions than longer general questions.Frank: So that's why it is taking you so long to write.Theresa: Yeah, but I hope I will be ready to start interview at the weekend.(2).What is Theresa's market research project on?（分数：1.00）A.Violence on television.B.Transportation in the city. √C.The history of transportation.D.Bureaucracy in the city.解析：(3).What did the results of Frank's survey show?（分数：1.00）A.Everyone thinks there is too much violence on TV.B.Most people think there is too much violence on TV. √C.There is no real agreement on the amount of violence.D.There is a problem with the survey.解析：(4).How many questionnaires did Frank gave out?（分数：1.00）A.120. √B.70.C.50.D.40.解析：(5).Which of the following is NOT true according to the conversation?（分数：1.00）A.Children might see the heroes of violent films as role models.B.Theresa say Frank's survey represent public opinion √C.Theresa is going to interview her respondents in the shopping mall.D.The best type of questions are short and specific or multiple choice or simple questions. 解析：三、{{B}}SECTION C{{/B}}(总题数：3，分数：5.00)In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your ANSWER SHEET.Questions 6 to 8 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each question. Now listen to the news.In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your ANSWER SHEET.Questions 6 to 8 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each question. Now listen to the news.（分数：3.00）(1).What's the news mainly about?（分数：1.00）A.The advantages of an economy based on farming.B.Reasons farmers continued using river transportation. √C.The role of cotton in the United States economy.D.Improved methods of transporting farm crops.解析：[听力原文]-About 200 years ago, the United States economy was growing quickly, mainly because a booming trade in grain and cotton. This trade of grain and cotton went on near areas near or at the coast, or near navigable rivers. It took place there because it was so expensive to transport goods over the roads that existed. They were muddy, narrow, and hard to travel on. At that time, don't forget there was only one continuous road that existed in the U. S. , and it was made up of north to south local country roads, linked together to get one long road. Within a short time, the first east-to-west roads were built. They were called turnpikes. Private companies built these roads, and collected fees from all vehicles traveled on them. Eventually, a network of dirt, gravel or plank roadways connected some major cities and towns. But even these turnpike roads were still very slow, and traveling on them was too costly for farmers. They would spend more money to move their crops than they got by selling them. So, we see that even with some major improvement in roadways, farmers still had to rely on rivers to move their crops to markets.(2).According to the news, what caused the growth of the US economy about 200 years ago?（分数：1.00）A.The new technology used to build roads.B.The ability to transport goods over land.C.The trade in grain and cotton. √D.The linking of smaller local roads into one long road.解析：(3).According to the news, what did private companies do after they built new roads?（分数：1.00）A.Reduced charges for transporting farm products.B.Required payment from vehicles that used their roads. √C.Made repairs to older roads.D.Installed streetlights on roads connecting major cities.解析：1. Question 9 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.Question 9 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.What did police attribute the accident to?（分数：1.00）A.Poor visibility.B. Slippery conditions caused by the rain.B.Both A andC. √D.The narrow national highway.解析：[听力原文] At least 31 people, including 6 children were killed when a bus burst into flames after colliding with a tanker truck, which was carrying a flammable chemical in Pakistan. The accident occurred in heavy rain about 230km north of the port city of Karachi, on the country's main national highway. Police blamed poor visibility and slippery conditions caused by the rain.2. Question 10 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.Question 10 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.What can we learn from the passage?（分数：1.00）A.The decision was made in a world summit on fighting against terrorism.B.Africa will benefit a lot from this decision. √C.The decision was made by common consent of its member countries from the beginning.D.Blair announced that aid to Africa would rise from 25 million US dollars annually to 50 million by 2010.解析：[听力原文] World leaders on Friday concluded an economic summit shaken by terrorism, offering a 50 billion US dollars aid package for Africa. At the end of the three-day gathering in Scotland, British Prime Minister Tony Blair said that they speak in the shadow of terrorism, but it will not obscure what they came here to achieve. With a last-minute pledge from Japan, Blair won a key victory, announcing that aid to Africa would rise from the current 25 billion US dollars annually to 50 billion by 2010.四、{{B}}PART Ⅱ READING COMPREHENSION{{/B}}(总题数：5，分数：5.00)3.According to the passage, the Japanese fix their gaze on their conversational partner's neck because ______.（分数：1.00）A.they don't like to keep their eyes on the face of the speakerB.they need not communicate through eye contactC.they don't think it polite to have eye contactD.they didn't have much opportunity to communicate through eye contact in babyhood √解析：推理判断题。

2017-2018年专八（TEM8）真题、答案及听力原文（整理打印版）.do..

2017-2018年专八（TEM8）真题、答案及听力原文（整理打印版）.do..

TEST FOR ENGLISH MAJORS (2006)-GRADE EIGHT-TIME LIMIT: 195 MIN PART I LISTENING COMPREHENSION (35MIN)SECTION A MINI-LECTUREIn this section you sill hear a mini-lecture. You. will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.Complete the gap-filling task, some of the gaps below may require a maximum of THREE words. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may refer to your notes.Meaning in Literature (2006)In reading literary works, we are concerned with the ―meaning‖ of one literary piece or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meaning in literature.I. Meaning is what is intended by (1) _________. (1) _________Apart from reading an author‘s work in question, readers need to1) read (2) __________by the same author; (2) _________2) get familiar with (3) __________ at the time; (3) _________3) get to know cultural values and symbols of the time.II. Meaning exists ―in‖ the text itself.1) some people‘s vi ew: meaning is produced by the formal propertiesof the text like (4)_______, etc. (4) _________2) speaker‘s view: meaning is created by both conventions of meaning and (5)______. (5) _________ Therefore, agreement on meaning could be created by common traditionsand conventions of usage. But different time periods and different(6) _____ perspectives could lead to different interpretations of meaning in a text. (6) _________III. Meaning is created by (7) __________. (7) _________1) meaning is (8) ___________; (8) _________2) meaning is contextual;3) meaning requires (9) ___________; (9) _________----practicing competency in reading ----practicing other competencies----background research in (10) ___________, etc. (10) _________ SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your colored answer sheet.Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions. Now listen to the interview.1. Which of the following statements is TRUE about Miss Green‘s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies in___.A. the nature of work.B. office decoration.C. offi ce location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant. SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 6 and 7 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted to ______.A. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffi c controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.8. The news is mainly about the city government‘s plan to ______.A. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes thi s credit card different from conventional ones is ______.A. that it can hear the owner‘s voice.B. that it can remember a password.C. that it can identify the owner‘s voi ce.D. that it can remember the owner‘s PIN.10. The newly developed credit card is said to said to have all the following EXCEPT ______.A. switch.B. battery.C. speaker.D. built-in chip.PART II READING COMPREHENSION (30MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow‘s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University –a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, effi cient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world‘s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a ―college education in a box‖ could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content – or other dangers – will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become ―if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?‖Co-editor Jennifer Gidley shows how tomorrow‘s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would fu nction much like today‘s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for fa culty, and in Gidley‘s view the most challenging and rewarding of all, would be as meaning-makers: charismati c sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specifi c real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be ―enrolled‖ in courses offered at virtual campuses on the Internet, between–or even during –sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University, ______.A. he is in favor of it.B. his view is balanced.C. he i s slightly critical of it.D. he is strongly critical of it.12.Whi ch of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. Internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mi ssion of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachers ______.A. are required to conduct more independent research.B. are required to offer more course to their students.C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15.Whi ch category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory. Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no noti ce to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned. This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbors, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening servi ces.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn‘t s single empty or boarded-up building around the square – no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he‘d never seen must have been buried in those graves. He parked and walked to his mot her‘s grave, something he hadn‘t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father‘s study, sipping bad instant tea and receivi ng instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, R ay passed the water tower he‘d climbed twi ce, the second time with the police waiting below. He grimaced at his old high school, a place he‘d never visited since he‘d left it. Behind it was the football field where his brother Forres t had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression that ______.A. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray‘s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents was ______.A. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray‘s father was all EXCEPT ______.A. considerate.B. punctual.C. thrifty.D. dominant.TEXT CCampaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down whi ch fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are al ways engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta; every clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might passunarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and hi s valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in one's own house and fire at one's neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for thes e glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier, and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair), but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the "butcher and bolt policy"to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.20.The word debts in "very few debts are left unpaid" in the first paragraph means ______.A. loans.B. accountsC. killingsD. bargains.21.Whi ch of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snows.B. Large population.C. Steep hillsides.D. Fertile valleys.22. According to the passage, the Pathans welcomed ______.A. the introduction of the rifle.B. the spread of British rule.C. the extension of luxuriesD. the spread of trade.23. Building roads by the BritishA. put an end to a whole series of quarrels.B. prevented the Pathans from earning on feuds.C. lessened the subsidies paid to the Pathans.D. gave the Pathans a much quieter life.24. A suitable title for the passage would be ______.A. Campaigning on the Indian frontier.B. Why the Pathans resented the British rule.C. The popularity of rifles among the Pathans.D. The Pathans at war.TEXT D"Museum" is a slippery word. It first meant (in Greek) anything consecrated to the Muses: a hill, a shrine, a garden, a festival or even a textbook. Both Plato's A cademy and Aristotle's Lyceum had a mouseion, a muses' shrine. Although the Greeks already collected detached works of art, many temples - notably that of Hera at Olympia (before whi ch the Olympic flame is still lit) - had collections of objects, some of which were works of art by well-known masters, while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples, as well as mineral specimens, exotic plants, animals; and they plundered sculptures and paintings (mostly Greek) for exhibition. Meanwhile, the Greek word had slipped into Latin by transliteration (though not to signify picture galleries, which were called pinacothecae) and museum still more or less meant "Muses' shrine".The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries - which focused on the gold-enshrined, bejewelled relics of saints and martyrs. Princes, and later merchants, had similar collections, whi ch became the deposits of natural curiosities: large lumps of amber or coral, irregular pearls, unicorn horns, ostri ch eggs, fossil bones and so on. They also included coins and gems - often antique engraved ones - as well as, increasingly, paintings and sculptures. As they multiplied and expanded, to supplement them, the skill of the fakers grew increasingly refined.At the same time, visitors could admire the very grandest paintings and sculptures in the churches, palaces and castles; they were not "collected" either, but "site-specific", and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them - and most of the buildings were public ones. However, during the revival of antiquity in the fifteenth century, fragments of antique sculpture were given higher status than the work of any contemporary, so that displays of antiquities would inspire artists to imitation, or even better, to emulation; and so could be considered Muses' shrines in the former sense. The Medici garden near San Marco in Florence, the Belvedere and the Capitol in Rome were the most famous of such early "inspirational" collections. Soon they multiplied, and, gradually, exemplary "modern" works wereIn the seventeenth century, scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world. But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived: the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries, of which the Musee des Monuments Francais was the most famous. Then, in the first half of thenineteenth century, museum funding took off, allied to the rise of new wealth:London acquired the National Gallery and the British Museum, the Louvre was organized, the Museum-Insel was begun in Berlin, and the Munich galleries were built. In Vienna, the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure. Meanwhile, the decline of craftsmanship (and of public taste with it) inspired the creation of "improving" collections. The Victoria and Albert Museum in London was the most famous, as well as perhaps the largest of them.25.The sentence "Museum is a slippery word" in the first paragraph means that ______.A. the meaning of the word didn't change until after the 15th century.B. the meaning of the word had changed over the years.C. the Greeks held different concepts from the Romans.D. princes and merchants added paintings to their collections.26.The idea that museum could mean a mountain or an object originates from ______.A. the Romans.B. Florence.C. Olympia.D. Greek.27. "... the skill of the fakers grew increasingly refined" in the third paragraph means that ______.A. there was a great demand for fakers.B. fakers grew rapidly in number.C. fakers became more skillful.D. fakers became more polite.28. Painting and sculptures on display in churches in the 15th century were ______.A. collected from elsewhere.B. made part of the buildings.C. donated by people.D. bought by churches.29. Modern museums came into existence in order to ______.A.protect royal and church treasures.B.improve existing collections.C.stimulate public interest.D.raise more funds.30. Which is the main idea of the passage?A. Collection and collectors.B. The evolution of museums.C. Modern museums and their functions.D. The birth of museums.PART III GENERAL KNOWLEDGE(10 MIN)There are ten multiple-choice questions in this section. Choose the best answers to each question. Mark your answers on your colored answer sheet.31.The Presidents during the American Civil War was______.A. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand is______.A. ChristchurchB. AucklandC. WellingtonD. Hamilton33. Who were the natives of Australia before the arrival of the British settlers?A. The AboriginesB. The MaoriC. The IndiansD. The Eskimos34. The Prime Minister in Britain is head of______.A. the Shadow CabinetB. the ParliamentC. the OppositionD. the Cabinet35. Which of the following writers is a poet of the 20th century?A. T. S. EliotB. D. H. LawrenceC. Theodore DreiserD. James Joyce36. The novel For Whom the Bell Tolls is written by______.A. Scott FitzgeraldB. William FaulknerC. Eugene O'NeilD. Ernest Hemingway37. _____ i s defined as an expression of human emotion which is condensed into fourteen linesA. Free verseB. SonnetC. OdeD. Epigram38. What essentially distinguishes semanti cs and pragmatics i s the notion of______.A. referenceB. meaningC. antonymyD. context39. The words "kid, child, offspring" are examples of______.A. dialectal synonymsB. stylistic synonymsC. emotive synonymsD. collocational synonyms40. The distinction between parole and langue was made by______.A. HallidayB. ChomskyC. BloomfieldD. SaussurePART IV PROOFREADING & ERROR CORRECTION (15 MIN)The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE wor d is involved You should proof, read the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blank pro-vided at the end of the line.For a missing word, mark the position of the missing word with a "^" sign and write the word you believe to be mi ssing in the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash "/" and put the word in the blank provided at the end of the line.EXAMPLEWhen ^ art museum wants a new exhibit, (1)________it never buys things in finished form and hangs (2)________them on the wall. When a natural history museumwants an exhibition, it must often build it. (3)________We use language primarily as a means of communication withother human beings. Each of us shares with the community in which welive a store of words and meanings as well as agreeing conventions as (1)________。

专业八级-205

专业八级-205

专业八级-205(总分：100.00，做题时间：90分钟)一、LISTENING COMPREHENSION(总题数：0，分数：0.00)二、SECTION A MINI-LECTURE(总题数：1，分数：60.00)Greenhouse EffectⅠ. 1 of the greenhouse effectA. About 2 of the sunlight reaches the planet"s surface and is reflected upward again as infrared radiation.B. Infrared radiation is absorbed by 3 such as water vapor, carbon dioxide, ozone and methane, etc.C. The "greenhouse effect" helps maintain a 4 temperature on Earth.Ⅱ. Human activities contributing to the greenhouse effectA. Human activities 5 the greenhouse effect by- creating more greenhouse gases.- 6 : fewer trees to balance gases in the atmosphere.- 7 .Ⅲ. Consequences of the greenhouse effec tA. Quick increase of the 8 .B. Significant 9 changes.C. Rising 10 .D. Reduced supplies of 11 .E. Extinction of many 12 .F. Influence on poor people depending on the landG. Spreading of certain vector-borne diseasese. g. malaria.Ⅳ. Soluti onsA. To reduce greenhouse gas emissions and slow global warming by reducing dependence on 13 .B. To increase the use of 14 .C. To expand forests.D. To have a/an 15 .Greenhouse EffectⅠ. 1 of the greenhouse effectA. About 2 of the sunlight reaches the planet"s surface and is reflected upward again as infrared radiation.B. Infrared radiation is absorbed by 3 such as water vapor, carbon dioxide, ozone and methane, etc.C. The "greenhouse effect" helps maintain a 4 temperature on Earth.Ⅱ. Hum an activities contributing to the greenhouse effectA. Human activities 5 the greenhouse effect by- creating more greenhouse gases.- 6 : fewer trees to balance gases in the atmosphere.- 7 .Ⅲ. Consequences of the greenhouse effectA. Quick increase of the 8 .B. Significant 9 changes.C. Rising 10 .D. Reduced supplies of 11 .E. Extinction of many 12 .F. Influence on poor people depending on the landG. Spreading of certain vector-borne diseasese. g. malaria.Ⅳ. SolutionsA. To reduce greenhouse gas emissions and slow global warming by reducing dependence on 13 .B. To increase the use of 14 .C. To expand forests.D. To have a/an 15 .（分数：60.00）填空项1:__________________ （正确答案：Causes）解析： Causes [听力原文]Greenhouse EffectGood morning. Today"s lecture is about the Greenhouse Effect. The "greenhouse effect" often gets a bad rap because of its association with global warming, but the truth is we couldn"t live without it.First, I"d like to ask you what causes the greenhouse effect? Life on earth depends on energy from the sun. About 30 percent of the sunlight that beams toward Earth is deflected by the outer atmosphere and scattered back into space. The rest reaches the planet"s surface and is reflected upward again as a type of slow- moving energy called infrared radiation. As it rises, infrared radiation is absorbed by "greenhouse gases" such as water vapor, carbon dioxide, ozone and methane, which slows its escape from the atmosphere. Although greenhouse gases make up only about 1 percent of the Earth"s atmosphere, they regulate our climate by trapping heat and holding it in a kind of warm-air blanket that surrounds the planet. This phenomenon is what scientists call the "greenhouse effect." Without it, scientists estimate that the average temperature on Earth would be colder by approximately 30 degrees Celsius, far too cold to sustain our current ecosystem. Second, we need to clarify the ways humans contribute to the greenhouse effect. While the greenhouse effect is an essential environmental prerequisite for life on Earth, there really can be too much of a good thing. The problems begin when human activities distort and accelerate the natural process by creating more greenhouse gases in the atmosphere than are necessary to warm the planet to an ideal temperature, for example, burning natural gas, coal and oil—including gasoline for automobile engines—raises the level of carbon dioxide in the atmosphere; some farming practices and land-use changes increase the levels of methane and nitrous oxide; many factories produce long-lasting industrial gases that do not occur naturally, yet contribute significantly to the enhanced greenhouse effect and "global warming" that is currently under way. Beside, deforestation also contributes to global warming. Trees use carbon dioxide and give off oxygen in their place, which helps to create the optimal balance of gases in the atmosphere. As more forests are logged for timber or cut down to make way for farming, however, there are fewer trees to perform this critical function. Population growth is another factor in global warming, because as more people use fossil fuels for heat, transportation and manufacturing the level of greenhouse gases continues to increase. As more farming occurs to feed millions of new people, more greenhouse gases enter the atmosphere.Ultimately, more greenhouse gases mean more infrared radiation trapped and held, which gradually increases the temperature of the Earth"s surface and the air in the lower atmosphere. Thirdly, what are the possible consequences caused by excessive greenhouse effect? It directlyresults in quick increase of the average global temperature. Today, the increase in the Earth"s temperature is increasing with unprecedented speed. To understand just how quickly global warming is accelerating, consider this: during the entire 20th century, the average global temperature increased by about 0.6 degrees Celsius while by using computer climate models, scientists estimate that by the year 2100 the average global temperature will increase by 1.4 degrees to 5.8 degrees Celsius, which is rather a big leap from the last century.Meanwhile, a majority of the scientists agree that even a small increase in the global temperature would lead to significant climate and weather changes, affecting cloud cover, precipitation, wind patterns, the frequency and severity of storms, and the duration of seasons. Rising temperatures would raise sea levels as well, reducing supplies of fresh water as flooding occurs along coastlines worldwide and salt water reaches inland. Many of the world"s endangered species would become extinct as rising temperatures changed their habitat. Millions of people would also be affected, especially poor people who live in precarious locations or depend on the land for a subsistence living. Certain vector-borne diseases carried by animals or insects, such as malaria, would become more widespread as warmer conditions expanded their range.Finally, we need to ask ourselves what is being done and what should be done to reduce global warming. Currently, carbon dioxide accounts for more than 60 percent of the enhanced greenhouse effect caused by the increase of greenhouse gases, and the level of carbon dioxide in the atmosphere is increasing by more than 10 percent every 20 years. If emissions of carbon dioxide continue to grow at current rates, then the level of the gas in the atmosphere will likely double, or possibly even triple, from pre-industrial levels during the 21 st century.Therefore, to lessen those long-term effects, many nations, communities and individuals are taking action now to reduce greenhouse gas emissions and slow global warming by reducing dependence on fossil fuels, increasing the use of renewable energy, expanding forests, and making lifestyle choices that help to sustain the environment. Whether they will be able to recruit enough people to join them, and whether their combined efforts will be enough to head off the most serious effects of global warming, are open questions that can only be answered by future developments.To conclude today"s lecture, we should say it is not the greenhouse effect itself that directly leads to global warming and hence the inevitable climate changes, but the human activities that have accelerated the natural process by creating more greenhouse gases. Then, we also discussed the possible consequences caused by excessive greenhouse effect which directly results in quick increase of the average global temperature. Subsequently, global warming will lead to significant climate and weather changes, which will in turn influence living beings" life in a long run. Finally, in order to lessen those long-term effects, a lot of people are now taking action to reduce greenhouse gas emissions and slow global warming by various ways, such as reducing dependence on fossil fuels, increasing the use of renewable energy, expanding forests, etc.[解析] 要点题。

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

2017年专业英语八级考试真题及答案PART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.SECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the choices.Now, listen to the first interview. Questions 1 to 5 are based on the first interview.1. A. Comprehensive. B. Disheartening. C. Encouraging. D. Optimistic.2. A. 200. B. 70. C. 10. D. 500.3. A. Lack of international funding.B. Inadequate training of medical personnel.C. Ineffectiveness of treatment efforts.D. Insufficient operational efforts on the ground.4. A. They can start education programs for local people.B. They can open up more treatment units.C. They can provide proper treatment to patients.D. They can become professional.5. A. Provision of medical facilities.B. Assessment from international agencies.C. Ebola outpacing operational efforts.D. Effective treatment of Ebola.Now, listen to the second interview. Questions 6 to 10 are based on the second interview.6. A. Interpreting the changes from different sources.B. Analyzing changes from the Internet for customers.C. Using media information to inspire new ideas.D. Creating things from changes in behavior, media, etc.7. A. Knowing previous success stories.B. Being brave and willing to take a risk.C. Being sensitive to business data.D. Being aware of what is interesting.8. A. Having people take a risk.B. Aiming at a consumer leek.C. Using messages to do things.D. Focusing on data-based ideas.9. A. Looking for opportunities.B. Considering a starting point.C. Establishing the focal point.D. Examining the future carefully.10.A. A media agency.B. An Internet company.C. A venture capital firm.D. A behavioral study center.PART II READING COMPREHENSIONSECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1) It’s 7 pm on a balmy Saturday night in June, and I have just ordered my first beer in I Cervejaria, a restaurant in Zambujeira do Mar, one of the prettiest villages on Portugal’s south-west coast. The place is empty, but this doesn’t surprise me at all. I have spent two weeks in this area, driving along empty roads, playing with my son on empty beaches, and staying in B&Bs where we are the only guests.(2) No doubt the restaurant, run by two brothers for the past 28 years, is buzzingin July and August, when Portuguese holidaymakers descend on the Alentejo coast. But for the other 10 months of the year, the trickle of diners who come to feast on fantastically fresh seafood reflects the general pace of life in the Alentejo: sleepy, bordering on comatose.(3) One of the poorest, least-developed, least-populated regions in western Europe, the Alentejo has been dubbed both the Provence and the Tuscany of Portugal. Neither is accurate. Its scenery is not as pretty and, apart from in the capital Evora, its food isn’t as sophisticated. The charms of this land of wheat fields, cork oak forests, wildflower meadows and tiny white-washed villages, are more subtle than in France or Italy’s poster regions.(4) To travel here is to step back in time 40 or 50 years. Life rolls along ata treacly pace; there’s an unnerving stillness to the landscape. But that stillness ends abruptly at the Atlantic Ocean, where there is drama in spades. Protected by the South West Alentejo and Costa Vicentina national park, the 100 km of coastline from Porto Covo in the Alentejo to Burgau in the Algarve is the most stunning in Europe. And yet few people seem to know about it. Walkers come to admire the views from the Fisherman’s Way, surfers to ride the best waves in Europe, but day after day we had spectacular beaches to ourselves.(5) The lack of awareness is partly a matter of accessibility (these beaches are a good two hours’ drive from either Faro or Lisbon airports) and partly to do with a lack of beachside accommodation. There are some gorgeous, independent guesthouses in this area, but they are hidden in valleys or at the end of dirt tracks.(6) Our base was a beautiful 600-acre estate of uncultivated land covered in rock-rose, eucalyptus and wild flowers 13km inland from Zambujeira. Our one-bedroom home, Azenha, was once home to the miller who tended the now-restored watermill next to it. A kilometre away from the main house, pool and restaurant, it is gloriously isolated.(7) Stepping out of the house in the morning to greet our neighbours – wild horses on one side, donkeys on the other – with nothing but birdsong filling the air, I felt a sense of adventure you normally only get with wild camping.(8) “When people first arrive, they feel a little anxious wondering what they are going to do the whole time,” Sarah Gredley, the English owner of estate, told me. “But it doesn’t usually take them long to realise that the whole point of being here is to slow down, to enjoy nature.”(9) We followed her advice, walking down to the stream in search of terrapins and otters, or through clusters of cork oak trees. On some days, we tramped uphill to the windmill, now a romantic house for two, for panoramic views across the estate and beyond.(10) When we ventured out, we were always drawn back to the coast – the gentle sands and shallow bay of Farol beach. At the end of the day, we would head,sandy-footed, to the nearest restaurant, knowing that at every one there would be a cabinet full of fresh seafood to choose from – bass, salmon, lobster, prawns, crabs, goose barnacles, clams … We never ate the same thing twice.(11) A kilometre or so from I Cervejaria, on Zambujeira’s idyllic natural harbour is O Sacas, originally built to feed the fishermen but now popular with everyone. After scarfing platefuls of seafood on the terrace, we wandered down to the harbour where two fishermen, in wetsuits, were setting out by boat across the clear turquoise water to collect goose barnacles. Other than them, the place was deserted – just another empty beauty spot where I wondered for the hundredth time that week how this pristine stretch of coast has remained so undiscovered.11.The first part of Para. 4 refers to the fact that ______.A.life there is quiet and slowB.the place is little knownC.the place is least populatedD.there are stunning views12.“The lack of awareness” in Para. 5 refers to ______.A.different holidaying preferencesB.difficulty of finding accommodationC.little knowledge of the beauty of the beachD.long distance from the airports13.The author uses “gloriously” in Para. 6 to ______.A.describe the scenery outside the houseB.show appreciation of the surroundingsC.contrast greenery with isolationD.praise the region’s unique feature14.The sentence “We never ate the same thing twice” in Para. 10 reflects the ______of the seafood there.A.freshnessB.delicacyC.tasteD.variety15.Which of the following themes is repeated in both Paras. 1 and 11?A.Publicity.ndscape.C.Seafood.D.Accommodation.PASSAGE TWO(1) I can still remember the faces when I suggested a method of dealing with what most teachers of English considered one of their pet horrors, extended reading. The room was full of tired teachers, and many were quite cynical about the offer to work together to create a new and dynamic approach to the place of stories in the classroom.(2) They had seen promises come and go and mere words weren't going to convince them, which was a shame as it was mere words that we were principally dealing with. Most teachers were unimpressed by the extended reading challenge from the Ministry, and their lack of enthusiasm for the rather dry list of suggested tales was passed on to their students and everyone was pleased when that part of the syllabus was over. It was simply a box ticking exercise. We needed to do something more. We neededa very different approach.(3) That was ten years ago. Now we have a different approach, and it works. Here’s how it happened (or, like most good stories, here are the main parts. You have to fill in some of yourself employing that underused classroom device, the imagination.) We started with three main precepts:(4) First, it is important to realize that all of us are storytellers, tellers of tales. We all have our own narratives – the real stories such as what happened to us this morning or last night, and the ones we have been told by others and we haven’t experienced personally. We could say that our entire lives are constructed as narratives. As a result we all understand and instinctively feel narrative structure. Binary opposites – for example, the tension created between good and bad together with the resolution of that tension through the intervention of time, resourcefulness and virtue – is a concept understood by even the youngest children. Professor Kieran Egan, in his seminal book ‘Teaching as Storytelling’ warns us not to ignore this innate skill, for it is a remarkable tool for learning.(5) We need to understand that writing and reading are two sides of the same coin: an author has not completed the task if the book is not read: the creative circle is not complete without the reader, who will supply their own creative input to the process. Samuel Johnson said: A writer only begins a book. A reader finishes it. In teaching terms, we often forget that reading itself can be a creative process, just as writing is, and we too often relegate it to a means of data collection. We frequently forget to make that distinction when presenting narratives or poetry, and often ask comprehension questions which relate to factual information – who said what and when, rather than speculating on ‘why’, for example, or examining the context of the action.(6) The third part of the reasoning that we adopted relates to the need to engage the students as readers in their own right, not as simply as language learners; learning the language is part of the process, not the reason for reading. What they read must become theirs and have its own special and secret life in their heads, a place where teachers can only go if invited.(7) We quickly found that one of the most important ways of making all the foregoing happen was to engage the creative talents of the class before they read a word of the text. The pre-reading activities become the most important part of the teaching process; the actual reading part can almost be seen as the cream on the cake, and the principle aim of pre-reading activities is to get students to want to read the text. We developed a series of activities which uses clues or fragments from the text yet to be read, and which rely on the student’s innate knowledge of narrative, so that they can to build their own stories before they read the key text. They have enough information to generate ideas but not so much that it becomes simply an exercise in guided writing; releasing a free imagination is the objective.(8) Moving from pre-reading to reading, we may introduce textual intervention activities. ‘Textual Intervention’ is a term used by Rob Pope to describe the process of questioning a text not simply as a guide to comprehension but as a way of exploring the context of the story at any one time, and examining points at which the narrative presents choices, points of divergence, or narrative crossroads. We don’t do this for all texts, however, as the shorter ones do not seem to gain much from this process and it simply breaks up the reading pleasure.(9) Follow-up activities are needed, at the least, to round off the activity, to bring some sense of closure but they also offer an opportunity to link the reading experience more directly to the requirements of the syllabus. Indeed, the story may have been chosen in the first place because the context supports one of the themes that teachers are required to examine as part of the syllabus – for example, ‘families’, ‘science and technology’, ‘communications’, ‘the environment’and all the other familiar themes. There are very few stories that can’t be explored without some part of the syllabus being supported. For many teachers this is an essential requirement if they are to engage in such extensive reading at all.(10) The whole process – pre-, while and post reading – could be just an hour’s activity, or it could last for more than one lesson. When we are designing the materials for exploring stories clearly it is isn’t possible for us to know how much time any teacher will have available, which is why we construct the activities into a series of independent units which we call kits. They are called kits because we expect teachers to build their own lessons out of the materials we provide, which implies that large amounts may be discarded. What we do ask, though, is that the pre-reading activities be included, if nothing else. That is essential for the process to engage the student as a creative reader..(11) One of the purposes of encouraging a creative reading approach in the language classroom is to do with the dynamics we perceive in the classroom. Strategictheorists tell us of the social trinity, whereby three elements are required to achieve a dynamic in any social situation. In the language classroom these might be seen as consisting of the student, the teacher and the language. Certainly from the perspective of the student – and usually from the perspective of the teacher – the relationship is an unequal one, with the language being perceived as placed closer to the teacher than the student. This will result in less dynamic between language and student than between language and teacher. However, if we replace ‘language’ with narrative and especially if that is approached as a creative process that draws the student in so that they feel they ‘own’ the relationship with the text, then this will shift the dynamic in the classroom so that the student, who has now become a reader, is much closer to the language – or narrative – than previously. This creates a much more effective dynamic of learning. However, some teachers feel threatened by this apparent loss of overall control and mastery. Indeed, the whole business of open ended creativity and a lack of boxes to tick for the correct answer is quite unsettling territory for some to find themselves in.16.It can be inferred from Paras. 1 and 2 that teachers used to ______.A.oppose strongly the teaching of extended readingB.be confused over how to teach extended readingC.be against adopting new methods of teachingD.teach extended reading in a perfunctory way17.The sentence “we all understand and instinctively feel narrative structure”in Para. 4 indicates that ______.A.we are good at telling storiesB.we all like telling storiesC.we are born story-tellersD.we all like listening to stories18.Samuel Johnson regards the relationship between a writer and a reader as ______(Para. 5).A.independentB.collaborativeC.contradictoryD.reciprocal19.In Para. 7, the author sees “pre-reading” as the most important part of readingbecause _____.A.it encourages students’ imaginationB.it lays a good foundation for readingC.it can attract students’ attentionD.it provides clues to the text to be read20.“Textual Intervention” suggested by Rob Pope (in Para. 8) is expected tofulfill all the following functions EXCEPT ______.A.exploring the contextB.interpreting ambiguitiesC.stretching the imaginationD.examining the structurePASSAGE THREE(1) Once again, seething, residual anger has burst forth in an American city. And the riots that overtook Los Angeles were a reminder of what knowledgeable observers have been saying for a quarter century: America will continue paying a high price in civil and ethnic unrest unless the nation commits itself to programs that help the urban poor lead productive and respectable lives.(2) Once again, a proven program is worth pondering: national service.(3) Somewhat akin to the military training that generations of American males received in the armed forces, a 1990s version would prepare thousands of unemployable and undereducated young adults for quality lives in our increasingly global and technology-driven economy. National service opportunities would be available to any who needed it and, make no mistake, the problems are now so structural, to intractable, that any solution will require massive federal intervention.(4) In his much quoted book, “The Truly Disadvantaged,” sociologist William Julius Wilson wrote that “only a major program of economic reform” will prevent the riot-prone urban underclass from being permanently locked out of American economic life. Today, we simply have no choice. The enemy within and among our separate ethnic selves is as daunting as any foreign foe.(5) Families who are rent apart by welfare dependency, job discrimination and intense feelings of alienation have produces minority teenagers with very little self-discipline and little faith that good grades and the American work ethic will pay off. A military-like environment for them with practical domestic objectives could produce startling results.(6) Military service has been the most successful career training program we’ve ever known, and American children born in the years since the all-volunteer Army was instituted make up a large proportion of this targeted group. But this opportunity may disappear forever if too many of our military bases are summarily closed and converted or sold to the private sector. The facilities, manpower, traditions, and capacity are already in place.(7) Don’t dismantle it: rechannel it.(8) Discipline is a cornerstone of any responsible citizen’s life. I was taught it by my father, who was a policeman. May of the rioters have never had any at all. As an athlete and former Army officer, I know that discipline can be learned. More importantly, it must be learned or it doesn’t take hold.(9) A precedent for this approach was the Civilian Conservation Corps that worked so well during the Great Depression. My father enlisted in the CCC as a young man with an elementary school education and he learned invaluable skills that served him well throughout his life. The key was that a job was waiting for him when he finished. The certainty of that first entry-level position is essential if severely alienated young minority men and women are to keep the faith.(10) We all know these are difficult times for the public sector, but here’s the chance to add energetic and able manpower to America’s workforce. They could be prepared for the world of work or college – an offer similar to that made to returning GI after Word War II. It would be a chance for 16- to 21-year-olds to live among other cultures, religions, races and in different geographical areas. And these young people could be taught to rally around common goals and friendships that evolve out of pride in one’s squad, platoon, company, battalion – or commander.(11) We saw such images during the Persian Gulf War and during the NACC Final Four basketball games. In military life and competitive sports, this camaraderie doesn’t just happen; it is taught and learned in an atmosphere of discipline and earned mutual respect for each other’s capabilities.(12) A national service program would also help overcome two damaging perceptions held by America’s disaffected youth: the society just doesn’t care about minority youngsters and that one’s personal best efforts will not be rewarded in our discriminatory job market. Harvard professor Robert Reich’s research has shown that urban social ills are so pervasive that the upper 20 percent of Americans – the “fortunate fifth” as he calls them – have decided quietly to “secede”from the bottom four-fifths and the lowest fifth in particular. We cannot accept such estrangement on a permanent basis. And what better way to answer skeptics from any group than by certifying the technical skills of graduates from a national service training program?(13) Now, we must act decisively to forestall future urban unrest. Republicans must put aside their aversion to funding programs aimed at certain cultural groups. Democrats must forget labels and recognize that a geographically isolated subgroup of Americans – their children in particular – need systematic and substantive assistance for at least another 20 years.(14) The ethnic taproots of minority Americans are deeply buried in a soil of faith and loyalty to traditional values. With its emphasis on discipline, teamwork, conflict resolution, personal responsibility and marketable skills development, national service can provide both the training and that vital first job that will reconnect these Americans to the rest of us. Let’s do it before the fire next time.21.According to the author, “national service” is comparable to “militarytraining” because they both cultivate youngsters’ ______.A.good gradesB.self disciplineC.mutual trustD.work ethic22.The author cites the example of his father in order to show ______.A.the importance of disciplineB.the importance of educationC.the necessity of having strong faithD.the effectiveness of the program23.According to the author, a national service program can bring the followingbenefits to America’s youngsters EXCEPT ______.A.increase in incomeB. a sense of responsibilityC.confidence and hopeD.practical work skills24.According to the context, what does “the fire” refer to (Para. 14)?A.Discrimination.B.Anger.C.Riots.D.Aversion.SECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in SECTION A. Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO.PASSAGE ONE25.What does Para. 2 tell us about the restaurant business on the Alentejo coastthroughout the year?26.According to Para. 5, what are the two main reasons of the Alentejo’sinaccessibility?PASSAGE TWO27.What does “It was simply a box ticking exercise” mean in Para. 2?28.Paras. 4-6 propose three main precepts for the now approach. Please use ONEphrase to summarize each of the three precepts.29.What does the author suggest to shift the dynamic in the classroom (Para. 11)?PASSAGE THREE30.What is the purpose of the program proposed by the author (Paras. 1-3)?31.What does the word “it” in “Don’t dismantle it: rechannel it.” refer to(Para. 7)?32.What do Robert Reich’s findings imply (Para. 12)?PART III LANGUAGE USAGEThe passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one inthe blank provided at the end of the line.For a missing word, mark the position of the missing word with a “∧” signand write the word you believe to be missing in theblank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash “/” and put the word in the blank provided at the end of the line.ExampleWhen∧art museum wants a new exhibit, (1) an__________it never buys things in finished form and hangs (2) never__________them on the wall. When a natural history museumwants an exhibition, it must often build it. (3) exhibit__________Proofread the given passage on ANSWER SHEET THREE as instructed.PART IV TRANSLATIONTranslate the underlined part of the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.我小的时候特别盼望过年，往往是一过了腊月，就开始掰着指头数日子。

2017年英语专业八级真题

2017年英语专业八级真题

Q U E S T I O N B O O K L E T试卷用后随即销毁。

TEST FOR ENGLISH MAJORS (2017)-GRADE EIGHT-TIME LIMIT: 150 MIN PART I LISTENING COMPREHENSION [25 MIN]SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. Whilelistening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and writeNO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) bothgrammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.SECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, fivequestions will be asked about what was said. Both the interviews and the questions will bespoken ONCE ONLY. After each question there will be a ten-second pause. During the pause,you should read the four choices of A, B, C and D, and mark the best answer to each questionon ANSWER SHEET TWO.You have THIRTY seconds to preview the choices.Now, listen to the first interview. Questions 1 to 5 are based on the first interview.1. A. Comprehensive. B.Disheartening. C. Encouraging.D.Optimistic.2.3. A. 200. B. 70. C. 10. D. 500.4.5.6. A. Lack of international funding.7. B. Inadequate training of medical personnel.8. C. Ineffectiveness of treatment efforts.9. D. Insufficient operational efforts on the ground.10.11. A. They can start education programs for local people.12. B. They can open up more treatment units.13. C. They can provide proper treatment to patients.14. D. They can become professional.15.16. A. Provision of medical facilities.17. B. Assessment from international agencies.18. C. Ebola outpacing operational efforts.19. D. Effective treatment of Ebola.Now, listen to the second interview. Questions 6 to 10 are based on the second interview.20. A. Interpreting the changes from different sources.21. B. Analyzing changes from the Internet for customers.22. C. Using media information to inspire new ideas.23. D. Creating things from changes in behavior, media, etc.24.25. A. Knowing previous success stories.26. B. Being brave and willing to take a risk.127. C. Being sensitive to business data.28. D. Being aware of what is interesting.29.30. A. Having people take a risk.31. B. Aiming at a consumer leek.32. C. Using messages to do things.33. D. Focusing on data-based ideas.34.35. A. Looking for opportunities.36. B. Considering a starting point.37. C. Establishing the focal point.38. D. Examining the future carefully.39.40. A. A media agency.41. B. An Internet company.42. C. A venture capital firm.43. D. A behavioral study center.PART II READING COMPREHENSION [45 MIN]SECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions. For eachmultiple choice question, there are four suggested answers marked A, B, C and D. Choose the one thatyou think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1) It ’ s7 pm on a balmy Saturday night in June, and I have just o rdered my firstbeer in ICervejaria, a restaurant in Zambujeira do Mar, one of the prettiest villages on Portugal -westcoast. The place is empty, but this doesn ’ t surprise me at all. I have spent two weeks in this area,driving along empty roads, playing with my son on empty beaches, and staying in B&Bs where we arethe only guests.(2) No doubt the restaurant, run by two brothers for the past 28 years, is buzzing in July andAugust, when Portuguese holidaymakers descend on the Alentejo coast. But for the other 10 monthsof the year, the trickle of diners who come to feast on fantastically freshseafood reflects the general pace of life in the Alentejo: sleepy, bordering oncomatose.(3)One of the poorest, least-developed, least-populated regions in westernEurope, the Alentejo has been dubbed both the Provence and the Tuscany of Portugal.Neither is accurate. Its scenery is notas pretty and, apart from in the capital Evora, its food isn ’ t as sophisticated. The charms ofwheat fields, cork oak forests, wildflower meadows and tiny white-washed villages, are more subtlethan in France or Italy ’ s poster regions.(4)To travel here is to step back in time 40 or 50 years. Life rolls along at atreacly pace; there unnerving stillness to the landscape. But that stillness endsabruptly at the Atlantic Ocean, where there is drama in spades. Protected by the SouthWest Alentejo and Costa Vicentina national park, the 100 km of coastline from PortoCovo in the Alentejo to Burgau in the Algarve is the most stunning in Europe. And yetfew people seem to know about it. Walkers come to admire the views from the FishermanWay, surfers to ride the best waves in Europe, but day after day we had spectacular beaches to ourselves.2(5) The lack of awareness is pa rtly a matter of accessibility (these beaches are a good two hoursdrive from either Faro or Lisbon airports) and partly to do with a lack ofbeachside accommodation. There are some gorgeous, independent guesthouses in thisarea, but they are hidden in valleys or at the end of dirt tracks.(6)Our base was a beautiful 600-acre estate of uncultivated land covered inrock-rose, eucalyptus and wild flowers 13km inland from Zambujeira. Our one-bedroomhome, Azenha, was once home to the miller who tended the now-restored watermill nextto it. A kilometre away from the main house, pool and restaurant, it is gloriouslyisolated.(7) Stepping out of the house in the morning to greet our neighbours –wild horses on one side, donkeys on the other – with nothing but birdsong filling the air, I felt a sense of adventure younormally only get with wild camping.(8)“ When people first arrive, they feel a little anxious wondering what they are going to do thewhole time, ” Sarah Gredley, the English owner of estate,told me. “ But it doesn ’long to realise that the whole point of being here is to slow down, to enjoy nature.(9) We followedheradvice, walking downto the stream insearch ofterrapins andotters, orthrough clusters of cork oak trees. On some days, we tramped uphill to the windmill, now a romantichouse for two, for panoramic views across the estate andbeyond.(10) When we ventured out, we were always drawn back to the coast– thegentle sands andshallow bay of Farolbeach. Atthe end of the day, wewould head, sandy-footed, to the nearestrestaurant, knowing that at every one there would be a cabinet full of freshseafood to choose from–bass, salmon, lobster, prawns, crabs, goose barnacles, clams ⋯ We never ate the same thing tw(11 ) Akilometre or so from ICervejaria, on Zambujeira’idyllicsnatural harbouris O Sacas,origina lly built to feed thefishermen but now popular with everyone. After scarfingplatefuls ofseafood on the terrace, we wandered down to the harbour where two fishermen, in wetsuits, weresetting out by boat across the clear turquoise water to collect goose barnacles. Other than them, theplace was deserted –just another empty beauty spot where I wondered for the hundredth time thatweek how this pristine stretch of coast has remained so undiscovered.44.The first part of Para. 4 refers to the fact that ______.A.life there is quiet and slowB.the place is little knownC.the place is least populatedD.there are stunning viewsE.45. “ The lack of awareness ” in Para. 5 refers to .A.different holidaying preferencesB.difficulty of finding accommodationC.little knowledge of the beauty of the beachD.long distance from the airportsE.46. The author uses “ gloriously ” in Para. 6 to .A.describe the scenery outside the houseB.show appreciation of the surroundings3C.contrast greenery with isolationD. praise the region ’ s unique featureE.47. The sentence “ We never ate the same thing twice ” in Para. 10 reflects the ______ of the seafoodthere.A.freshnessB.delicacyC.tasteD.varietyE.48.Which of the following themes is repeated in both Paras. 1 and 11?A.Publicity.ndscape.C.Seafood.D.Accommodation.PASSAGE TWO(1)I can still remember the faces when I suggested a method of dealing withwhat most teachers of English considered one of their pet horrors, extended reading.The room was full of tired teachers, and many were quite cynical about the offer towork together to create a new and dynamic approachto the place of stories in theclassroom.(2) They had seen promises come and go and mere words weren't going to convincethem, whichwas a shame as itwas mere wordsthat wewere principallydealing with. Mostteacherswereunimpressed by the extended reading challenge from the Ministry, and their lack of enthusiasm for therather dry list of suggested tales was passed on to their students and everyone was pleased when thatpart of the syllabus was over. It was simply a box ticking exercise. We needed to do something more.We needed a very differentapproach.(3) That was ten years ago.Now we have a differentapproach, andit works. Here’ s howithappened (or, likemost goodstories,herearethe main parts. You have tofill in someofyourselfemploying that underused classroom device, the imagination.) We started with three main precepts:(4)First, it is important to realize that all of us are storytellers, tellersof tales. We all have our own narratives –the real stories such as what happened tous this morning or last night, and the ones wehave been told by others and we haven ’ t experienced personally. We couldaysthat our entire livesare constructed as narratives. As a result we all understand and instinctively feel narrative structure. Binary opposites – for example, the tension created between good and bad together with the resolution of that tension through the intervention of time, resourcefulness and virtue –is a concept understood by even the youngest children. Professor Kieran Egan, in his seminal bookStorytelling ’ warns us not to ignore this innate skill, for it is a remarkable tool for le arning.(5)We need to understand that writing and reading are two sides of the samecoin: an author has not completed the task if the book is not read: the creativecircle is not complete without the reader, who will supply their own creative inputto the process. Samuel Johnson said: A writer only begins abook. A reader finishes it. In teaching terms, we often forget that reading itself can be a creative process, just as writing is, and we too often relegate it to a means of data collection. Wefrequentlyforget to make that distinction when presenting narratives or poetry, and often ask comprehension4questions which relate to factual information –who said what and when, rather than speculating on ‘ why ’ , for example, or examining the context of the actio n.(6) The third part of the reasoning that we adopted relates to the need to engage the students asreaders in the ir own right, not as simply as languag e learner s; learnin g the languag e is partof the process, not the reason for reading. What they read must become theirs and have its own special and secret life in their heads, a place where teachers can only go if invited.(7) We quickly found that one of the most important ways of making all the foregoing happen wasto engage the creativ e talents of the clas s before they read a word of the text. The pre-reading activities become the most important part of the teaching process; the actual reading part can almost be seen as the cream on the cake, and the principle aim of pre-reading activities is to get students to want to read the text. We developed a series of activities which uses clues or fragments from the text yet to be read, and which rely on the student ’ s innate knowledge of narrative, so that they can to build their own stories before they read the key text. They have enough information to generate ideas but not so much that it becomes simply an exercise in guided writing; releasing a free imagination is theobjective.(8) Moving from pre-reading to reading, we may introduce textual intervention activ ities . ‘ Textual Interventio n ’ is a term used by Rob Pope to describe the process of questioning a text not simply as a guide to comprehension bu t as a way of exploring the context of the stor y at any one time, and examining points at which the narrative presents choices, points of divergence, or narrative crossroads.We don ’ t do thi s for al l texts, however , as the shorter ones do not seem to gai n much from this process and it simply breaks up the reading pleasure.(9) Follow-up activities are needed, at the least, to round off the activity, to bring some sense ofclosure bu t they also offer an opportunity to lin k the reading experienc e more directly to the requirements of the syllabus. Indeed, the story may have been chosen in the first place because the context supports one of the themes that teachers are required to examine as part of the syllabus –forexample, ‘ families ’ , ‘ science and technology ’ , ‘ communications ’ , ‘ theenvironment the other familiar themes. There are very few stories that can be explored without some ’t part of the syllabus being supported. For many teachers this is an essential requirement if they are to engage in such extensive reading at all.(10) The whole–pre-, while and post–could be just an’ty,sprocess reading hour actoritvicouldlast for more than one lesson. When we are designing the materials for exploringstories clearly it isisn ’tpossiblefor us to know how much time any teacherwill have available, which is why weconstruct the activities into a series o f independentunitswhich we callkits.They are called kitsbecause we expect teachers to build their own lessons out of the materials weprovide, which impliesthat large amounts may be discarded. What we do ask, though, is that the pre-reading activities be included, if nothing else. That is essential for the processto engage the student as a creative reader..(11)One of the purposes of encouraging a creative reading approach in thelanguage classroom is to do with the dynamics we perceive in the classroom. Strategictheorists tell us of the social trinity,whereby three elements are required to achieve a dynamic in any social situation. In the languageclassroom these might be seen as consisting of the student, the teacher and the language. Certainlyfrom the perspective of the student –and usually from the perspective of the teacher –the relationshipis an unequal one, with the language being perceived as placed closer to the teacher than the student.This will result in less dynamic between language and student than between language and teacher.However, if we replace ‘ language ’ with narrative and especially if that is approached as a creativeprocess that draws the student in so that they feel they ‘ own ’ the relationship with the text, t5will shift the dynamic in the classroom so that the student, who has now become a reader, is muchcloser to the language –or narrative –than previously. This creates a much more effectivedynamic of learning. However, some teachers feel threatened by this apparent loss ofoverall control and mastery. Indeed, the whole business of open ended creativity and a lackof boxes to tick for the correct answer is quite unsettling territory for some to findthemselves in.49.It can be inferred from Paras. 1 and 2 that teachers used to ______.A.oppose strongly the teaching of extended readingB.be confused over how to teach extended readingC.be against adopting new methods of teachingD.teach extended reading in a perfunctory wayE.50. The sentence “ we all understand and instinctively feel narrative structure ” in Pthat ______.A.we are good at telling storiesB.we all like telling storiesC.we are born story-tellersD.we all like listening to storiesE.51.Samuel Johnson regards the relationship between a writer and a reader as ______ (Para. 5).A.independentB.collaborativeC.contradictoryD.reciprocalE.52. In Para. 7, the author sees -reading“ pre” as the most important part of reading because _____.A. it encourages students ’ imaginationB.it lays a good foundation for readingC. it can attract students ’ attentionD.it provides clues to the text to be readE.53.“ Textual Intervention ” suggested by Rob Pope (in Para. 8) is expected to fulfill all thefollowing functions EXCEPT ______.A.exploring the contextB.interpreting ambiguitiesC.stretching the imaginationD.examining the structurePASSAGE THREE(1) Once again, seething, residual anger has burst forth in an American city. And the riots thatovertook Los Angeles were a reminder of what knowledgeable observers have been saying for aquarter century: America will continue paying a high price in civil and ethnicunrest unless the nation commits itself to programs that help the urban poor leadproductive and respectable lives.(2) Once again, a proven program is worth pondering: national service.(3) Somewhat akin to the military training that generations of American males received in the armed forces, a 1990s version would prepare thousands of unemployable and undereducated youngadults for quality lives in our i ncreasingly global and technology-driven economy. National service opportunities would be available to any who needed it and, make no mistake, the problems are now so structural, to intractable, that any solution will require massive federal intervention.6(4) In his much quoted book, “ The Truly Disadvantaged, ” sociologist William Julius Wilson wrotethat “ only a major program of economic reform ” will prevent the riot-prone urban underclass frombeing permanently locked out of American economic life. Today, we simply have no choice. The enemy within and among our separate ethnic selves is as daunting as any foreign foe.(5) Families who are rent apart by welfare dependency, job discrimination and intense feelings of alienation have produces minority teenagers with very little self-discipline and little faith that good grades and the American work ethic will pay off. A military-like environment for them with practical domestic objectivescould produce startling results.(6) Military service has been the most successful career training program we ’ ve ever known, andAmerican children bor n in the years sinc e the all-volunteer Army was instituted make up a large proportio n of thi s targeted group . But this opportunity may disappear forever i f too many of our militar y bases ar e summarily close d and converted or sol d to th e privat e sector. The facilities, manpower, traditions, and capacity are already in place.(7) Don ’t dismantle it: rechannel it. (8) Discipline is a cornerstone of any responsible citizen ’ s life. I was taught it by my fathe was a policeman. May of the rioters have never had any at all. As an athlete and former Army officer, I know that discipline can be learned. More importantly, it must be learned or it doesn(9) A precedent for this approach was the Civilian Conservation Corps that worked so well during the Great Depression . My father enlisted in the CCC as a young man with an elementary school education and he learned invaluable skills that served him well throughout his life. The key was that a job was waiting for him when he finished. The certainty of that first entry-level position is essential if severely alienated young minority men and women are to keep the faith.(10) We all know these are difficult time s fo r the public sector, but here ’ sthe chance t o add energetic and able manpow er to America ’ s workforce. They could be prepared for the world of work or college –an offer similar to that made to returning GI after Word War II. It would be a chance for 16- to 21-year-olds to live among other cultures, religions, races and in different geographical areas. And these young people could be taught to rally around common goals and friendships that evolve out of pride in one ’ s squad, platoon, company, battalion or commander. –(11) We saw such images during the Persian Gulf War and during the NACC Final Four basketballgames. In military life and competitive sports, this camaraderie doesn ’ t just happen;it islearned in an atmosphere of discipline and earned mutual respect foreach other ’ s c(12) A nationalserviceprogram would also help overcome two damaging perceptions held byAmerica ’sdisaffected youth:the society just doesn’ tcare about minority youngsters and thatone ’ s personal best efforts will not be rewarded in our discriminatory jobmarket. Harvard professo rRobert Reich ’ s research has shown that urban social ills are so pervasive that the upper 20 percent ofAmericans –the “ fortunatefifth” as he calls themhave decided –quietly to“ secede” fromthebottom four-fifths and thelowestfifthinparticular. We cannotaccept such estrangement on apermanent basis. And what better way to answerskeptics from any group than bycertifying thetechnical skills of graduates from a national servicetraining program?(13) Now, we must act decisively to forestall future urban unrest. Republicans mustput aside theiraversio n to funding programs aimedat certain culturalgroups.Democrats must forgetlabels andrecognize that a geographically isolated subgroup of Americans –their children inparticular –needsystematic and substantive assistance for at least another 20 years.7(14) The ethnic taproots of minority Americans are deeply buried in a soil of faith and loyalty totraditional values. With its emphasis on discipline, teamwork, conflict resolution, personalresponsibility and marketable skills development, national service can provide both the training andthat vital first job that will reconnect these Americans to the rest of us. Let ’ s dtime.54. According to the author, “ national service ” is comparable to “ military trainingboth cultivate youngsters ’ ______.A.good gradesB.self disciplineC.mutual trustD.work ethicE.55.The author cites the example of his father in order to show ______.A.the importance of disciplineB.the importance of educationC.the necessity of having strong faithD.the effectiveness of the program56.According to the author, a national service program can bring the followingbenefits to America youngsters EXCEPT ______.A.increase in incomeB. a sense of responsibilityC.confidence and hopeD.practical work skillsE.57. According to the context, what does “ the fire ” refer to (Para. 14)?A. Discrimination.B. Anger.C. Riots.D. Aversion.SECTION B SHORT ANSWER QUESTIONSIn this section there are eight short answer questions based on the passages in SECTION A.Answer each question in NO MORE THAN TEN WORDS in the space provided on ANSWER SHEET TWO.PASSAGE ONE58. What does Para. 2 tell us about the restaurant business on the Alentejo coast throughout the year?59. According to Para. 5, what are the two main reasons of the Alentejo ’s inaccessibility ?PASSAGE TWO60. What does “ It was simply a box tickingexercise” mean in Para.2?61.Paras. 4-6 propose three main precepts for the now approach. Please use ONE phrase to summarizeeach of the three precepts.62.What does the author suggest to shift the dynamic in the classroom (Para. 11)?PASSAGE THREE63. What is the purpose of the program proposed by the author (Paras. 1-3)?864. What does the word “ it ” in “dismantleDon’t it:rechannel it.” refer to(Para. 7)?65. What do Robert Reich ’s findings imply (Para. 12)?PART III LANGUAGE USAGE [15 MIN]The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:For a wrong word, underline the wrongword and writethe correct oneinthe blank provided at the end ofthe line.For a missing word, mark the position of the missing wordwith a“ ∧”signand write the word you believe to be missing in the blank provided at the end of theline.For an unnecessary cross the unnecessary word with aslash“/ ” and puttheword, word in the blank provided at the end of the line.ExampleWhen ∧art museum wants a new exhibit, (1)anit never buys things in finished form and hangs (2) neverthem on the wall. When a natural history museumwants an exhibition, it must often build it. (3)exhibitProofread the given passage on ANSWER SHEET THREE as instructed.PART IV TRANSLATION [20 MIN]Translate the underlined part of the following text from Chinese into English. Write yourtranslation on ANSWER SHEET THREE.我小的时候特别盼望过年，往往是一过了腊月，就开始掰着指头数日子。

专业英语八级模拟试卷17(题后含答案及解析)

专业英语八级模拟试卷17(题后含答案及解析)

专业英语八级模拟试卷17(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. GENERAL KNOWLEDGE 4. PROOFREADING & ERROR CORRECTION 5. TRANSLATION 6. WRITINGPART I LISTENING COMPREHENSION (35 MIN)SECTION A MINI-LECTUREDirections: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.听力原文：Just outside its wooded headquarters campus, McDonald’s Corp. is offering sneak previews of its fast-food future. Now playing at its new flagship restaurant: Digital-media kiosks for burning CDs, downloading cell-phone ring tones and printing photos. Dozens of plasma-screen TVs. Wi-Fi Internet access. New chicken sandwiches. Double-lane drivethrus. And an adjoining McCafe with gourmet coffees, fancy pastries and a fireplace. Coming soon: Other menu items and concepts not yet released to a general audience. Don’t expect Starbucks-like makeovers like this one at the 13,600 U.S. McDonald’s, or 30,000-plus worldwide; the Oak Brook restaurant, which opened late last month, doubles as public restaurant and test site. But the world’s largest restaurant chain is tinkering with various possibilities in technology and design to try to ensure it is a hangout of choice in the future. “It’s unlikely you’ll see this exact restaurant replicated,”McDonald’s spokesman Bill Whitman said. “But you will see elements of this restaurant in some of our new construction. It’s all about keeping our restaurants more relevant for our customers.”McDonald’s has undergone an image change in more ways than one since a time 2.5 years ago when its sales and reputation were sagging amid complaints about its service and food. Despite inconsistent results in some large European countries, that McSlump is no longer: Same-store sales have increased for 25 straight months in the key U.S. market. The company reported first-quarter operating income was up 6 percent to ＄910 million and revenue rose 9 percent to＄4.8 billion over the same time last year. Its stock price nearly tripled over a two-year period, hitting a four-year high of＄34.56 per share in March, but has since settled around ＄29. Snazzier new restaurants are part of the makeover; about 1,000, mostly older U.S. McDonald’s have been either renovated or rebuilt since 2002. Contributing more to the sales resurgence, though, have been longer hours, accepting credit and debit cards, the high-powered “I’m lovin’it”marketing campaign and pricier new food items. Some of the additions, such as salads, white-meat chicken nuggets and fruit options with Happy Meals, have served the dual purpose of enabling thecompany to state a commitment to a healthier, balanced menu while bringing in new customers who aren’t there for the hamburgers. McDonald’s now hopes to attract more patrons with amenities that might entice them to come in and stay awhile. Analyst Peter Jankovskis thinks the extra investments to try to make McDonald’s restaurants hangouts are worthwhile, noting that they. have worked not only at Starbucks but at Panera Bread and other chains. “It used to be that a chance to eat burgers and fries with your friends was enough,” said Jankovskis, director of research at Oakbrook Investments in nearby Lisle, which owns a million shares of McDonald’s stock. “Now it takes a little bit more than that.”Don’t expect Starbucks-like 【1】______like this one at the 13,600 U.S. McDonald’s, or 30,000-plus worldwide; the Oak Brook restaurant, which opened late last month, doubles as public restaurant and test site. But the world’s largest restaurant chain is tinkering with various possibilities in technology and design to try to ensure it is a 【2】______of choice in the future.McDonald’s has undergone an 【3】______change in more ways than one since a time 【4】______years ago when its sales and reputation were sagging amid complaints about its service and food. The company reported first-quarter 【5】______income was up 6 percent to 【6】______million and revenue rose 9 percent to ＄4.8 billion over the same time last year. Its stock price nearly tripled over a two-year period, hitting a four-year high of ＄34.56 per share in March, but has since settled around ＄29. Snazzier new restaurants are part of the makeover; about 1,000, mostly older U.S. McDonald’s have been either 【7】______, or rebuilt since 2002. Some of the additions, such as salads, white-meat chicken nuggets and fruit options with Happy Meals, have served the 【8】______purpose of enabling the company to state a commitment to a healthier, balanced menu while bringing in new customers who aren’t there for the hamburgers. McDonald’s now hopes to attract more 【9】______with amenities that might entice them to come in and stay awhile. Analyst Peter Jankovskis thinks the extra investments to try to make McDonald’s restaurants hangouts are 【10】______, noting that they have worked not only at Starbucks but at Panera Bread and other chains.1．【1】正确答案：makeovers2．【2】正确答案：hangout3．【3】正确答案：image4．【4】正确答案：2.55．【5】正确答案：operating6．【6】正确答案：$9107．【7】正确答案：renovated8．【8】正确答案：dual9．【9】正确答案：patrons10．【10】正确答案：worthwhileSECTION B INTERVIEWDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now listen to the interview.听力原文：Terry: Well what have we got this morning? The first thing I think is to complete the voice-over for that cutlery commercial.Joyce: No... I’m afraid you are mistaken. Instead of completing that... erm... We’ve got to come up with a selling idea for those kitchens. Remember? The boss will be wanting to see us after lunch. and he’ll be expecting it all to be more or less tied up... parcel-like.Terry: Wouldn’t it be better to finish one job before beginning another? The boss will understand surely.Joyce: Forgive me Terry if I keep correcting you... but remember there are deadlines. And when there’s a deadline the boss is as immovable as a barnacle.Terry: So we’ll have to come up with the parcel. Any ideas?Joyce: Absolutely none. And nay usually grasshopper brain is not at its come-up-with-the-ideas best this morning. Let’s have a look at the details.Terry: Well... whatever its like we’ve got to make it a dream. Gleaming perfection. slick... everything fitted-fitted is a key word isn’tit-Everything to avoid the impression of the inevitable mess that kitchens actually get in.Joyce: How clear it is, Mr. Hancock, that you are new to the adman’s business. I’m afraid you are on the wrong track. There you are making decisions already... Gatsbying about the office... thinking already that the key works to this ad are going to be... what... “timeless, sophisticated beauty”...”the haute couture of haute cuisine” ... and you’ve forgotten the adman’s first rule.Terry: Which is?Joyce: Hard deskwork, getting to know the facts. You’ve got to knead the dough before you can ice the cake. Mm. Now draw up a pew, will you? And we’ll look at the ingredients.Terry: What makes this kitchen different from any other?Joyce: Now that’s a leading question. Mm... Here are some photos. What do you notice?Terry: They’re all different... the photos I mean. In fact it’s different from all the other kitchens on the market-that they’re all fixed aren’t they? And this is all... well. non-fixed.Joyce: All the various units can be moved about. Now that’s sensible. Because there are times...Terry: ... there are times aren’t there when for example you need the chopping-board near the sink... and other times when you need it near the cooker... and...Joyce: So you do know something about kitchens.Terry: Not kitchens exactly. But. cooking... yes... I do some cooking occasionally.Joyce: I Good for you. The nearest I get to it is jig-sawing tins open and tossing the odd frozen meal into the oven. Perhaps that’s what most women now want a kitchen for. simple, function, made to accommodate the haute cuisine of the deep-freezer.Terry: No... I’m sure you are wrong. Most practical women of the house want a kitchen to be... er... flexible... er... like kitchen used to be.Joyce: Well, there’s one flexible thing at least about this kitchen. What shall we call it? Mobility of units? Anyway the idea’s there. So them is one thing different about this kitchen.Ferry: Sorry to...er...to correct you Joyce-but there’s something else you haven’t noticed.Joyce: Oh, yes?Terry: You say there’s one difference, but in fact there are two. You see most manufacturers of kitchen units produce all the units of the same height.Joyce: Lot’s of working surfaces...yes...but...Terry: But only one height. It makes production cheaper.Joyce: Well, surely that’s fine. I mean... there is an ideal working height.Terry: I beg to differ. You’re quite wrong you know. Now what are some of the things you need to do in the kitchen?Joyce: Unwrap sliced bread, defreeze the stuff from the freezer... open tins...Terry: Have you ever, for example, tried... er... er... frosting cake mixture at the same working height as... well... as slicing bread? You see you need those different heights. Otherwise sometimes you’re up on your toes... sometimes down on your knees.Joyce: So it doesn’t look as if we want a nude-in-an-apron-at-an-eye-level-grill sort of picture. Something practical this time. Something with the idea of... let’s think of some words...Terry: Mm... Multi-height. multi-mobile...Joyce: Yes... and a whole series of tiny pictures showing the multi-purpose character of...Terry: And the old-type kitchen was multi-purpose...11．Who are the speakers?A．Salesmen.B．Editors.C．Cooks.D．Advertising agents.正确答案：D12．What product are they talking about?A．Kitchen.B．Deep-freezer.C．Mobility units.D．Cake mixer正确答案：A13．What is the relationship between the two speakers?A．Employer and employeeB．Salesman and customerC．Advertiser and customerD．Colleagues正确答案：D14．How is the kitchen different from all other kitchens on the market?A．It is easier to clean and repairB．It is non-fixed and flexibleC．All its units are of the same heightD．Its chopping board is nearer to the sink正确答案：B15．What can you infer from the conversation?A．Terry knows less about kitchen than JoyceB．Joyce knows more about kitchen than JoyceC．Terry knows as much about the kitchen as JoyceD．Terry knows as much about the kitchen as Joyce正确答案：CSECTION C NEWS BROADCASTDirections: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. At the end of each news item, you will be given 10 seconds to answer the questions.听力原文：An ＄18.5 billion bid for Unocal made Thursday by one of the largest state-controlled oil companies in China is the latest symbol of the country’s growing economic clout and of the soaring ambitions of its corporate giants. The unsolicited bid by China National Offshore Oil Corp, or CNOOC, initiated the first-ever big takeover battle by a Chinese company for a U.S. corporation. It alsomay be a watershed in Chinese corporate behavior and demonstrates the increasing influence of Wall Street’s bare-knuckled hostile- takeover tactics in Asia. CNOOC’s bid, which comes two months after Unocal agreed to be sold to Chevron, an American oil giant, for ＄16.4 billion, is expected to trigger a potentially costly bidding war over California-based Unocal, a large, independent oil company. Moreover, the bid is likely to provoke a fierce debate in Washington about U.S. trade policies with China and the role of the two governments in the growing trend of deal making between companies in both countries. A consortium of investors led by Haler Group, one of the biggest Chinese companies, made a bid this week to acquire Maytag, the American appliance giant, for ＄1.3 billion, surpassing an earlier bid made by a group of American investors. Last month, Lenovo Group, the largest computer maker in China, completed its ＄1.75 billion deal to acquire IBM’s legendary personal computer business, creating the third-largest computer maker after Dell and Hewlett-Packard.16．Haler Group’ bid for Maytag is ______A．＄1.75 billionB．＄18.5 billionC．＄16.4 billionD．＄1.3 billion正确答案：D17．Which statement is not true?A．This is the biggest takeover battle for ChinaB．China’s bid will probably trigger a costly biding competition over the company UnacalC．The U.S is planning forbidding Chinese company’s bids for U.S company D．Unocal has agreed to be sold to another American oil company正确答案：C听力原文：The king has taken a knock. Nokia warned that the U. S. slowdown is now extending to other economies, and said that is cutting into demand for Nokia’s handsets, and for its growing mobile infrastructure business. In April, a more optimistic Nokia said it was on course for a 20 percent sales growth this quarter. That forecast has been cut in half. Tuesday’s warning knocked a whopping ＄3l billion off Nokia’s market cap. Nokia joins rivals Motorola and Ericsson in warning about sales. The rate of new phone purchases has slowed dramatically in Europe, with customers reluctant to trade up to new handsets.18．What’s the effect of the US slowdown?A．Cutting into demand for Nokia’s handsets.B．Promote other economies.C．Many firms break down.D．Many handsets don’t sell.正确答案：A19．So far, how many percent of sales growth this quarter?A．20%.B．10%.C．40%.D．80%.正确答案：B20．Why has the rate of new phone purchases slowed in Europe?A．Because of the warning about salesB．Because the customers are reluctant to trade up to new handsetsC．Because of cutting into demand for handsetsD．Because of the U.S slowdown正确答案：BPART II READING COMPREHENSION (30 MIN)Directions: In this section there are four reading passages followed by a total of 20 multiple-choice questions. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.Thomas Jefferson, who died in 1826, looms ever larger as a figure of special significance. Americans, of course, are familiar with Jefferson as an early statesman, author of the Declaration of Independence, and a high-ranking presidential Founding Father. But there is another Jefferson less well known. This is the Jefferson who, as the outstanding American philosopher of democracy, has an increasing appeal to the world’s newly emerging peoples. There is no other man in history who formulated the ideas of democracy with such fullness, persuasiveness, and logic. Those interested in democracy as a poetical philosophy and system -- even those who do not accept his postulates or are critical of his solutions -- must reckon with his thought. What, then, is his thought, and how much of it is still relevant under modern conditions? Of all the ideas and beliefs that make up the political philosophy known as Jefferson democracy, perhaps three are paramount. These are the idea of equality, the idea of freedom, and the idea of the people’s control over government. Underlying the whole, and serving as a major premise, is confidence in man. To Jefferson, it was virtually axiomatic that the human being was essentially good, that he was capable of constant improvement through education and reason. He believed that “no definite limit could be assigned” to man’s continued progress from ignorance and superstition to enlightenment and happiness. Unless this kept in mind, Jefferson cannot be understood properly. What did he mean by the concept of equality, which he stated as a “serf-evident”truth? Obviously, he was not foolishenough to believe that all men are equal in size or intelligence or talents or moral development. He never said that men are equal, but only that they come into the world with “equal rights”. He believed that equality was a political rather than a biological or psychological or economic conception. It was a gift that man acquired automatically by coming into the world as a member of the human community. Intertwined with equality was the concept of freedom, also viewed by Jefferson as a “natural fight.” In the Declaration of Independence he stated it as “self-evident” that liberty was one of the “inherent”and “unalienable rights”with which the Creator endowed man. “Freedom”, he summed up at one lime, “is the gift of Nature.”What did Jefferson mean by freedom and why was it necessary for him to claim it as an “inherent” or “natural” right? In Jefferson thought there are two main elements in the idea of freedom. There is, first, man’s liberty to organize his own political institutions and to select periodically the individuals to run them. The other freedom is personal. Foremost in the area of individual liberty, Jefferson believed, was the untrammeled right to say, think, write, and believe whatever the citizen wishes -- provided, of course, he does not directly injure his neighbors. It is because political and personal freedom are potentially in conflict that Jefferson, in order to make both secure, felt the need to found them on “natural right”. If each liberty derives from an “inherent”right, then neither could justly undermine the other. Experience of the past, when governments, were neither too strong for the ruled or too weak to rule them, convinced Jefferson of the desirability of establishing a delicate natural balance between political power and personal rights. This brings us to the third basic element in the Jeffersonian idea: the people’s control over government. It is paradoxical that Jefferson, who spent most of his adult years in politics, had an ingrained distrust of government as such. For the then-existing governments of Europe, virtually all of them hereditary mortar chies, he had antipathy mixed with contempt. His mistrust of strong and unchecked government was inveterate. “I am not,”he said, “a friend to a very energetic government. It is always oppressive.”Government being a necessity for civilized existence; the question was how it could be prevented from following its tendency to swallow the rights of the people. Jefferson’s answer to this ancient dilemma was at variance with much traditional thinking. He began with the postulate that government existed for the people, and not vice versa; that it had no independent being except as an instrument of the people; and that it had no legitimate justifications for existence except to serve the people. From this it followed, in Jefferson’s view that only the people, and not their rulers or the privileged classes, could and should be relied upon as the “safe depositories” of political liberty. This key idea in the Jeffersonian political universe rested on the monumental assumption that the people at large had the wisdom, the capability, and the knowledge exclusively to carry the burden of political power and responsibility. The assumption was, of course, widely challenged and vigorously denied in Jefferson’s day, but he always asserted his confidence in it. Confidence in the people, however, was not enough, by itself, to serve as a safeguard against the potential dangers inherent in political power. The people might become corrupted or demoralized or indifferent. Jefferson believed that the best practice for the avoidanceof tyranny and the preservation of freedom was to follow two main policies. One was designed to limit power, and the other to control power. In order to put limits on power, Jefferson felt, it was best to divide it by scattering its functions among as many entities as possible -- among states, countries, and municipalities. In order to keep it in check, it was to be impartially balanced among legislative, executive, and judicial branches. Thus, no group, agency, or entity would be able legitimately to acquire power for abuse. This is, of course, the theory that is embedded in the Constitution and that underlies the American federal system with its “check and balance”. For the control of power or, more specifically, the governmental apparatus itself, other devices had to be brought into play. Of these, two are of special importance: suffrage and elections. Unlike many contemporaries, Jefferson believed in virtually universal suffrage. His opinion was that the universal fight to vote was the only “rational and peaceable instrument” of free government. Next to the right to vote, the system of free elections was the foremost instrument for control over government. This involved, first, the election by the people of practically all high government officials, and, secondly, fixed and regular periods of polling, established by law. To make doubly sure that this mechanism would work as an effective control over power, Jefferson advocated frequent elections and short terms of office, so that the citizens would be enabled to express their “approbation or rejection”as soon as possible. This, in substance, is the Jeffersonian philosophy -- faith in the idea of equality, of freedom, and in the right to and need for popular control over government. What, in all this, is relevant to peoples without a democratic tradition, especially those who have recently emerged in Asia and Africa? The rejection of democratic procedures by some of these peoples has been disheartening to believers in freedom and democracy. But it is noteworthy that democratic and parliamentary government has been displaced in areas where the people had no background in freedom or self-rule, and where illiteracy is generally high. Even there it is significant that the new dictatorships are usually proclaimed in the name of the people. The Jeffersonian assumption that men crave equality and freedom has not been denied by events. Special conditions and traditions may explain non-democratic political methods for the achievement of certain purposes, but these remain unstable wherever the notion of liberty has begun to gain ground. “The disease of liberty”, Jefferson said, “is catching.”The proof of this is to be found even in such societies as the Spanish and the Islamic, with their ancient traditions of chieftainships where popular eruptions against dictatorial rule have had an almost tidal constancy. But it is a slow process, as Jefferson well knew, “The ground of liberty”, he said, “is to be gained by inches; we must be contented to secure what we can get, from time to time, and eternally press forward for what is yet to get. It takes time to persuade men to do even what is for their own good.”Does Jefferson survive? Indeed he does.21．What are the three most paramount ideas in Jeffersonian democracy?A．Equality, freedom and people’s control over government.B．Equality, confidence in man and people’s control over government.C．Equality, freedom and confidence in man.D．Freedom, confidence in man and people’s control over government.正确答案：A解析：第四段perhaps three are paramount. These are the idea of equality, the idea of freedom，and the idea of the people’s control over government为此问题提供答案。

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The Modes of LanguageGood morning, everyone!In our last lecture, I was talking about language as part of our semiotic system.And today I am going to move on to 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, there is also a third mode, which is not that frequently used as speech and writing.（1）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 the specific features of these two modes.（2）In linguistics, it is commonly noted that speech is primary and writing secondary. Linguistics take this position because all languages are spoken except those dead languages such as Latin, which is only existent 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. （3）However, to become literate, a child will need some kind of formal schooling in reading and writing. In many respects, we might call speech "primary" and writing "secondary". It implies that writing has a second-class status when compared with speech.（4）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.（5）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. （6）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 conversation—is highly interactive. This modeis 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.（7）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 a question about something said; in a letter to a friend, in contrast, such immediacy is lacking.（8）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, （9）writing creates distance between writer and reader, preventing the writer from getting any immediate reaction from the reader.（10）Speech is oral, thus making it possible to use intonation to emphasize words or phrased 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, （11）writing is much more deliberate. It require planning, editing and thus taking much more time to produce on the part of the writer.Because of all 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 smart phone. 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.（12）But because such conversations are a hybrid of speech and writing, they still lack the intimacy and immediacy of a face-to-face conversation.（13）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.（14）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 the other kinds of written texts, particularly personal letters, ranked higher on the scale of interactivity than many of the spoken texts.In other words, （15）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 contacts where 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 following lecture, we will concentrate on the linguistic structures of language.Thank you!。

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