英语专业八级题库【历年真题(2017~2019年)】【圣才出品】

英语专业八级考试翻译部分历届试题及参考答案说明：本处提供的参考答案完全是为了教学、教育目的而制作，参考答案分别源自福州大学外国语学院英语系翻译课程小组及邹申主编的《新编高等院校英语专业八级考试指南》［2001，上海：上海外语教育出版社］（转引自松园英文书院和《中国翻译》等，供同学们学习、比较。

1995年英语专业八级考试--翻译部分参考译文C-E原文：简.奥斯丁的小说都是三五户人家居家度日，婚恋嫁娶的小事。

因此不少中国读者不理解她何以在西方享有那么高的声誉。

但一部小说开掘得深不深，艺术和思想是否有过人之处，的确不在题材大小。

有人把奥斯丁的作品比作越咀嚼越有味道的橄榄。

这不仅因为她的语言精彩，并曾对小说艺术的发展有创造性的贡献，也因为她的轻快活泼的叙述实际上并不那么浅白，那么透明。

史密斯夫人说过，女作家常常试图修正现存的价值秩序，改变人们对“重要”和“不重要”的看法。

也许奥斯丁的小说能教我们学会转换眼光和角度，明察到“小事”的叙述所涉及的那些不小的问题。

参考译文：However, subject matter is indeed not the decisive factor by which we judge a novel of its depth as well as (of ) its artistic appeal and ideological content (or: as to whether a novel digs deep or not or whether it excels in artistic appeal and ideological content). Some people compare Austen’s works to olives: the more you chew them, the more tasty (the tastier) they become. This comparison is based not only on (This is not only because of ) her expressive language and her creative contribution to the development of novel writing as an art, but also on (because of ) the fact that what hides behind her light and lively narrative is something implicit and opaque (not so explicit and transparent). Mrs. Smith once observed, women writers often sought (made attempts) to rectify the existing value concepts (orders) by changing people’s opinions on what is “important”and what is not.E-C原文I, by comparison, living in my overpriced city apartment, walking to work past putrid sacks of street garbage, paying usurious taxes to local and state governments I generally abhor, I am rated middle class. This causes me to wonder, do the measurement make sense? Are we measuring only that which is easily measured--- the numbers on the money chart --- and ignoring values more central to the good life?For my sons there is of course the rural bounty of fresh-grown vegetables, line-caught fish and the shared riches of neighbours’orchards and gardens. There is the unpaid baby-sitter for whose children my daughter-in-law baby-sits in return, and neighbours who barter their skills and labour. But more than that, how do you measure serenity? Sense if self?I don’t want to idealize life in small places. There are times when the outside world intrudes brutally, as when the cost of gasoline goes up or developers cast their eyes on untouched farmland. There are cruelties, there is intolerance, there are all the many vices and meannesses in small places that exist in large cities. Furthermore, it is harder to ignore them when they cannot be banished psychologically to another part of town or excused as the whims of alien groups --- when they have to be acknowledged as “part of us.”Nor do I want to belittle the opportunities for smalldecencies in cities --- the eruptions of one-stranger-to-another caring that always surprise and delight. But these are,sadly,more exceptions than rules and are often overwhelmed by the awful corruptions and dangers that surround us.参考译文：对我的几个儿子来说，乡村当然有充足的新鲜蔬菜，垂钓来的鱼，邻里菜园和果园里可供分享的丰盛瓜果。

TEST FOR ENGLISH MAJORS (2019)-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. 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 what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now, listen to the 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. Environmental issues.B. Endangered species.C. Global warming.D. Conservation.2. A. It is thoroughly proved.B. ft is definitely very serious.C. It is just a temporary variation.D. It is changing our ways of living.3. A. Protection of endangered animals* habitats.B. Negative human impact on the environment.C. Frequent abnormal phenomena on the earth.D. The woman’s indifferent attitude to the earth.4. A. Nature should take its course.B. People take things for granted.C. Humans are damaging the earth.D. Animals should stay away from zoos.5. A. Objective.B. Pessimistic.C. Skeptical.D. Subjective.Now, listen to the second interview. Questions 6 to 10 are based on the second interview.6. A. Teachers’ resistance to change.B. Students’ inadequate ability to read.C. Teachers’ misunderstanding of such literacy.D. Students ’ indifference to the new method.7. A. Abilities to complete challenging tasks.B. Abilities to learn subject matter knowledge.C. Abilities to perform better in schoolwork.D.Abilities to perform disciplinary work.8. A. Recalling specific information.B. Understanding particular details.C. Examining sources of information.D.Retelling a historical event.9. A. Engaging literacy and disciplinary experts in the program.B. Helping teachers understand what disciplinary literacy is.C. Teaching disciplinary discourse practices by literacy teachers.D. Designing learning strategies with experts from both sides.10. A. To argue for a case.B. To discuss a dispute.C. To explain a problem.D. To present details.PART II READING COMPREHENSION [45 MIN]SECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1) When it came to concealing his troubles, Tommy Wilhelm was not less capable than die next fellow. So at least he thought, and there was a certain amount of evidence to back him up. He had once been an actor^ no, not quite, an extra — and he knew what acting should be. Also, he was smoking a cigar, and when a man is smoking a cigar, wearing a hat, he has an advantage; it is harder to find out how he feels. He came from the twenty-third floor down to the lobby on the mezzanine to collect his mail before breakfast, and he believed^ he hoped — that he looked passably well: doing all right. It was a matter of sheer hope, because there was not much that he could add to his present effort. On the fourteenth floor he looked for his father to enter the elevator; they often met at this hour, on the way to breakfast. If he worried about his appearanc e it was mainly for his old father’s sake. But there was no stop on the fourteenth, and the elevator sank and sank. Then the smooth door opened and the great dark-red uneven carpet that covered the lobby billowed toward Wilhelm’s feet. In the foreground th e lobby was dark, sleepy. French drapes like sails kept out the sun, but three high, narrow windows were open, and in the blue air Wilhelm saw a pigeon about to light on the great chain that supported the marquee of the movie house directly underneath the lobby. For one moment he heard the wings beating strongly.(2) Most of the guests at the Hotel Gloriana were past the age of retirement. Along Broadway in the Seventies, Eighties, and Nineties, a great part of New York’s vast population of old men and women lives. Unless the weather is too cold or wet they fill the benches about the tiny railed parks and along the subway gratings from Verdi Square to Columbia University, they crowd the shops and cafeterias, the dime stores, the tearooms, the bakeries, the beauty parlors, the reading rooms and club rooms. Among these old people at the Gloriana, Wilhelm felt out ofplace. He was comparatively young, in his middle forties, large and blond, with big shoulders; his back was heavy and strong, if already a little stooped or thickened. After breakfast the old guests sat down on the green leather armchairs and sofas in the lobby and began to gossip and look into the.papers; they had nothing to do but wait out the day. But Wilhelm was used to an active life and liked to go out energetically in the morning. And for several months, because he had no position, he had kept up his morale by rising early; he was shaved and in the lobby by eight o'clock. He bought the paper and some cigars and drank a Coca-Cola or two before he went in to breakfast with his father. After breakfast 一 out, out, out to attend to business. The getting out had in itself become the chief business. But he had realized that he could not keep this up much longer, and today he was afraid. He was aware that his routine was about to break up and he sensed that a huge trouble long presaged (预感)but till now formless was due. Before evening, he'd know.(3) Nevertheless he followed his daily course and crossed the lobby.(4) Rubin, the man at the newsstand, had poor eyes. They may not have been actually weak but they were poor in expression, with lacy lids that furled down at the comers. He dressed well. It didn't seem necessary 一 he was behind the counter most of the time — but he dressed very well. He had on a rich brown suit; the cuffs embarrassed the hairs on his small hands. He wore a Countess Mara painted necktie. As Wilhelm approached, Rubin did not see him; he was looking out dreamily at the Hotel Ansonia, which was visible from his comer, several blocks away. The Ansonia, the neighborhood^ great landmark, was built by Stanford White. It looks like a baroque palace from Prague or Munich enlarged a hundred times, with towers, domes, huge swells and bubbles of metal gone green from exposure, iron fretwork and festoons. Black television antennae are densely planted on its round summits. Under the changes of weather it may look like marble or like sea water, black as slate in the fog, white as tufa in sunlight. This morning it looked like the image of itself reflected in deep water, white and cumulous above, with cavernous distortions underneath. Together, the two men gazed at it.(5) Then Rubin .said，“Your dad is in to breakfast already, the old gentleman.”“Oh，yes? Ahead of me today?”‘nat’s a real knocked-out shirt you got on，’’ said Rubin. “Where’s it from，Saks?”“No, it’s a Jack Fagman —Chicago.”(6) Even when his spirits were low, Wilhelm could still wrinkle his forehead in a pleasing way. Some of the slow，silent movements of his face were very attractive. He went back a step, as if to stand away from himself and get a better look at his shirt. His glance was comic, a comment upon his untidiness. He liked to wear good clothes, but once he had put it on each article appeared to go its own way. Wilhelm, laughing，panted a little; his teeth were small; his cheeks when he laughed and puffed grew round, and he looked much younger than his years. In the old days when he was a college freshman and wore a beanie (无檐小帽）on his large blonde head his father used to say that，big as he was，he could charm a bird out of a tree. Wilhelm had great charm still.(7) “I like this dove-gray color,” he said in his sociable，good-natured way. “It isn’t washable. You have to send it to the cleaner. It never smells as good as washed. But it，s a nice shirt. It cost sixteen, eighteen bucks.*'11. Wilhelm hoped he looked all right on his way to the lobby because he wanted to _ ____ .A. leave a good impressionB. give his father a surpriseC. show his acting potentialD. disguise his low spirit12. Wilhelm had something in common with the old guests in that they all ________ .A. lived a luxurious lifeB. liked to swap gossipsC. idled their time awayD. liked to get up early13. How did Wilhelm feel when he was crossing the lobby (Para. 2)?A. He felt something ominous was coming.B. He was worried that his father was late.C. He was feeling at ease among the old.D. He was excited about a possible job offer.14. Which part of Rubin’s clothes made him look particularly awkward (Para. 4)?A. The necktie.B. The cuffs.C. The suit.D. The shirt.15. What can we learn from the author’s description of Wilhelm’s clothes?A. His shirt made him look better.B. He cared much about his clothes.C. He looked like a comedian in his shirt.D. The clothes he wore never quite matched.PASSAGE TWO(1) By the 1840s New York was the leading commercial city of the United States. It had long since outpaced Philadelphia as the largest city in the country, and even though Boston continued to be venerated as the cultural capital of the nation, its image had become somewhat languid; it had not kept up with the implications of the newly industrialized economy, of a diversified ethnic population, or of the rapidly rising middle class. New York was the place where the “new” America was coming into being, so it is hardly surprising that the modem newspaper had its birth there.(2) The penny paper had found its first success in New York. By the mid-1830s Ben Day s Sunwas drawing readers from all walks of life. On the other hand, the Sun was a scanty sheet providing little more than minor diversions; few today would call it a newspaper at all. Day himself was an editor of limited vision, and he did not possess the ability or the imagination to climb the slopes to loftier heights. If real newspapers were to emerge from the public's demand for more and better coverage, it would have to come from a youthful generation of editors for whom journalism was a totally absorbing profession, an exacting vocational ideal rather than a mere offshoot of job printing.(3) By the 1840s two giants burst into the field, editors who would revolutionize journalism, would bring the newspaper into the modem age, and show how it could be influential in the national life. These two giants, neither of whom has been treated kindly by history, were James Gordon Bennett and Horace Greeley. Bennett founded his New York Herald in 1835, less than two years after the appearance of the Sun. Horace Greeley founded his Tribune in 1841. Bennett and Greeley were the most innovative editors in New York until after the Civil War. Their newspapers were the leading American papers of the day, although for completely different reasons. The two men despised each other, although not in the ways that newspaper editors had despised one another a few years before. Neither was a political hack bonded to a political party. Greeley fancied himself a public intellectual. He had strong political views, and he wanted to run for office himself, but party factotum he could never be; he bristled with ideals and causes of his own devising. Officially he was a Whig (and later a Republican), but he seldom gave comfort to his chosen party. Bennett, on the other hand, had long since cut his political ties, and although his paper covered local and national politics fully and he went after politicians with hammer and tongs, Bennett was a cynic, a distruster of all settled values. He did not regard himself as an intellectual, although in fact he was better educated than Greeley. He thought himself only a hard-boiled newspaperman. Greeley was interested in ideas and in what was happening to the country. Bennett was only interested in his newspaper. He wanted to find out what the news was, what people wanted to read. And when he found out he gave it to them.(4) As different as Bennett and Greeley were from each other they were also curiously alike. Both stood outside the circle of polite society, even when they became prosperous, and in Bennett’s case, wealthy. Both were incurable eccentrics. Neither was a gentleman. Neither conjured up the picture of a successful editor. Greeley was unkempt, always looking like an unmade bed. Even when he was nationally famous in the 1850s he resembled a clerk in a third-rate brokerage house, with slips of paper —marked-up proofs perhaps — hanging out of his pockets or stuck in his hat. He became fat, was always nearsighted, always peering over spectacles. He spoke in a high-pitched whine Not a few people suggested that he lookedexactly like the illustrations of Charles Dickens’s Mr. Pickwick. G reeley provided a humorous description of himself, written under the pretense that it had been the work of his long-time adversary James Fenimore Cooper. The editor was, according to the description, a half-bald, long-legged, slouching individual “so rocki ng in gait that he walks down both sides ofthe street at once.”(5) The appearance of Bennett was somewhat different but hardly more reassuring. A shrewd, wiry Scotsman, who seemed to repel intimacy, Bennett looked around atthe world with a squinty glare of suspicion. His eyes did not focus right. They seemed to fix themselves on nothing and everything at the same time. He was as solitary as an oyster, the classic loner. He seldom made close friendships and few people trusted him, although nobody who had dealings with him, however brief, doubted his abilities. He, too, could have come out of a book of Dickensian eccentrics, although perhaps Ebenezer Scrooge or Thomas Gradgrind comes to mind rather than the kindly old Mr. Pickwick. Greeley was laughed at but admired; Bennett was seldom laughed at but never admired; on the other hand, he had a hard professional competence and an encyclopedic knowledge of his adopted country, an in-depth learning uncorrupted by vague idealisms. All of this perfectly suited him for the journalism of this confusing age.(6) Both Greeley and Bennett had served long, humiliating and disappointing apprenticeships in the newspaper business. They took a long time getting to the top, the only reward for the long years of waiting being that when they had their own newspapers, both knew what they wanted and firmly set about getting it. When Greeley founded the Tribune in 1841 he had the strong support of the Whig party and had already had a short period of modest success as an editor. Bennett, older by sixteen years, found solid commercial success first, but he had no one behind him except himself when he started up the Herald in 1835 in a dingy cellar room at 20 Wall Street. Fortunately this turned out to be quite enough.16. Which of the following is NOT the author’s opinion on Ben Day and his Sun (Para. 2)7A. Sun had once been a popular newspaper.B. Sun failed to be a high-quality newspaper.C. Ben Day lacked innovation and imagination.D. Ben Day had striven for better coverage.17. Which of the following statements is CORRECT about Greeley’s or Bennett’s politicalstance (Para. 3)7A. Greeley and Bennett were both strong supporters of their party.B. Greeley, as a Whig member, believed in his party’s ideals.C. Bennett, as an independent, loathed established values.D. Greeley and Bennett possessed different political values.18. Which of the following figures of speech was used to describe Greeley’s manner of walking (Para. 4)?A. Exaggeration.B. Paradox.C. Analogy.D. Personification.19. In Para. 5 Bennett was depicted as a man who _____________A. had stronger capabilities than GreeleyB. possessed a great aptitude for journalismC. was in pursuit of idealism in journalismD. was knowledgeable about his home country20. How was Greeley different from Bennett according to Para. 6?A. He had achieved business success first.B. He started his career earlier than Bennett.C. He got initial support from a political party.D. He had a more humiliating apprenticeship.PASSAGE THREE(1) Why make a film about Ned Kelly? More ingenious crimes than those committed by the reckless Australian bandit are reported every day. What is there in Ned Kelly to justify dragging the mesmeric Mick Jagger so far into the Australian bush and away from his natural haunts? The answer is that the film makers know we always fall for a bandit, and Jagger is set to do for bold Ned Kelly what Brando once did for the arrogant Emiliano Zapata.(2) A bandit inhabits a special realm of legend where his deeds are embroidered by others; where his death rather than his life is considered beyond belief; where the men who bring him to “justice” are afflicted with doubts about their role.(3) The bandits had a role to play as definite as that of the authorities who condemned them. Thesewere men in conflict with authority, and, in the absence of strong law or the idea of loyal opposition, they took to the hills. Even there, however, many of them obeyed certain unwritten rules.(4)These robbers, who claimed to be something more than mere thieves, had in common, firstly, a sense of loyalty and identity with the peasants they came from. They didn't steal the peasant’s harvest; they did steal the lord’s.(5) And certain characteristics seem to apply to “social bandits’’ whether they were in Sicily or Peru. They were generally young men under the age of marriage, predictably the best age for dissidence. Some were simply the surplus male population who had to look for another source of income; others were runaway serfs or ex-soldiers; a minority, though the most interesting, were outstanding men who were unwilling to accept the meek and passive role of peasant.(6) They usually operated in bands between ten and twenty strong and relied for survival on difficult terrain and bad transport. And bandits prospered best where authority was merely local — over the next hill and they were free. Unlike the general run of peasantry they had a taste for flamboyant dress and gesture; but they usually shared the peasants’ religious beliefs and superstitions.(7) The first sign of a man caught up in the Robin Hood syndrome was when he started out, forced into outlawry as a victim o f injustice; and when he then set out to “right wrongs”, first his own and then other people’s. The classic bandit then “takes from the rich and gives to the poor” in conformity with his own sense of social injustice; he never kills except in self-defense or justifiable revenge; he stays within his community and even returns to it if he can to take up an honorable place; his people admire and help to protect him; he dies through the treason of one of them; he behaves as if invisible and invulnerable; he is a “loyalist”, never the enemy of the king but only of the local oppressors.(8) None of die bandits lived up fully to this image of the “noble robber” and for many the claim of larger motives was often a delusion.(9) Yet amazingly, many of these violent men did behave at least half the time in accordance with this idealist pattern. Pancho Villa in Mexico and Salvatore Giuliano in Italy began their careers harshly victimized. Many of their charitable acts later became legends.(10) Far from being defeated i n death, bandits’ reputation for invincibility was often strengthened by the manner of their dying. The “dirty little coward” who shot Jesse James in the back is in every ballad about him, and the implication is that nothing else could have brought Jesse down. Even when the police claimed the credit, as they tried to do at first with Giuliano’s death, the local people refused to believe it. And not just the bandit’s vitality prompts the people to refuse to believe that their hero has died; his death would b e in some way the death of hope.(11) For the traditional ‘‘noble robber” represents an extremely primitive form of social protest, perhaps the most primitive there is. He is an Individual who refuses to bend his back, that is all. Most protesters will eventually be bought over and persuaded to come to terms with the official power. That is why the few who do not, or who are believed to have remained uncontaminated, have so great and passionate a burden of admiration and longing laid upon them. They cannot abolish oppression. But they do prove that justice is possible, that poor men need not be humble, helpless and meek.(12) The bandit in the real world is rooted in peasant society and when its simple agricultural system is left behind so is he. But the tales and legends, the books and films continue to appear for an audience that is neither peasant nor bandit. In some ways the characters and deeds of the great bandits could so readily be the stuff of grand opera - Don Jose in “Carmen” is based on the Andalusian bandit El Empranillo. But they are perhaps more at home in folk songs, in popular tales and the ritual dramas of films. When we sit in the darkness of the cinema to watch the bold deeds of Ned Kelly we are caught up in admiration for their strong individuality, their simple gesture of protest, their passion for justice and their confidence that they cannot be beaten. This sustains us nearly as much as it did the almost hopeless people from whom they sprang.21. Which of the following words is NOT intended to suggest approval of bandits?A. Bold (Para. 1).B. Claimed (Para. 4).C. Legend (Para. 2).D. Loyalty (Para. 4).22. Of the following reasons which is the LEAST likely one for becoming bandits?A. They liked theatrical clothes and behavior.B. They wanted to help the poor country folk.C. They were unwilling to accept injustice.D. They had very few careers open to them.23. ... began their careers harshly victimized” (Para. 9) means that they_____________ .A.had received excessive ill-treatmentB. were severely punished for their crimesC. took to violence through a sense of injusticeD. were misunderstood by their parents and friends24. What has made bandits suitable as film heroes is that they ___________ .A. are sure they are invincibleB. possess a theatrical qualityC. retain the virtues of a peasant societyD. protest against injustice and inequalitySECTION 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. In and there was a certain amount of evidence to back him up (Para. 1)”, what does “evidence” refer to?26. What is Wilhelm’s characteristic that has never changed all those years according to Para. 6? PASSAGE TWO27. Summarize in your own words the meaning of the italicized part in the last sentence of Para. 2.28. What does but he seldom gave comfort to his chosen party” mean according to the context (Para. 3)?29. What is the similarity between Bennett and Greeley according to Paras. 4 and 5?11PASSAGE THREE30. Write down TWO features of the idealist petten* (ptr* 9)31. Whet does “hope” mean according to the context (Part.*0- * hi* back mean (Para. 11)7 32. What does “He is an individual who refuse* to12FAfn MIIB sms? Thf pmm#rumMfhTUNrmrrt Bath indkmfi a mmmmm oss jr … j. path taw, mty ONE word in involved You should proofread dm p o t t a g e a n d ::nw- a m da fotUtwing wayf'tir i wtwig word, undertint the wrong word md wide dre correct me ■ At faintprovided K the end of the Hoe.For a missing word, mark the position of the missing word with a ~A m a g p and write Ae word you believeto be massing in the blank provided at Ac tad of die line, For an imneoesfiarv word, cross die unnecessary word with a slash and put the wont in Ae blank providedat Ae end of die line.Exampletj _____ ML_ (2) never (3) exhibit When A art museum wants a new exhibit, it never buysthings in finished form and hangs them on the wall. When a natural history museum wants an exhibition, itmust often build it. Proofread the given passage on ANSWER SHEET THREE as instructed.13PART IV TRANSLATION t [20 MIN]Translate the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.白洋淀曾有"北国扛南"的说法，但村舍的形制自具特色，与江南截然不同。

TEST FOR ENGLISH MAJORS (2019)-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. 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 what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now, listen to the 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. Environmental issues.B. Endangered species.C. Global warming.D. Conservation.2. A. It is thoroughly proved.B. ft is definitely very serious.C. It is just a temporary variation.D. It is changing our ways of living.3. A. Protection of endangered animals* habitats.B. Negative human impact on the environment.C. Frequent abnormal phenomena on the earth.D. The woman’s indifferent attitude to the earth.4. A. Nature should take its course.B. People take things for granted.C. Humans are damaging the earth.D. Animals should stay away from zoos.5. A. Objective.B. Pessimistic.C. Skeptical.D. Subjective.Now, listen to the second interview. Questions 6 to 10 are based on the second interview.6. A. Teachers’ resistance to change.B. Students’ inadequate ability to read.C. Teachers’ misunderstanding of such literacy.D. Students ’ indifference to the new method.7. A. Abilities to complete challenging tasks.B. Abilities to learn subject matter knowledge.C. Abilities to perform better in schoolwork.D.Abilities to perform disciplinary work.8. A. Recalling specific information.B. Understanding particular details.C. Examining sources of information.D.Retelling a historical event.9. A. Engaging literacy and disciplinary experts in the program.B. Helping teachers understand what disciplinary literacy is.C. Teaching disciplinary discourse practices by literacy teachers.D. Designing learning strategies with experts from both sides.10. A. To argue for a case.B. To discuss a dispute.C. To explain a problem.D. To present details.PART II READING COMPREHENSION [45 MIN]SECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1) When it came to concealing his troubles, Tommy Wilhelm was not less capable than die next fellow. So at least he thought, and there was a certain amount of evidence to back him up. He had once been an actor^ no, not quite, an extra — and he knew what acting should be. Also, he was smoking a cigar, and when a man is smoking a cigar, wearing a hat, he has an advantage; it is harder to find out how he feels. He came from the twenty-third floor down to the lobby on the mezzanine to collect his mail before breakfast, and he believed^ he hoped — that he looked passably well: doing all right. It was a matter of sheer hope, because there was not much that he could add to his present effort. On the fourteenth floor he looked for his father to enter the elevator; they often met at this hour, on the way to breakfast. If he worried about his appearanc e it was mainly for his old father’s sake. But there was no stop on the fourteenth, and the elevator sank and sank. Then the smooth door opened and the great dark-red uneven carpet that covered the lobby billowed toward Wilhelm’s feet. In the foreground th e lobby was dark, sleepy. French drapes like sails kept out the sun, but three high, narrow windows were open, and in the blue air Wilhelm saw a pigeon about to light on the great chain that supported the marquee of the movie house directly underneath the lobby. For one moment he heard the wings beating strongly.(2) Most of the guests at the Hotel Gloriana were past the age of retirement. Along Broadway in the Seventies, Eighties, and Nineties, a great part of New York’s vast population of old men and women lives. Unless the weather is too cold or wet they fill the benches about the tiny railed parks and along the subway gratings from Verdi Square to Columbia University, they crowd the shops and cafeterias, the dime stores, the tearooms, the bakeries, the beauty parlors, the reading rooms and club rooms. Among these old people at the Gloriana, Wilhelm felt out ofplace. He was comparatively young, in his middle forties, large and blond, with big shoulders; his back was heavy and strong, if already a little stooped or thickened. After breakfast the old guests sat down on the green leather armchairs and sofas in the lobby and began to gossip and look into the.papers; they had nothing to do but wait out the day. But Wilhelm was used to an active life and liked to go out energetically in the morning. And for several months, because he had no position, he had kept up his morale by rising early; he was shaved and in the lobby by eight o'clock. He bought the paper and some cigars and drank a Coca-Cola or two before he went in to breakfast with his father. After breakfast 一 out, out, out to attend to business. The getting out had in itself become the chief business. But he had realized that he could not keep this up much longer, and today he was afraid. He was aware that his routine was about to break up and he sensed that a huge trouble long presaged (预感)but till now formless was due. Before evening, he'd know.(3) Nevertheless he followed his daily course and crossed the lobby.(4) Rubin, the man at the newsstand, had poor eyes. They may not have been actually weak but they were poor in expression, with lacy lids that furled down at the comers. He dressed well. It didn't seem necessary 一 he was behind the counter most of the time — but he dressed very well. He had on a rich brown suit; the cuffs embarrassed the hairs on his small hands. He wore a Countess Mara painted necktie. As Wilhelm approached, Rubin did not see him; he was looking out dreamily at the Hotel Ansonia, which was visible from his comer, several blocks away. The Ansonia, the neighborhood^ great landmark, was built by Stanford White. It looks like a baroque palace from Prague or Munich enlarged a hundred times, with towers, domes, huge swells and bubbles of metal gone green from exposure, iron fretwork and festoons. Black television antennae are densely planted on its round summits. Under the changes of weather it may look like marble or like sea water, black as slate in the fog, white as tufa in sunlight. This morning it looked like the image of itself reflected in deep water, white and cumulous above, with cavernous distortions underneath. Together, the two men gazed at it.(5) Then Rubin .said，“Your dad is in to breakfast already, the old gentleman.”“Oh，yes? Ahead of me today?”‘nat’s a real knocked-out shirt you got on，’’ said Rubin. “Where’s it from，Saks?”“No, it’s a Jack Fagman —Chicago.”(6) Even when his spirits were low, Wilhelm could still wrinkle his forehead in a pleasing way. Some of the slow，silent movements of his face were very attractive. He went back a step, as if to stand away from himself and get a better look at his shirt. His glance was comic, a comment upon his untidiness. He liked to wear good clothes, but once he had put it on each article appeared to go its own way. Wilhelm, laughing，panted a little; his teeth were small; his cheeks when he laughed and puffed grew round, and he looked much younger than his years. In the old days when he was a college freshman and wore a beanie (无檐小帽）on his large blonde head his father used to say that，big as he was，he could charm a bird out of a tree. Wilhelm had great charm still.(7) “I like this dove-gray color,” he said in his sociable，good-natured way. “It isn’t washable. You have to send it to the cleaner. It never smells as good as washed. But it，s a nice shirt. It cost sixteen, eighteen bucks.*'11. Wilhelm hoped he looked all right on his way to the lobby because he wanted to _ ____ .A. leave a good impressionB. give his father a surpriseC. show his acting potentialD. disguise his low spirit12. Wilhelm had something in common with the old guests in that they all ________ .A. lived a luxurious lifeB. liked to swap gossipsC. idled their time awayD. liked to get up early13. How did Wilhelm feel when he was crossing the lobby (Para. 2)?A. He felt something ominous was coming.B. He was worried that his father was late.C. He was feeling at ease among the old.D. He was excited about a possible job offer.14. Which part of Rubin’s clothes made him look particularly awkward (Para. 4)?A. The necktie.B. The cuffs.C. The suit.D. The shirt.15. What can we learn from the author’s description of Wilhelm’s clothes?A. His shirt made him look better.B. He cared much about his clothes.C. He looked like a comedian in his shirt.D. The clothes he wore never quite matched.PASSAGE TWO(1) By the 1840s New York was the leading commercial city of the United States. It had long since outpaced Philadelphia as the largest city in the country, and even though Boston continued to be venerated as the cultural capital of the nation, its image had become somewhat languid; it had not kept up with the implications of the newly industrialized economy, of a diversified ethnic population, or of the rapidly rising middle class. New York was the place where the “new” America was coming into being, so it is hardly surprising that the modem newspaper had its birth there.(2) The penny paper had found its first success in New York. By the mid-1830s Ben Day s Sunwas drawing readers from all walks of life. On the other hand, the Sun was a scanty sheet providing little more than minor diversions; few today would call it a newspaper at all. Day himself was an editor of limited vision, and he did not possess the ability or the imagination to climb the slopes to loftier heights. If real newspapers were to emerge from the public's demand for more and better coverage, it would have to come from a youthful generation of editors for whom journalism was a totally absorbing profession, an exacting vocational ideal rather than a mere offshoot of job printing.(3) By the 1840s two giants burst into the field, editors who would revolutionize journalism, would bring the newspaper into the modem age, and show how it could be influential in the national life. These two giants, neither of whom has been treated kindly by history, were James Gordon Bennett and Horace Greeley. Bennett founded his New York Herald in 1835, less than two years after the appearance of the Sun. Horace Greeley founded his Tribune in 1841. Bennett and Greeley were the most innovative editors in New York until after the Civil War. Their newspapers were the leading American papers of the day, although for completely different reasons. The two men despised each other, although not in the ways that newspaper editors had despised one another a few years before. Neither was a political hack bonded to a political party. Greeley fancied himself a public intellectual. He had strong political views, and he wanted to run for office himself, but party factotum he could never be; he bristled with ideals and causes of his own devising. Officially he was a Whig (and later a Republican), but he seldom gave comfort to his chosen party. Bennett, on the other hand, had long since cut his political ties, and although his paper covered local and national politics fully and he went after politicians with hammer and tongs, Bennett was a cynic, a distruster of all settled values. He did not regard himself as an intellectual, although in fact he was better educated than Greeley. He thought himself only a hard-boiled newspaperman. Greeley was interested in ideas and in what was happening to the country. Bennett was only interested in his newspaper. He wanted to find out what the news was, what people wanted to read. And when he found out he gave it to them.(4) As different as Bennett and Greeley were from each other they were also curiously alike. Both stood outside the circle of polite society, even when they became prosperous, and in Bennett’s case, wealthy. Both were incurable eccentrics. Neither was a gentleman. Neither conjured up the picture of a successful editor. Greeley was unkempt, always looking like an unmade bed. Even when he was nationally famous in the 1850s he resembled a clerk in a third-rate brokerage house, with slips of paper —marked-up proofs perhaps — hanging out of his pockets or stuck in his hat. He became fat, was always nearsighted, always peering over spectacles. He spoke in a high-pitched whine Not a few people suggested that he lookedexactly like the illustrations of Charles Dickens’s Mr. Pickwick. G reeley provided a humorous description of himself, written under the pretense that it had been the work of his long-time adversary James Fenimore Cooper. The editor was, according to the description, a half-bald, long-legged, slouching individual “so rocki ng in gait that he walks down both sides ofthe street at once.”(5) The appearance of Bennett was somewhat different but hardly more reassuring. A shrewd, wiry Scotsman, who seemed to repel intimacy, Bennett looked around atthe world with a squinty glare of suspicion. His eyes did not focus right. They seemed to fix themselves on nothing and everything at the same time. He was as solitary as an oyster, the classic loner. He seldom made close friendships and few people trusted him, although nobody who had dealings with him, however brief, doubted his abilities. He, too, could have come out of a book of Dickensian eccentrics, although perhaps Ebenezer Scrooge or Thomas Gradgrind comes to mind rather than the kindly old Mr. Pickwick. Greeley was laughed at but admired; Bennett was seldom laughed at but never admired; on the other hand, he had a hard professional competence and an encyclopedic knowledge of his adopted country, an in-depth learning uncorrupted by vague idealisms. All of this perfectly suited him for the journalism of this confusing age.(6) Both Greeley and Bennett had served long, humiliating and disappointing apprenticeships in the newspaper business. They took a long time getting to the top, the only reward for the long years of waiting being that when they had their own newspapers, both knew what they wanted and firmly set about getting it. When Greeley founded the Tribune in 1841 he had the strong support of the Whig party and had already had a short period of modest success as an editor. Bennett, older by sixteen years, found solid commercial success first, but he had no one behind him except himself when he started up the Herald in 1835 in a dingy cellar room at 20 Wall Street. Fortunately this turned out to be quite enough.16. Which of the following is NOT the author’s opinion on Ben Day and his Sun (Para. 2)7A. Sun had once been a popular newspaper.B. Sun failed to be a high-quality newspaper.C. Ben Day lacked innovation and imagination.D. Ben Day had striven for better coverage.17. Which of the following statements is CORRECT about Greeley’s or Bennett’s politicalstance (Para. 3)7A. Greeley and Bennett were both strong supporters of their party.B. Greeley, as a Whig member, believed in his party’s ideals.C. Bennett, as an independent, loathed established values.D. Greeley and Bennett possessed different political values.18. Which of the following figures of speech was used to describe Greeley’s manner of walking (Para. 4)?A. Exaggeration.B. Paradox.C. Analogy.D. Personification.19. In Para. 5 Bennett was depicted as a man who _____________A. had stronger capabilities than GreeleyB. possessed a great aptitude for journalismC. was in pursuit of idealism in journalismD. was knowledgeable about his home country20. How was Greeley different from Bennett according to Para. 6?A. He had achieved business success first.B. He started his career earlier than Bennett.C. He got initial support from a political party.D. He had a more humiliating apprenticeship.PASSAGE THREE(1) Why make a film about Ned Kelly? More ingenious crimes than those committed by the reckless Australian bandit are reported every day. What is there in Ned Kelly to justify dragging the mesmeric Mick Jagger so far into the Australian bush and away from his natural haunts? The answer is that the film makers know we always fall for a bandit, and Jagger is set to do for bold Ned Kelly what Brando once did for the arrogant Emiliano Zapata.(2) A bandit inhabits a special realm of legend where his deeds are embroidered by others; where his death rather than his life is considered beyond belief; where the men who bring him to “justice” are afflicted with doubts about their role.(3) The bandits had a role to play as definite as that of the authorities who condemned them. Thesewere men in conflict with authority, and, in the absence of strong law or the idea of loyal opposition, they took to the hills. Even there, however, many of them obeyed certain unwritten rules.(4)These robbers, who claimed to be something more than mere thieves, had in common, firstly, a sense of loyalty and identity with the peasants they came from. They didn't steal the peasant’s harvest; they did steal the lord’s.(5) And certain characteristics seem to apply to “social bandits’’ whether they were in Sicily or Peru. They were generally young men under the age of marriage, predictably the best age for dissidence. Some were simply the surplus male population who had to look for another source of income; others were runaway serfs or ex-soldiers; a minority, though the most interesting, were outstanding men who were unwilling to accept the meek and passive role of peasant.(6) They usually operated in bands between ten and twenty strong and relied for survival on difficult terrain and bad transport. And bandits prospered best where authority was merely local — over the next hill and they were free. Unlike the general run of peasantry they had a taste for flamboyant dress and gesture; but they usually shared the peasants’ religious beliefs and superstitions.(7) The first sign of a man caught up in the Robin Hood syndrome was when he started out, forced into outlawry as a victim o f injustice; and when he then set out to “right wrongs”, first his own and then other people’s. The classic bandit then “takes from the rich and gives to the poor” in conformity with his own sense of social injustice; he never kills except in self-defense or justifiable revenge; he stays within his community and even returns to it if he can to take up an honorable place; his people admire and help to protect him; he dies through the treason of one of them; he behaves as if invisible and invulnerable; he is a “loyalist”, never the enemy of the king but only of the local oppressors.(8) None of die bandits lived up fully to this image of the “noble robber” and for many the claim of larger motives was often a delusion.(9) Yet amazingly, many of these violent men did behave at least half the time in accordance with this idealist pattern. Pancho Villa in Mexico and Salvatore Giuliano in Italy began their careers harshly victimized. Many of their charitable acts later became legends.(10) Far from being defeated i n death, bandits’ reputation for invincibility was often strengthened by the manner of their dying. The “dirty little coward” who shot Jesse James in the back is in every ballad about him, and the implication is that nothing else could have brought Jesse down. Even when the police claimed the credit, as they tried to do at first with Giuliano’s death, the local people refused to believe it. And not just the bandit’s vitality prompts the people to refuse to believe that their hero has died; his death would b e in some way the death of hope.(11) For the traditional ‘‘noble robber” represents an extremely primitive form of social protest, perhaps the most primitive there is. He is an Individual who refuses to bend his back, that is all. Most protesters will eventually be bought over and persuaded to come to terms with the official power. That is why the few who do not, or who are believed to have remained uncontaminated, have so great and passionate a burden of admiration and longing laid upon them. They cannot abolish oppression. But they do prove that justice is possible, that poor men need not be humble, helpless and meek.(12) The bandit in the real world is rooted in peasant society and when its simple agricultural system is left behind so is he. But the tales and legends, the books and films continue to appear for an audience that is neither peasant nor bandit. In some ways the characters and deeds of the great bandits could so readily be the stuff of grand opera - Don Jose in “Carmen” is based on the Andalusian bandit El Empranillo. But they are perhaps more at home in folk songs, in popular tales and the ritual dramas of films. When we sit in the darkness of the cinema to watch the bold deeds of Ned Kelly we are caught up in admiration for their strong individuality, their simple gesture of protest, their passion for justice and their confidence that they cannot be beaten. This sustains us nearly as much as it did the almost hopeless people from whom they sprang.21. Which of the following words is NOT intended to suggest approval of bandits?A. Bold (Para. 1).B. Claimed (Para. 4).C. Legend (Para. 2).D. Loyalty (Para. 4).22. Of the following reasons which is the LEAST likely one for becoming bandits?A. They liked theatrical clothes and behavior.B. They wanted to help the poor country folk.C. They were unwilling to accept injustice.D. They had very few careers open to them.23. ... began their careers harshly victimized” (Para. 9) means that they_____________ .A.had received excessive ill-treatmentB. were severely punished for their crimesC. took to violence through a sense of injusticeD. were misunderstood by their parents and friends24. What has made bandits suitable as film heroes is that they ___________ .A. are sure they are invincibleB. possess a theatrical qualityC. retain the virtues of a peasant societyD. protest against injustice and inequalitySECTION 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. In and there was a certain amount of evidence to back him up (Para. 1)”, what does “evidence” refer to?26. What is Wilhelm’s characteristic that has never changed all those years according to Para. 6? PASSAGE TWO27. Summarize in your own words the meaning of the italicized part in the last sentence of Para. 2.28. What does but he seldom gave comfort to his chosen party” mean according to the context (Para. 3)?29. What is the similarity between Bennett and Greeley according to Paras. 4 and 5?11PASSAGE THREE30. Write down TWO features of the idealist petten* (ptr* 9)31. Whet does “hope” mean according to the context (Part.*0- * hi* back mean (Para. 11)7 32. What does “He is an individual who refuse* to12FAfn MIIB sms? Thf pmm#rumMfhTUNrmrrt Bath indkmfi a mmmmm oss jr … j. path taw, mty ONE word in involved You should proofread dm p o t t a g e a n d ::nw- a m da fotUtwing wayf'tir i wtwig word, undertint the wrong word md wide dre correct me ■ At faintprovided K the end of the Hoe.For a missing word, mark the position of the missing word with a ~A m a g p and write Ae word you believeto be massing in the blank provided at Ac tad of die line, For an imneoesfiarv word, cross die unnecessary word with a slash and put the wont in Ae blank providedat Ae end of die line.Exampletj _____ ML_ (2) never (3) exhibit When A art museum wants a new exhibit, it never buysthings in finished form and hangs them on the wall. When a natural history museum wants an exhibition, itmust often build it. Proofread the given passage on ANSWER SHEET THREE as instructed.13PART IV TRANSLATION t [20 MIN]Translate the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.白洋淀曾有"北国扛南"的说法，但村舍的形制自具特色，与江南截然不同。

大学英语专业八级考试测试试卷PART ⅠLISTENING 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 what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.Suggestions of Reading ActivitiesⅠ. Three 1 phases of reading—before reading—in the course of reading—after readingⅡ. Pre-reading activities—finding 2 to make comprehension easier—we-reading discussion activities to ease cognition—being aware of the 3 for reading—consideration of different types of reading skills:skimming, scanning, extensive reading, 4—understanding the 5 of the materialⅢ. Suggestions for during-reading activitiesA. Tips of 6 :—summarizing, reacting, questioning, 7 , evaluating, involving own experiencesB. My suggestions:—making predictions—making selections—combining 8 to facilitate comprehension—focusing on significant pieces of information—making use of 9 or guessing—breaking words into their 10—reading in 11—learning to pause—12Ⅳ. Post-reading suggestionsA. Depending on the goal of reading—penetrating 13—meshing new informationB. 14—discussing—summarizing—giving questions—filling in 15—writing reading notes—role-playingSECTION 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.16、A. Methods to help people get rich. B. Eight steps to make hill use of money.C. Measures to improve the quality of life.D. Basic knowledge of the payoff.17、A. Do a financial checkup. B. Read self-help books.C. Do online banking.D. Organize their daily schedule.18、A. To have online access. B. To have a shoe box.C. To know exactly what access can be used.D. To know the condition of income.19、A. Tracking on the online banking. B. Tracking with debit cards or credit cards.C. Tracking through checking account.D. Tracking with a joint account.20、A. For small purchases. B. For major purchases.C. For household expenses.D. For mortgage payment.21、A. Because the gene has been passed down before they died.B. Because their families and relatives had similar gene.C. Because the gene had to protect people in the past and today.D. Because the gene has been passed down by skipped generation.22、A. Ten minutes before we go indoor.B. Ten minutes after exposing to the sun.C. The first ten minutes when go out in the sun.D. As soon as we go out in the sun.23、A. Because they take advantage of numerous fertilizers.B. Because they are all sprayed with pesticides.C. Because they contain great chemicals and make poisons.D. Because they have been processed before sale.24、A. Because some of them are not used to some kinds of alcohol.B. Because most of them drink fewer times than people of other continents.C. Because half of them lack a gene to break down alcohol efficiently.D. Because some of them suffer from diseases that limit drinking.25、A. It gives conventional account for medicine.B. It introduces the dietary regime for the sick.C. It sees various medical issues in new light.D. It offers tips on survival in the wilderness.PART ⅡREADING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are four 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 ONE26Cheating in sport is as old as sport itself. The athletes of ancient Greece used potions to fortify themselves before a contest, and their modern counterparts have everything from anabolic steroids and growth hormones to doses of extra red blood cells with which to invigorate theft bodies. These days, however, such stimulants are frowned on, and those athletes must therefore run the gauntlet of organizations such as the World Anti-Doping Agency (WADA., which would rather that athletes competed without resorting to them.27The agencies have had remarkable success. Testing for anabolic steroids (in other words, artficial testosterone) was introduced in the 1970s, and the incidence of cheating seems to have fallen dramatically as a result. The tests, however, are not foolproof. And a study just published in the Journal of Clinical Endocrinology & Metabolism by Jenny Jakobsson Schulze and her colleagues at the Karolinska Institute in Sweden suggests that an individual's genetic make-up could confound them in two different ways. One genotype, to use the jargon, may allow athletes who use anabolic steroids to escape detection altogether. Another may actually be convicting the innocent.28The test usually employed for testosterone abuse relies on measuring the ratio of two chemicals found in the urine: testosterone glucuronide (TG. and epitestosterone glucuronide (EG.. The former is produced when testosterone is broken down, while the latter is unrelated to testosterone metabolism, and can thus serve as a reference point for the test. Any ratio above four of the former to one of the latter is, according to official Olympic policy, considered suspicious and leads to more tests.29However, the production of TG is controlled by an enzyme that is, in turn, encoded by a gene called UGT2B17. This gene comes in two varieties, one of which has a part missing and therefore does not work properly. A person may thus have none, one or two working copies of UGT2B17, since he inherits one copy from each parent. Dr. Schulze guessed that different numbers of working copies would produce different test results. She therefore gave healthy male volunteers whose genes had been examined a single 360mg shot of testosterone (the standard dose for legitimate medical use) and checked their urine to see whether the shot could be detected.30The result was remarkable. Nearly half of the men who carried no functional copies of UGT2B17 would have gone undetected in the standard doping test. By contrast, 14% of those with two functional copies of the gene were over the detection threshold before they had even received an injection. The researchersestimate this would give a false-positive testing rate of 9% in a random population of young men.31Dr. Schulze also says there is substantial ethnic variation in UGT2B17 genotypes. Two-thirds of Asians have no functional copies of the gene (which means they have a naturally low ratio of TG to EG., compared with under a tenth of Caucasians—something the anti-doping bodies may wish to take into account.32In the meantime, Dr. Schulze's study does seem to offer innocents a way of defending themselves. Athletes traveling to Beijing for the Olympic games may be wise to travel armed not only with courage and the "spirit of Olympianism", but also with a copy of their genetic profile, just in case.PASSAGE TWO26Asked what job they would take if they could have any, people unleash their imaginations and dream of exotic places, powerful positions or work that involves alcohol and a paycheck at the same time. Or so you'd think.27None of those appeals to Lori Miller who, as a lead word processor, has to do things that don't seem so dreamy, which include proofreading, spell checking and formatting. But she loves it. "I like and respect nearly all my co-workers, and most of them feel the same way about me," she says. "Just a few things would make it a little better," she says, including a shorter commute and the return of some great people who used to work there. And one more thing: She'd appreciate if everyone would put their dishes in the dishwasher.28It's not a lot to ask for and, it turns out, a surprising number of people dreaming up their dream job don't ask for much. One could attribute it to lack of imagination, setting the bar low or "anchoring," the term referring to the place people start and never move far from. One could chalk it up to rationalizing your plight.29But maybe people simply like what they do and aren't, as some management would have you believe, asking for too much—just the elimination of a small but disproportionately powerful amount of office inanity. That may be one reason why two-thirds of Americans would take the same job again "without hesitation" and why 90% of Americans are at least somewhat satisfied with their jobs, according to a Gallup Poll.30The matters that routinely rank high on a satisfaction scale don't relate to money but "work as a means for demonstrating some sort of responsibility and achievement," says Barry Staw, professor of leadership and communication at University of California, Berkeley's Haas School of Business. "Pay—even when it's important, it's not for what you can buy, it's a validation of your work and approval."31So, money doesn't interest Elizabeth Gray as much as a level playing field. "I like what I do," says the city project manager who once witnessed former colleagues award a contractor, paid for work he never completed, with the title of "Contractor of the Year".32Thus: "My dream job would be one free of politics," she says. "All advancement would be based on merit. The people who really did the work would be the ones who received the credit."40Frank Gastner has a similar ideal: "VP in charge of destroying inane policies." Over the years, he's had to hassle with the simplest of design flaws that would cost virtually nothing to fix were it not for the bureaucracies that entrenched them. So, the retired manufacturer's representative says he would address product and process problems with the attitude, "It's not right; let's fix it now without a committee meeting."41Monique Huston actually has her dream job—and many tell her it's theirs, too. She's general manager of a pub in Omaha, the Dundee Dell, which boasts 650 single-malt scotches on its menu. She visits bars, country clubs, people's homes and Scotland for whiskey tasting. "I stumbled on my passion in life," she says.42Still, some nights she doesn't feel like drinking—or smiling. "Your face hurts," she complains. And when you have your dream job you wonder what in the world you'll do next.43One of the big appeals of a dream job is dreaming about it. Last year, George Reinhart saw an ad for a managing director of the privately owned island of Mustique in the West Indies.44He was lured by the salary ($1 million) and a climate that beat the one enjoyed by his Boston suburb. A documentary he saw about Mustique chronicled the posh playground for the likes of Mick Jagger and Princess Margaret. He reread Herman Wouk's "Don't Stop the Carnival," about a publicity agent who leaves his New York job and buys an island hotel. In April of last year, he applied for the job.45He heard nothing. So last May, he wrote another letter: "I wanted to thank you for providing the impetus for so much thought and fun." He didn't get the job but, he says, he takes comfort that the job hasn't been filled. "So, I can still dream," he adds.46I told him the job had been filled by someone—but only after he said, "I need to know, because then I can begin to dream of his failure."PASSAGE THREE26Israel is a "powerhouse of agricultural technology", says Abraham Goren of Elbit Imaging (EI), an Israeli multinational. The country's cows can produce as much as 37 liters of milk a day. In India, by contrast, cows yield just seven liters. Spotting an opportunity, EI is going into the Indian dairy business. It will import 10,000 cows and supply fortified and flavored milk to supermarkets and other buyers.27So will EI lap up India's milk market? Not necessarily. As the Times of India points out, its cows will ruminate less than 100 miles from the headquarters of a formidable local producer—the Gujarat Co-operative Milk Marketing Federation, otherwise known as Amul. This Farmers' Co-operative spans 2.6m members, collects 6.5m liters of milk a day, and boasts one of the longest-running and best-loved advertising campaigns in India. It has already shown "immense resilience" in the face of multinational competition, says Arindam Bhattacharya of the Boston Consulting Group (BCG.. Its ice-cream business survived the arrival of Unilever; its chocolate milk has thrived despite Nestleacute.28Indeed, Amul is one of 50 firms—from China, India, Brazil, Russia and six other emerging economies—that BCG has anointed as "local dynamos". They areprospering in their home market, are fending off multinational rivals, and are not focused on expanding abroad. BCG discovered many of these firms while drawing up its "global challengers" list of multinationals from the developing world. The companies that were venturing abroad most eagerly, it discovered, were not necessarily the most successful at home.29Emerging economies are still prey to what Harvard's Dani Rodrik has called "export fetishism". International success remains a firm's proudest boast, and with good reason: economists have shown that exporters are typically bigger, more efficient and pay better than their more parochial rivals. "Exporters are better" was the crisp verdict of a recent review of the data.30Countries like India and Brazil were, after all, once secluded backwaters fenced off by high tariffs. Prominent firms idled along on government favors and captive markets. In that era, exporting was a truer test of a company's worth. But as such countries have opened up, their home markets have become more trying places. Withstanding the onslaught of foreign firms on home soil may be as impressive a feat as beating them in global markets.31BCG describes some of the ways that feat has been accomplished. Of its 50 dynamos, 41 are in consumer businesses, where they can exploit a more intimate understanding of their compatriots' tastes. It gives the example of Gol, a Brazilian budget airline, which bet that its cash-strapped customers would sacrifice convenience and speed for price. Many Gol planes therefore depart at odd hours and make several hops to out-of-the-way locations, rather than flying directly.32Similarly astute was India's Titan Industries, which has increased its share of India's wristwatch market despite the entry of foreign brands such as Timex and Swatch. It understood that Indians, who expect a good price even for old newspapers, do not throw their watches away lightly, and has over 700 after-sales centers that will replace straps and batteries.40Exporters tend to be more capital-intensive than their home-bound peers; they also rely more on skilled labor. Many local dynamos, conversely, take full advantage of the cheap workforce at their disposal. Focus Media, China's biggest "out of home" advertising company, gets messages out on flat-panel displays in 85,000 locations around the country. Those displays could be linked and reprogrammed electronically, but that might fall foul of broadcast regulations. So instead the firm's fleet of workers on bicycles replaces the displays' discs and flash-cards by hand.41The list of multinationals resisted or repelled by these dynamos includes some of the world's biggest names: eBay and Google in China; Wal-Mart in Mexico; SAP in Brazil. But Mr. Goren of EI is not too worried about Amul. The market is big enough for everybody, he insists. Nothing, then, is for either company to cry about.PASSAGE FOUR26It is hard for modern people to imagine the life one hundred years ago. No television, no plastic, no ATMs, no DVDs. Illnesses like tuberculosis, diphtheria, pneumonia meant only death. Of course, cloning appeared only in science fiction. Not to mention, computer and Internet.27Today, our workplace are equipped with assembly lines, fax machines, computers. Our daily life is cushioned by air conditioners, cell phones. Antibiotics helped created a long list of miracle drugs. The by-pass operation saved millions. The discovery of DNA has revolutionized the way scientists think about new therapies. Man finally stepped on the magical and mysterious Moon. With the rapid changes we have been experiencing, the anticipation for the future is higher than ever.28A revolutionary manufacturing process made it possible for anyone to own a car. Henry Ford is the man who put the world on wheels.29When it comes to singling out those who have made a difference in all our lives, you cannot over-look Henry Ford. A historian a century from now might well conclude that it was Henry Ford who most influenced all manufacturing everywhere, even to this day, by introducing a new way to make cars—one, strange to say, that originated in slaughter houses.30Back in the early 1900s, slaughter houses used what could have been called a "disassembly line." That is, the carcass of a slain steer or a pig was moved past various meat-cutters, each of whom cut off only a certain portion. Ford reversed this process to see if it would speed up production of a part of an automobile engine called a magneto. Rather than have each worker completely assemble a magneto, one of its elements was placed on a conveyer, and each worker, as it passed, added another component to it, the same one each time. Professor David Hounshell, of The University of Delaware, an expert on industrial development tells what happened: "The previous day, workers carrying out the entire process had averaged one magneto every 20 minutes. But on that day, on the line, the assembly team averaged one every 13 minutes and 10 seconds per person."31Within a year, the time had been reduced to five minutes. In 1913, Ford went all the way. Hooked together by ropes, partially assembled vehicles were towed past workers who completed them one piece at a time. It wasn't long before Ford was turning out several hundred thousand cars a year, a remarkable achievement then. And so efficient and economical was this new system that he cut the price of his cars in half, to $260, putting them within reach of all those who, up until that time, could not afford them. Soon, auto makers over the world copied him. In fact, he encouraged them to do so by writing a book about all of his innovations, entitled Today and Tomorrow. The Age of the Automobile had arrived. Today, aided by robots and other forms of automation, everything from toasters to perfumes is made on assembly lines.32Edsel Ford, Henry's great-grandson, and a Ford vice president: "I think that my great-grandfather would just be amazed at how far technology has come."40Many of today's innovations come from Japan. Norman Bodek, who publishes books about manufacturing processes, finds this ironic. On a recent trip to Japan he talked to two of the top officials of Toyota. "When I asked them where these secrets came from, where their ideas came from to manufacture in a totally different way, they laughed, and they said. 'Well. We just read it in Henry Ford's book from 1926: Today and Tomorrow.'"26、The second paragraph implies that testing for anabolic steroids______.(PASSAGE ONE.A. is always accurate and reliableB. is proved to be inaccurateC. may sometimes show inaccuracyD. has helped end doping in sport27、According to official Olympic policy, which of the following ratio between TG and EG is considered suspicious? ______(PASSAGE ONE.A. 1:1.B. 2.5:1.C. 3.3:1.D. 4.5:1.28、Which of the following is NOT true about UGT2B17, according to the passage? ______(PASSAGE ONE.A. None, one or two working copies of UGT2B17 can be found in different people.B. Test results would depend on numbers of working copies of UGT2B17.C. Most Caucasians have no functional copies of UGT2B17.D. Most Asians have no functional copies of UGT2B17.29、Why does the author suggest the athletes bring a copy of their genetic profile to the Olympic Games?______(PASSAGE ONE.A. Because it is required by the Beijing Olympic Games Committee.B. Because it may defend them against unfavorable testosterone test results.C. Because it is one of the ways to show "spirit of Olympianism".D. Because it will help them to perform better in the Olympic Games.30、According to the passage, ______.(PASSAGE TWO)A. many people don't ask for much about their dream jobB. most Americans are not satisfied with their jobsC. Lori Miller is totally satisfied with her current jobD. Loti Miller is not satisfied with her current job at all31、What is the role of the 4th paragraph in the development of the passage? ______(PASSAGE TWO)A. To show that people don't ask for much about their dream job.B. To show that most people in America are satisfied with their jobs.C. To offer supporting evidence to the preceding paragraph.D. To provide a contrast to the preceding paragraphs.32、All the following are mentioned as features of a dream job EXCEPT ______.(PASSAGE TWO)A. demonstrating duty and achievementB. being free of politicsC. making people dream about itD. involving alcohol drinking33、According to the passage, after EI enters the Indian dairy business, ______.(PASSAGE THREE.A. India's milk market will not necessarily be greatly influencedB. India's milk market will be completely lapped upC. Amul will lose in the competition with EID. Unilever and Nestleacute will leave the Indian market34、All of the following are ways to accomplish the feat of withstanding the onslaught of foreign firms on home soil EXCEPT ______.(PASSAGE THREE.A. relying more on skilled laborB. specializing in consumer businessesC. taking advantage of the cheap workforceD. better understanding homeconsumers' tastes35、Which of the following would the author most probably agree? ______(PASSAGE THREE.A. Not all of the developing world's most successful companies are globalizing.B. Companies venturing abroad most eagerly are the most successful at home.C. Local dynamos are the most successful firms all over the world.D. Globalizing is not good for companies in emerging economies.36、To call Henry Ford "the man who put the world on wheels", the author means ______.(PASSAGE FOUR)A. he made quality wheels famous to the whole worldB. he produced cars for free for people all over the worldC. his innovation made it possible for anyone to own a carD. his innovation provided everyone in the world with a car37、The assembly line reduced the time to make a magneto by ______ within a year.(PASSAGE FOUR)A. 20%B. 38%C. 65%D. 75%38、Before assembly line was introduced, the price of a Ford's car was ______.(PASSAGE FOUR)A. $260B. $130C. $520D. $104039、The last paragraph implies that ______.(PASSAGE FOUR)A. Today and Tomorrow provides technological solutions for manufacturersB. Many of the Japanese innovations are inspired by Today and TomorrowC. Today and Tomorrow is more popular among the Japanese than the AmericansD. Today and Tomorrow is a Japanese manufacturing encyclopedia40、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 on ANSWER SHEET TWO.According to the passage, what is the status quo of cheating in sport?(PASSAGE ONE.41、According to the second paragraph, why are the tests for anabolic steroids inconvincible?(PASSAGE ONE.42、What does the phrase "a level playing field" in Paragraph 6 mean?(PASSAGE TWO)43、What's the main idea of the passage?(PASSAGE TWO)44、According to the passage, what's the market orientation of those "local dynamos"?(PASSAGE THREE.45、According to Dani Rodrik, what's the most important achievement for "export fetishism"?(PASSAGE THREE.46、Why do many Gol planes take off at odd hours and fly indirectly?(PASSAGE THREE.47、Where did the idea of assembly line come from?(PASSAGE FOUR)PART ⅢLANGUAGE USAGEThe passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blank provided atthe end of the line.For a missing word, mark the position of the missing word with a "∧" sign and write the wordyou believe to be missing 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 blankprovided at the end of the line.Language performance and language acquisition are the twoprinciple concerns of the psychology of language, or psycholinguistics. 48The intensified study of psycholinguistics has produced a considerableamount of literature and some significant advance in our understanding 49of language acquisition. Surprisingly little fundamental researchhas been conducted into the processes of learning a second language.The consequence has been most theories in this field 50are still extrapolating from general theories of human learning 51and behavior or from the recent work in language performance andacquisition. This is not to say that there has been no valuableresearch on language teaching. But this has been concerned about 52the evaluation of different teaching methods and materials, forexample, the use of language laboratories, the use of language drills,the teaching of grammar by different methods.Now, such research is difficult to evaluate, so experiments in 53language teaching suffer from the same set of problems that allcomparative educational experiments suffer from. It is virtuallyimpossible to control all the factors involved in even if we know 54how to identify them in the first place, particularly such factors asmotivation, previous knowledge, aptitude, learning outside the classroom,teacher performance. Consequently the conclusions to be drawnfrom such experiments can, with confidence, be generalized toother 55teaching situations. The results are, strictly spoken, only valid for the 56 learners, teachers and schools in what the experiment took place. 57PART ⅣTRANSLATIONTranslate the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.58、沿着荷塘，是一条曲折的小煤屑路。

2019英语专业⼋级真题及答案2019英语专业⼋级真题及答案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.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 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.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 DCBCAPART 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 andthrowing 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 independentresearch, 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 studentsoutside 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.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 townthat 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 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 cl osed 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 thefamily 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.16. From the first paragraph, we get the impression thatA. 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 desc ribe Ray’shometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents wasA. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray’s father was all EXCEPTA. 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 downwhich 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 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 pass unarmed 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 his 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 ofthe 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 these 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 peoplewere 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 meansA．loans. B．accounts C．killings D．bargains.21. Which 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 welcomedA. 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 beA. 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 Academy 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 which 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, which became the deposits of natural curiosities: large lumps of amber or coral, irregular pearls, unicorn horns, ostrich 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 emulati on; and so could be considered Muses’ shrines in the former sense. The Medici garden near San Marco inFlorence, the Belvedere and the Capitol in Rome were the most famous of such early “inspirational” collections. Soon they multiplied, and, gradually, exe mplary “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 the nineteenth 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 thatA. the meaning of the word didn’t change until after the 15th。

2019 英语专业八级真题及答案PART I LISTENING COMPREHENSION(35MIN)SECTION A MINI-LECTUREIn this section you sill hear a mini-lecture. Y ou. 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 s heet.Questions 1 to 5are b ased o n an interview. At the end o f the interview you willbe given 10 seconds to answer each of the following five questions.Now listen to the interview.1.Which o f the fo llowing statem ents is TRUE ab o ut Miss Green’s universitydays?A.She felt bored.B.She felt lonely.C.She cherished them.D.The s ubject 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 t o 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 r eady.B.She sounded m ildly eager.C.She a bit surprised.D.She s ounded very reluctant.SECTION C N EWS 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 s heet.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, youwill 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 t echnology.Questions 9 and 10 are based on the following news. At the end of the newsitem, 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 v oice.D.that it can remember the owner’s PIN.10.The newly developed credit card is said to said to h ave all the following EXCEPTA.switch.B.ba t ery.C.speaker.D.built-in c hip.参考答案：Section A Mini-lecture1.the author2.other works3.literary trends4.grammar,dictionor 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 N ews Broadcast6-10 DCBCAPART 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 o n tomorrow’s universities by writers representing both Western and mon -Western perspectives. T h eir essays raise a broad range of issues, questioning nearly everykey assumption we have about higher education today.The most widely discussed alternative to the traditional campus is theInternet University - a voluntary community to scholars/teachers physically sca t t ered throughout a country or around the world but all linked in cyberspace. A computerized u niversity could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, andready access for students everywhere to the re so urce s o f all the wo rld’s great libraries.Y et the Internet University poses dangers, too. For example, a line o f franchised courseware, produced by a few superstar teachers, marketed under the brand n ame of afamous institution, and h eavily advertised, might eventually cometo dominate the global education market, warns sociology profe s s or Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculu m,such a“colle g e ed ucatio n in a b o x”co uld und e rse ll theofferings of many traditional brick and mortar institutions, effectively driving thenout 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-movementsare also at work.Many in academia, including scholars contributing to this volume, are questioning t he fundamental mi s s ion 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 researchefforts 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 shouldbe one of the highest (rather than lowest) paid professionals?”Co-ed itor Je nnifer Gid ley show s how tom o r r ow’s university faculty,inste adof giving lectures and conducting independent research, may take on three newroles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best courseofferings available frominstitutions all around the world. A second group, mentors,wo uld function m uch like tod ay’s faculty ad vise rs,b ut are likely to b e workingwith many more students outsidetheir own academic specialty. This would requirethem to constantly be learning from their students as well as instructing them.A third new role for faculty,an d in Gid ley’s view the m ost challeng ing a nd rewarding o f all, would b e as meaning-makers: charismatic sages and p ractitionersleading groups of students/colleagues in collaborative efforts to find spiritual aswell as rational and technological solutions to specific real-world problems.Moreover, there seems li t t le reasonto suppose that any one form of university must necessarily drive out all other options.Stud e nts may be“e nro lle d”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 t hinking 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 s trongly critical of it.12.Which of the following is NOT seen as a potential danger of the I n ternet 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 b uilding.B.Learning how to solve existing social problems.C.Researching into solutions to current world problems.bining research efforts of teachers and students in learning.14.Ju d g ing fro m t he Three n ew ro les envisioned fo r tom orrow’s unive rsityfaculty, university teachersA, are required to conduct more independent research.B. are required to offer m ore course to their students……C. are s upposed 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.TEXT BEvery street had a story, every building a memory, Those blessed with wonderful childhoods can drive the s treets of their hometowns and happily rollback 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 wasanxious to get o ut.The town had chang ed,bu t then it had n’t.On the hig hways le ad in g in,th echeap metal buildings and mobile homes were gathering as tightly as possiblenext to the roads for maximum visibility. This town had no zoning whatsoever. Alandowner 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 y ear.B u t in the older sections, nearer the square, the town had not changed at allThe 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 o n the new owners kept the lawns clipped and t he shu t t ers painted. Only afew were being neglected. A handful had been abandoned.This deep in Bible country, it was still an unwri t t en rule in the town that li t t lewas done on Sundays except go to church, sit on porches, visit neighbours, restand relax the way God intended.It was cloudy, quite cool for May, and as he touredhis 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 littleL e ag ue fo r t he Pirate s,a nd(he re was the pu b lic p o o l he’d s wumin e ve ry sum m e rexcept 1969 when the city closed it rather than admit black children. There werethe 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 gatherfor evening services.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton w as just large enough to have attracted the discount stores thathad wiped out so many small towns. But here the people had been faithful to their downtown merchants,and there wasn’t s sing le em p ty or b oard ed-up building around the square - no small miracle. The retail shops were mixed in with thebanks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the oldpart, 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 hismother’s grave, something he hadn’t done in years. She was buried among theAtlees, at the far edge of the family plot because she had barely belonged.So on,in less th an an ho ur,he would b e sitting in his fath er’s stud y,sip p ingbad 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, becausehis father(who used to be a judge) was a great man and cared deeply about howhe was to be remembered.Moving ag ain,Ray p asse d the water t ower h e’d clim b ed twice,the secondtime with the police waiting below. He grimaced at his old high school, a placehe’d never visited since he’d left it.Behind it was the foo tb all field where hisbrother Fo r r est had rompedover opponents andalmost became famous beforegetting 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 thatA.Ray cherished his childhood m emories.B.Ray had something u rgent to t ake 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 t he pa s s age we can infer that the relationship between Ray and his parents wasA.close.B.remote.C.tense.D.impossible to tell.19.It can be inferred from the passage that Ray’s father was all EXCEPTA.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 which fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seemtoharmonize 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 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 vende t t a; everyclan, 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 debtsare 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 thewhole faithfully observed. A man who knew it and observed it faultlessly mightpass unarmed 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 his valleys, nourished alike by endless sunshine and abundant water, are fertile enough t o yield with li t t le labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle andthe British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere m orea p p reciated t han in the I ndian highlands. A weapon which would k ill with accuracyat fift e e n hundred yards opened a whole new vista of delights to every family orcla n which could acq uire it.One co uld act ually rem ain in one’s own house andfire a t one’s neig hb our nearly a m ile away.One could lie in wait on som e hig hcrag, 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. Fabulousprices were therefore offered for these 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 s e e med to be li t le better than a monstrous spoil-sport. If the Pathanmade 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 t o o k 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 o ne w ould h ave minded t hese expeditions if they had s imply come, had a fightand then gone a way again. In many cases this was their practice under what wascalled 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 thevalleys, and i n particular the great road t o C hitral.They sought to ensure the safety of these roads by threats, by forts and bysubsidies. There was no objection to the last method so far as it went. But thewhole 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 d e bts in “very few debts are left unpaid”in the first paragraphmeansA． loans. B ． accounts C ．killings D．bargains.21.Which 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 welcomedA.the introduction of the rifle.B.the spread of British rule.C.the extension of l uxuriesD.the spread o f 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 beA.Campaigning o n the Indian frontier.B.Why the Pathans resented the British rule.C.The popularity of rifles among the Pathans.D.The P athans 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’sAcad e m y a nd A risto tle’s Lyce umh ad a m o us eio n,a m use s’sh rine.Altho ug h theGr e e ks already collected detachedworks of art, many temples - notably that of Hera at Olympia (before which the Olympic flame is still lit) - had collections ofobjects, 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 wellas mineral specimens, exotic plants, animals; and they plundered sculptures and paintings(mostly G reek)for exhib ition.Meanwhile,the Gr e e k word had sli p p edinto 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, which became the deposits of natural curiosities: large lumps of amberor coral, irregular pearls, unicorn horns, ostrich 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, b u t“s ite-sp e cific”,a nd we reco nsid ere d an inte g ral p art b o th o f the fab ric o f thebuildings and of the way of life which went on inside them - and most of thebuildings were public ones. However, during the revival of antiquity in the fifteenthcentury, fragments of antique sculpture were given higher status than the work ofany contemporary, so that displays of antiquities would inspire artists to imitation,or even b e t t er,to emu lation;and so cou ld b e consid ered M uses’shrines in th eformer sense. The Medici garden near San Marco in Florence, the Belvedere andthe Capitol in Rome were the most famous of such early “inspirational” collections. Soon they multiplied, and, gradually, exemplary “modern”workswereIn 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 industrywhich produced the next sharp shift in the way the institution was perceived: the fury against royal and church monuments prompted antiquarians to shelter themin asylum-galleries, of which t he Musee des Monuments Francais was the most famous. Then, in the first half of the nineteenth century, museumfunding t ook off,allied to the rise of new wealth: London acquired the National Gallery and theBritish Museum, the L o uvre was organized, the M useum-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 withit) inspired the creation of“improving”collections. The Victoria and Albert Museum in London was themost famous, as well as perhaps the largest of them.25.The sentence “Museum is a slippery word” in the first paragraph meansthatA.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 museumcould m ean a mountain o r an object originates fromA. the Romans.B. Florence.C. Olympia.D. Greek.27.“……the skill o f the fakers g re w increasingly refined”in the th ird paragraph means thatA. 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 wereA.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 toA.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 m useums.C.Modern museums and their f unctions.D.The birth of museums.11-15 BAACD 16-20 CDBAC 21-25BABAB 26-30 DCBABPART III. 人文知识There are ten multiple-choice questions in this section.Choose the best answers to each question.Mark your answers on your coloured answer sheet.31.The Presidents during the American Civil War wasA.Andrew JacksonB.Abraham LincolnC.Thomas JeffersonD.George Washington32.The capital of New Zealand isA.ChristchurchB.AucklandC.WellingtonD.Hamilton33.Who were the natives of Austrilia before the arrival of the British settlers?A.The AboriginesB.The MaoriC.The IndiansD.The Eskimos34.The Prime Minister in Britain is head ofA.the Shadow CabinetB.the ParliamentC.the OppositionD.the Cabinet35.Which of the following writers is a poet of the 20th century?A.T.S.EliotwrenceC.Theodore DreiserD.James Joyce36.The novel For Whom the Bell T olls is written byA.Scott FitzgeraldB.William FaulknerC.Eugene O’NeilD.Ernest Hemingway37.is defined as an expression of human emotion which is condensed into fourteen linesA.Free verseB.SonnetC.OdeD.Epigram38.What essentially distinguishes semantics and pragmatics is the notion ofA.referenceB.meaningC.antonymyD.context39.The words”kid,child,offspring”are examples ofA.dialectal synonymsB.stylistic synonymsC.emotive synonymsD.collocational synonyms40.The distinction between parole and langue was made byA.HalliayB.ChomskyC.BloomfieldD.Saussure参考答案 : 31-35BCADA 36-40 DBDBDPART IV 改错参考答案1.agreeing-agreed2.in which 可有可无3.in his disposal- at his disposal4.enables-enable5.the other English speakers-other English speakers6.old-older7.seen-understood8.take it for granted- take for granted9.or-and10. the most striking of human achievementsV. 汉译英及参考译文中国民族自古以来从不把人看作高于一切，在哲学文艺方面的表现都反映出人在自然界中与万物占着一个比例较为恰当的地位，而非绝对统治万物的主宰。

英语专八真题附答案2010英语专八真题TEST FOR ENGLISH MAJORS (2010)-GRADE EIGHT-PART I LISTENING COMPREHENSION (35 MIN)SECTION 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 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 & semantically acceptable. You may refer to your notes.Paralinguistic Features of LanguageIn face-to-face communication speakers often alter their tomes of voice or change their physical postures in order to convey messages. These means are called paralinguistic features of language, which fall into two categories.First category: vocal paralinguistic featuresA.(1)__________: to express attitude or intention (1)__________B.Examples1. whispering: need for secrecy2. breathiness: deep emotion3. (2)_________: unimportance (2)__________4. nasality: anxiety5. extra lip-rounding: greater intimacySecond category: physical paralinguistic featuresA.facial expressions1.(3)_______ (3)__________----- smiling: signal of pleasure or welcome2.less common expressions----- eye brow raising: surprise or interest----- lip biting: (4)________ (4)_________B.gesturegestures are related to culture.1.British culture----- shrugging shoulders: (5) ________ (5)__________----- scratching head: puzzlement2.other cultures----- placing hand upon heart:(6)_______ (6)__________----- pointing at nose: secretC.proximity, posture and echoing1.proximity: physical distance between speakers----- closeness: intimacy or threat----- (7)_______: formality or absence of interest (7)_________ Proximity is person-, culture- and (8)________ -specific.(8)_________2.posture----- hunched shoulders or a hanging head: to indicate(9)_____ (9)________----- direct level eye contact: to express an open or challenging attitude3.echoing----- definition: imitation of similar posture----- (10)______: aid in communication (10)___________----- conscious imitation: mockerySECTION 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 ANSWER SHEET TWO.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. According to Dr Johnson, diversity meansA. merging of different cultural identities.B. more emphasis on homogeneity.C. embracing of more ethnic differences.D. acceptance of more branches of Christianity.2. According to the interview, which of the following statements in CORRECT?A. Some places are more diverse than others.B. Towns are less diverse than large cities.C. Diversity can be seen everywhere.D. American is a truly diverse country.3. According to Dr Johnson, which place will witness a radical change in its racial makeup by 2025?A. MaineB. SelinsgroveC. PhiladelphiaD. California4. During the interview Dr Johnson indicates thatA. greater racial diversity exists among younger populations.B. both older and younger populations are racially diverse.C. age diversity could lead to pension problems.D. older populations are more racially diverse.5. According to the interview, religious diversityA. was most evident between 1990 and 2000.B. exists among Muslim immigrants.C. is restricted to certain places in the US.D. is spreading to more parts of the country.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.Question 6 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.6. What is the main idea of the news item?A. Sony developed a computer chip for cell phones.B. Japan will market its wallet phone abroad.C. The wallet phone is one of the wireless innovations.D. Reader devices are available at stores and stations.Question 7 and 8 is based on the following news. At the end of the news item, you will be given 20 seconds to answer the questions.Now listen to the news.7. Which of the following is mentioned as the government’s measure to control inflation?A. Foreign investment.B. Donor support.C. Price control.D. Bank prediction.8. According to Kingdom Bank, what is the current inflation rate in Zimbabwe?A. 20 million percent.B. 2.2 million percent.C. 11.2 million percent.D. Over 11.2 million percent.Question 9 and 10 are based on the following news. At the end of the news item, you will be given 20 seconds to answer the question.Now listen to the news.9. Which of the following is CORRECT?A. A big fire erupted on the Nile River.B. Helicopters were used to evacuate people.C. Five people were taken to hospital for burns.D. A big fire took place on two floors.10. The likely cause of the big fire isA. electrical short-cut.B. lack of fire-satefy measures.C. terrorism.D. not known.PART II READING COMPREHENSION (30 MIN)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 AStill, the image of any city has a half-life of many years. (So does its name, officially changed in 2001 from Calcutta to Kolkata, which is closer to what the word sounds like in Bengali. Conversing in English, I never heard anyone call the city anything but Calcutta.) To Westerners, the conveyance most identified with Kolkata is not its modern subway—a facility whose spacious stations have art on the walls and cricket matches on televisionmonitors—but the hand-pulled rickshaw. Stories and films celebrate a primitive-looking cart with high wooden wheels, pulled by someone who looks close to needing the succor of Mother Teresa. For years the government has been talking about eliminating hand-pulled rickshaws on what it calls humanitarian grounds—principally on the ground that, as the ma yor of Kolkata has often said, it is offensive to see “one man sweating and straining to pull another man.” But these days politicians also lament the impact of 6,000 hand-pulled rickshaws on a modern city’s traffic and, particularly, on its image. “Wester ners try to associate beggars and these rickshaws with the Calcutta landscape, but this is not what Calcutta stands for,” the chief minister of West Bengal, Buddhadeb Bhattacharjee, said in a press conference in 2006. “Our city stands for prosperity and de velopment.” The chief minister—theequivalent of a state governor—went on to announce that hand-pulled rickshaws soon would be banned from the streets of Kolkata.Rickshaws are not there to haul around tourists. (Actually, I saw almost no tourists in Kolkata, apart from the young backpackers on Sudder Street, in what used to be a red-light district and is now said to be the single place in the city where the services a rickshaw puller offers may include providing female company to a gentleman for the evenin g.) It’s the people in the lanes who most regularly use rickshaws—not the poor but people who are just a notch above the poor. They are people who tend to travel short distances, through lanes that are sometimes inaccessible to even the most daring taxi driver. An older woman with marketing to do, for instance, can arrive in a rickshaw, have the rickshaw puller wait until she comes back fromvarious stalls to load her purchases, and then be taken home. People in the lanes use rickshaws as a 24-hour ambulance service. Proprietors of cafés or corner stores send rickshaws to collect their supplies. (One morning I saw a rickshaw puller take on a load of live chickens—tied in pairs by the feet so they could be draped over the shafts and the folded back canopy and even the axle. By the time he trotted off, he was carrying about a hundred upside-down chickens.) The rickshaw pullers told me their steadiest customers are schoolchildren. Middle-class families contract with a puller to take a child to school and pick him up; the puller essentially becomes a family retainer.From June to September Kolkata can get torrential rains, and its drainage system doesn’t need torrential rain to begin backing up. Residents who favor a touch of hyperbole say that in Kolkata “if a stray cat pees, there’s a flood.” During my stay it once rained for about 48 hours. Entire neighborhoods couldn’t be reached by motorized vehicles, and the newspapers showed pictures of rickshaws being pulled through water that was up to the pullers’ waists. When it’s raining, the normal customer base for rickshaw pullers expands greatly, as does the price of a journey. A writer in Kolkata told me, “When it rains, even the governor takes rickshaws.”While I was in Kolkata, a magazine called India Today published its annual ranking of Indian states, according to such measurements as prosperity and infrastructure. Among India’s 20 largest states, Bihar finished dead last, as it has for four of the past five years. Bihar, a couple hundred miles north of Kolkata, is where the vast majority of rickshaw pullers come from. Once in Kolkata, they sleep on the street or in their rickshaws or in a dera—a combination garage and repair shop and dormitorymanaged by someone called a sardar. For sleeping privileges in a dera, pullers pay 100 rupees (about $2.50) a month, which sounds like a pretty good deal until you’ve visited a dera. They gross between 100 and 150 rupees a day, out of which they have to pay 20 rupees for the use of the rickshaw and an occasional 75 or more for a payoff if a policeman stops them for, say, crossing a street where rickshaws are prohibited. A 2003 study found that rickshaw pullers are near the bottom of Kolkata occupations in income, doing better than only the ragpickers and the beggars. For someone without land or education, that still beats trying to make a living in Bihar.There are people in Kolkata, particularly educated and politically aware people, who will not ride in a rickshaw, because they are offended by the idea of being pulled by another human being or because they consider it not the sort of thing people of their station do or because they regard the hand-pulled rickshaw as a relic of colonialism. Ironically, some of those people are not enthusiastic about banning rickshaws. The editor of the editorial pages of Kolkata’s Telegraph—Rudrangshu Mukherjee, a former academic who still writes history books—told me, for instance, that he sees humanitarian considerations as coming down on the side of keeping hand-pulled rickshaws on the road. “I refuse to be carried by another human being myself,” he said, “but I question whether we have the right to take away their livelihood.” Rickshaw supporters point out that when it comes to demeaning occupations, rickshaw pullers are hardly unique in Kolkata.When I asked one rickshaw puller if he thought the government’s plan to rid the city of rickshaws was based on a genuine interest in his welfare, he smiled, with a quick shake ofhis head—a gesture I interpreted to mean, “Ifyou are so naive as to as k such a question, I will answer it, but it is not worth wasting words on.” Some rickshaw pullers I met were resigned to the imminent end of their livelihood and pin their hopes on being offered something in its place. As migrant workers, they don’t have the political clout enjoyed by, say, Kolkata’s sidewalk hawkers, who, after supposedly being scaled back at the beginning of the modernization drive, still clog the sidewalks, selling absolutely everything—or, as I found during the 48 hours of rain, absolut ely everything but umbrellas. “The government was the government of the poor people,” one sardar told me. “Now they shake hands with the capitalists and try to get rid of poor people.”But others in Kolkata believe that rickshaws will simply be confined more strictly to certain neighborhoods, out of the view of World Bank traffic consultants and California investment delegations—or that they will be allowed to die out naturally as they’re supplanted by more modern conveyances. Buddhadeb Bhattacharjee, after all, is not the first high West Bengal official to say that rickshaws would be off the streets of Kolkata in a matter of months. Similar statements have been made as far back as 1976. The ban decreed by Bhattacharjee has been delayed by a court case and by a widely held belief that some retraining or social security settlement ought to be offered to rickshaw drivers. It may also have been delayed by a quiet reluctance to give up something that has been part of the fabric of the city for more than a cent ury. Kolkata, a resident told me, “has difficulty letting go.” One day a city official handed me a report from the municipal government laying out options for how rickshaw pullers might be rehabilitated.“Which option has been chosen?” I asked, noting that th e report was dated almost exactly a year before my visit.“That hasn’t been decided,” he said.“When will it be decided?”“That hasn’t been decided,” he said.11. According to the passage, rickshaws are used in Kolkata mainly for the following EXCEPTA. taking foreign tourists around the city.B. providing transport to school children.C. carrying store supplies and purchasesD. carrying people over short distances.12. Which of the following statements best describes the rickshaw pullers from Bihar?A. They come from a relatively poor area.B. They are provided with decent accommodation.C. Their living standards are very low in Kolkata.D. They are often caught by policemen in the streets.13. That “For someone without land or education, that still bea ts trying to make a living in Bihar” (4 paragraph) means that even so,A. the poor prefer to work and live in Bihar.B. the poor from Bihar fare better than back home.C. the poor never try to make a living in Bihar.D. the poor never seem to resent their life in Kolkata.14. We can infer from the passage that some educated and politically aware peopleA. hold mixed feelings towards rickshaws.B. strongly support the ban on rickshaws.C. call for humanitarian actions fro rickshaw pullers.D. keep quiet on the issue of banning rickshaws.15. Which of the following statements conveys the author’s sense of humor?A. “…not the poor but people who are just a notch above the poor.” (2 paragraph)B. “…,.which sounds like a pretty good deal until you’ve visited a de ra.” (4 paragraph)C. Kolkata, a resident told me, “ has difficulty letting go.”(7 paragraph).D.“…or, as I found during the 48 hours of rain, absolutely everything but umbrellas.” (6 paragraph)16. The dialogue between the author and the city official at the end of the passage seems to suggestA. the uncertainty of the court’s decision.B. the inefficiency of the municipal government.C. the difficulty of finding a good solution.D. the slowness in processing options.TEXT BDepending on whom you believe, the average American will, over a lifetime, wait in lines for two years (says National Public Radio) or five years (according to customer-loyalty experts).The crucial word is average, as wealthy Americans routinely avoid lines altogether. Once the most democratic of institutions, lines are rapidly becoming the exclusive province of suckers(people who still believe in and practice waiting in lines). Poor suckers, mostly.Airports resemble France before the Revolution: first-class passengers enjoy "élite" s ecurity lines and priority boarding, and disembark before the unwashed in coach, held at bay by a flight attendant, are allowed to foul the Jetway.At amusement parks, too, you can now buy your way out ofline. This summer I haplessly watched kids use a $52 Gold Flash Pass to jump the lines at Six Flags New England, and similar systems are in use in most major American theme parks, from Universal Orlando to Walt Disney World, where the haves get to watch the have-mores breeze past on their way to their seats.Flash Pass teaches children a valuable lesson in real-world economics: that the rich are more important than you, especially when it comes to waiting. An NBA player once said to me, with a bemused chuckle of disbelief, that when playing in Canada--get this--"we have to wait in the same customs line as everybody else."Almost every line can be breached for a price. In several U.S. cities this summer, early arrivers among the early adopters waiting to buy iPhones offered to sell their spots in the lines. On Craigslist, prospective iPhone purchasers offered to pay "waiters" or "placeholders" to wait in line for them outside Apple stores.Inevitably, some semi-populist politicians have seen the value of sort-of waiting in lines with the ordinary people. This summer Philadelphia mayor John Street waited outside an AT&T store from 3:30 a.m. to 11:30 a.m. before a stand-in from his office literally stood in for the mayor while he conducted official business. And billionaire New York mayor Michael Bloomberg often waits for the subway with his fellow citizens, though he's first driven by motorcade past the stop nearest his house to a station 22 blocks away, where the wait, or at least the ride, is shorter.As early as elementary school, we're told that jumping the line is an unethical act, which is why so many U.S. lawmakers have framed the immigration debate as a kind of fundamental sin of the school lunch line. Alabama Senator Richard Shelby, to citejust one legislator, said amnesty would allow illegal immigrants "to cut in line ahead of millions of people."Nothing annoys a national lawmaker more than a person who will not wait in line, unless that line is in front of an elevator at the U.S. Capitol, where Senators and Representatives use private elevators, lest they have to queue with their constituents.But compromising the integrity of the line is not just antidemocratic, it's out-of-date. There was something about the orderly boarding of Noah's Ark, two by two, that seemed to restore not just civilization but civility during the Great Flood.How civil was your last flight? Southwest Airlines has first-come, first-served festival seating. But for $5 per flight, an unaffiliated company called /doc/78e08b2aac51f01dc281e53a580216f c710a5328.html will secure you a coveted "A" boarding pass when that airline opens for online check-in 24 hours before departure. Thus, the savvy traveler doesn't even wait in line when he or she is online.Some cultures are not renowned for lining up. Then again, some cultures are too adept at lining up: a citizen of the former Soviet Union would join a queue just so he could get to the head of that queue and see what everyone was queuing for.And then there is the U.S., where society seems to be cleaving into two groups: Very Important Persons, who don't wait, and Very Impatient Persons, who do--unhappily.For those of us in the latter group-- consigned to coach, bereft of Flash Pass, too poor or proper to pay a placeholder --what do we do? We do what Vladimir and Estragon did in Waiting for Godot: "We wait. We are bored."17. What does the following sentence mean? “Once themost democratic of institutions, lines are rapidlybecoming the exclusive province of suckers…Poor suckers, mostly.” (2 paragraph)A. Lines are symbol ic of America’s democracy.B. Lines still give Americans equal opportunities.C. Lines are now for ordinary Americans only.D. Lines are for people with democratic spirit only.18. Which of the following is NOT cited as an example of breaching the line?A. Going through the customs at a Canadian airport.B. Using Gold Flash Passes in amusement parks.C. First-class passenger status at airports.D. Purchase of a place in a line from a placeholder.19. We can infer from the passage that politicians (including mayors and Congressmen)A. prefer to stand in lines with ordinary people.B. advocate the value of waiting in lines.C. believe in and practice waiting in lines.D. exploit waiting in lines for their own good.20. What is the tone of the passage?A. Instructive.B. Humorous.C. Serious.D. Teasing.TEXT CA bus took him to the West End, where, among the crazy coloured fountains of illumination, shattering the blue dusk with green and crimson fire, he found the café of his choice, a tea-shop that had gone mad and turned. Bbylonian, a while palace with ten thousand lights. It towered above the other building likea citadel, which indeed it was, the outpost of a new age, perhaps a new civilization, perhaps a new barbarism; and behind the thin marble front were concrete and steel, just as behind the careless profusion of luxury were millions of pence, balanced to the last halfpenny. Somewhere in the background, hidden away, behind the ten thousand llights and acres of white napery and bewildering glittering rows of teapots, behind the thousand waitresses and cash-box girls and black-coated floor managers and temperamental long-haired violinists, behind the mounds of cauldrons of stewed steak, the vanloads of ices, were a few men who went to work juggling with fractions of a farming, who knew how many units of electricity it took to finish a steak-and-kidney pudding and how many minutes and seconds a waitress( five feet four in height and in average health) would need to carry a tray of given weight from the kitchen life to the table in the far corner. In short, there was a warm, sensuous, vulgar life flowering in the upper storeys, and a cold science working in the basement. Such as the gigantic tea-shop into which Turgis marched, in search not of mere refreshment but of all the enchantment of unfamiliar luxury. Perhaps he knew in his heart that men have conquered half the known world, looted whole kingdoms, and never arrived in such luxury. The place was built for him.It was built for a great many other people too, and, as usual, they were al there. It seemed with humanity. The marble entrance hall, piled dizzily with bonbons and cakes, was as crowded and bustling as a railway station. The gloom and grime of the streets, the raw air, all November, were at once left behind, forgotten: the atmosphere inside was golden, tropical, belonging to some high mid-summer of confectionery. Disdaining the lifts, Turgis, once more excited by the sight, sound, and smell of it all, climbed thewide staircase until he reached his favourite floor, whre an orchestra, led by a young Jewish violinist with wandering lustrous eyes and a passion for tremolo effects, acted as a magnet to a thousand girls, scented air, the sensuous clamour of the strings; and, as he stood hesitating a moment, half dazed, there came, bowing, s sleek grave man, older than he was and far more distinguished than he could ever hope to be, who murmured deferentially: “ For one, sir? This way, please,” Shyly, yet proudly, Turgis followed him.21. That “behind the thi n marble front were concrete and steel” suggests thatA. modern realistic commercialism existed behind the luxurious appearance.B. there was a fundamental falseness in the style and the appeal of the café..C. the architect had made a sensible blend of old and new building materials.D. the café was based on physical foundations and real economic strength.22. The following words or phrases are somewhat critical of the tea-shop EXCEPTA. “…turned Babylonian”.B. “perhaps a new barbarism’.C. “acres of white napery”.D. “balanced to the last halfpenny”.23. In its context the statement that “ the place was built for him” means that the café was intended toA. please simple people in a simple way.B. exploit gullible people like him.C. satisfy a demand that already existed.D. provide relaxation for tired young men.24. Which of the following statements about the second paragraph is NOT true?A. The café appealed to most senses simultaneously.B. The café was both full of people and full of warmth.C. The inside of the café was contrasted with the weather outside.D. It stressed the commercial determination of the café owners.25. The following are comparisons made by the author in the second paragraph EXCEPT thatA. the entrance hall is compared to a railway station.B. the orchestra is compared to a magnet.C. Turgis welcomed the lift like a conquering soldier.D. the interior of the café is compared to warm countries.26. The author’s attitude to the café isA. fundamentally critical.B. slightly admiring.C. quite undecided.D. completely neutral.TEXT DI Now elsewhere in the world, Iceland may be spoken of, somewhat breathlessly, as western Europe’s last pristine wilderness. But the environmental awareness that is sweeping the world had bypassed the majority of Icelanders. Certainly they were connected to their land, the way one is complicatedly connected to, or encumbered by, family one can’t do anything about. But the truth is, once you’re off the beat-en paths of the low-lying coastal areas where everyone lives, the roads are few, and they’re all bad, so Iceland’s natural wonders have beenout of reach and unknown even to its own inhab-itants. For them the land has always just been there, something that had to be dealt with and, if possible, exploited—the mind-set being one of land as commodity rather than land as, well, priceless art on the scale of the “Mona Lisa.”When the opportunity arose in 2003 for the national power company to enter into a 40-year contract with the American aluminum company Alcoa to supply hydroelectric power for a new smelter, those who had been dreaming of some-thing like this for decades jumped at it and never looked back. Iceland may at the moment be one of the world’s richest countries, with a 99 percent literacy rate and long life expectancy. But the proj-ect’s advocates, some of them getting on in years, were more emotionally attuned to the country’s century upon century of want, hardship, and colonial servitude to Denmark, which officially had ended only in 1944 and whose psychological imprint remained relatively fresh. For the longest time, life here had meant little more than a sod hut, dark all winter, cold, no hope, children dying left and right, earthquakes, plagues, starvation, volcanoes erupting and destroying all vegeta-tion and livestock, all spirit—a world revolving almost entirely around the welfare of one’s sheep and, later, on how good the cod catch was. In the outlying regions, it still largely does.Ostensibly, the Alcoa project was intended to save one of these dying regions—the remote and sparsely populated east—where the way of life had steadily declined to a point of desperation and gloom. After fishing quotas were imposed in the early 1980s to protect fish stocks, many indi-vidual boat owners sold their allotments or gave them away, fishing rights ended up mostly in the hands of a few companies, and small fishermen。

2017年专业英语八级考试试题及答案（2）28. Which of the following best describes the attitude of other people on the train towards the couple?[A] They regarded the couple as an object of fun.[B] They expressed indifference towards the couple.[C] They were very curious about the couple.[D] They showed friendliness towards the couple.29. Which of the following contains a metaphor?[A] ... like a man waiting in a barber's shop.[B] ... his countenance radiant with benevolence.[C] ... sweeping over the horizon, a precipice.[D] ... as darkly brilliant as the surface of a pool of oil.30. We can infer from the last paragraph that in the dining-car[A] the waiters were snobbish. [B] the couple felt ill at ease.[C] the service was satisfactory. [D] the couple enjoyed their dinner.PART III GENERAL KNOWLEDGEThere are ten multiple-choice questions in this section.31. The northernmost part of Great Britain is[A] Northern Ireland. [B] Scotland. [C] England. [D] Wales.32. It is generally agreed that were the first Europeans to reach Australia's shores.[A] the French [B] the Germans [C] the British [D] the Dutch33. Which country is known as the Land of Maple Leaf?[A] Canada. [B] New Zealand.[C] Great Britain. [D] The United States of America.34. Who wrote the famous pamphlet, The Common Sense, before the American Revolution?[A] Thomas Jefferson. [B] Thomas Paine.[C] John Adams. [D] Benjamin Franklin.35. Virginia Woolf was an important female ______ in the 20th-century England.[A] poet [B] biographer [C] playwright [D] novelist36. ______ refers to a long narrative poem that records the adventures of a hero in a nation's history.[A] Ballad [B] Romance [C] Epic [D] Elegy37. Which of the following best explores American myth in the 20th century?[A] The Great Gatsby. [B] The Sun Also Rises.[C] The Sound and the Fury. [D] Beyond the Horizon.38. ______ is defined as the study of the relationship between language and mind.[A] Semantics [B] Pragmatics[C] Cognitive linguistics [D] Sociolinguistics39. A vowel is different from a consonant in English because of[A] absence of obstruction. [B] presence of obstruction.[C] manner of articulation. [D] place of articulation.40. The definition "the act of using, or promoting the use of, several languages, either by an individual speaker or by a community of speakers" refers to[A] Pidgin. [B] Creole.[C] Multilingualism. [D] Bilingualism.PART IV PROOFREADING &ERROR CORRECTIONPART V TRANSLATIONPART V TRANSLATIONTranslate the underlined part of the following text into English.现代社会无论价值的持有还是生活方式的选择都充满了矛盾。

2017年专业英语八级考试真题及答案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。

TEST FOR ENGLISH MAJORS(2019)-GRADE FOUR-TIME LIMIT: 150MIN PART I LISTENING COMPREHENSION (25 MIN)SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the 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 what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now, listen to the 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 interview. At the end of each interview, five questions will be asked about what was said. Both the interview 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 first interview.1.A.Environmental issues. B.Endangered species.C.Global warming.D. Conservation.2.A. It is thoroughly proved. B. It is definitely very serious.C. It is just a variation.D. It is changing our ways of living.3 .A. Protection of animals5 habitats. B. Negative human on the environment.C. Frequent abnormal on the earth.D. The woman5s attitude to the earth.4.A. Nature should its course. B. People take for granted.C. Human are the earth.D. Animals stay away from zoos.5.A. Objective. B. Pessimistic. C. Skeptical. D. Subjective.Now, listen to the second interview. Questions 6 to 10 are based on the second interview.C. Teaching disciplinary practices by literacy teachers.D. Designing learning strategies with from both sides.lO.A.To argue for a case.B.To discuss a dispute.C. To explain a problem.D.To present details.PART II READING COMPREHENSION (45 MIN)SECTION 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 [DJ. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1) When it came to concealing his troubles, Tommy Wilhelm was not less capable than the next fellow. So at least he thought, and there was a certain amount of evidence to back him up. He had once been an actor 一no, not quite, an extra 一and he knew what acting should be. Also, he was smoking a cigar, and when a man is smoking a cigar, wearing a hat, he has an advantage; it is harder to find out how he feels. He came from the twenty-third floor down to the lobby on the mezzanine to collect his mail before breakfast, and he believed 一he hoped 一that he looked passably well: doing all right.(2) Most of the guests at the Hotel Gloriana were past the age of retirement. Along Broadway in the Seventies, Eighties, and Nineties,a great part of New York's vast population of old men and women lives. Unless the weather6. A . Teachers 5 resistance to change.C. Teachers 5 misunderstanding of such literacy.7. A . Abilities to complete challenging tasks.C. Abilities to perform better in schoolwork.8. A. Recalling specific information.C. Examining sources of information.9. A .Engaging literacy and experts in the program.B. Helping teachers what disciplinary literacy is. B. Students 5 inadequate ability to read. D. Students 5 indifference to the new method. B. Abilities to learn subject matter knowledge. D. Abilities to perform disciplinary work. B. Understanding particular details. D. Retelling a historical event.is too cold or wet they fill the benches about the tiny railed parks and along the subway gratings from Verdi Square to Columbia University, they crowd the shops and cafeterias, the dime stores, the tearooms, the bakeries, the beauty parlors, the reading rooms and club rooms. Among these old people at the Gloriana, Wilhelm felt out of place. He was comparatively young, in his middle forties, large and blond, with big shoulders;his back was heavy and strong, if already a little stooped or thickened.After breakfast the old guests sat down on the green leather armchairs and sofes in the lobby and began to gossip and look into the papers.(3)Nevertheless he followed his daily course and crossed the lobby.(4)Rubin, the man at the newsstand, had poor eyes.They may not have been actually weak but they were poor in expression, with lacy lids that furled down at the comers.He dressed well.It didn't seem necessary一he was behind the counter most of the time—but he dressed very well.He had on a rich brown suit; the cuffs embarrassed the hairs on his small hands.He wore a Countess Mara painted necktie. As Wilhelm approached, Rubin did not see him: he was looking out dreamily at the Hotel Ansonia, which was visible from his comer, several blocks away.The Ansonia, the neighborhood5s great landmark, was built by Stanford White.lt looks like a baroque palace from Prague or Munich enlarged a hundred times, with towers, domes, huge swells and bubbles of metal gone green from exposure, iron fretwork and festoons.(5)Then Rubin said, "Your dad is in to breakfest already, the old gentleman.5,“Oh, yes ? Ahead of me today ? ”"That's a real knocked-out shirt you got on,^^ said Rubi n."Where's it from, Saks ?”"No, ifs a Jack Fagman一Chicago.5,(6)Even when his spirits were low, Wilhelm could still wrinkle his forehead in a pleasing way.Some of the slow, silent movements of his face were very attractive. He went back a step, as if to stand away from himself and get a better look at his shirt. He liked to wear good clothes, but once he had put it on each article appeared to go its own way. Wilhelm, laughing, panted a little; his teeth were small; his cheeks when he laughed and puffed grew round, and he looked much younger than his years.In the old days when he was.(7)"Hike this dove-gray color," he said in his sociable, good-natured way. "It isn't washable.You have to send it to the cleaner.lt never smells as good as washed.But it's a nice shirt.lt cost sixteen, eighteen bucks.5511.Wilhelm hoped he looked all right o to lobby he wanted to .A.leave a good impressionB. give his father a surpriseC.show his acting potentialD. disguise his low spirit12.Wilhelm had something in the old guests that they all .A. lived a lifeB. liked to gossipsC.idled their time awayD. liked to get up early13.How did feel when he crossing the lobby(Para.2)?C. He was at ease the old.D.He was about a job offer.A. He felt was coming.B. He was his 即her was late.14.Wliich part of Rubin's clothes made him look particularly awkward?(Para.4)?A. The necktie.B. The cuffs.C. The suit.D. The shirt.15.What can we learn the author's description of clothes?A. His shirt him look better.B. He cared much his clothes.C. He like a in his shirt.D. The clothes never quite matched.PASSAGE TWO(1)By the 1840s New York was the leading commercial city of the United States. It had long since outpaced Philadelphia as the largest city in the country, and even though Boston continued to be venerated as the cultural capital of the nation, its image had become somewhat languid; it had not kept up with the implications of the newly industrialized economy, of a diversified etlinic population, or of the rapidly rising middle class. (2) The penny paper had found its first success in New York. By the mid-1830s Ben Day's Sun was drawing readers from all walks of life. On the other hand, the Sun was a skimpy sheet providing little more than minor diversions; few today would call it a newspaper at all.(3)Officially he was a Whig (and later a Republican), but he seldom gave comfort to his chosen party. Bennett, on the other hand, had long since cut his political ties, and although his paper covered local and national politics folly and he went after politicians with hammer and tongs, Bennett was a cynic,a distruster of all settled values. He did not regard himself as an intellectual, although in feet he was better educated than Greeley. By the 1840s two giants burst into the field, editors who would revolutionize journalism, would bring the newspaper into the modem age, and show how it could be influential in the national life. These two giants, neither of whom has been treated kindly by history, were James Gordon Bennett and Horace Greeley. Bennett founded his New York Herald in 1835, less than two years after the appearance of the Sun. Horace Greeley founded his Tribune in 1841. Bennett and Greeley were the most innovative editors in New York until after the Civil War. Their newspapers were the leading American papers of the day,(4)As different as Bennett and Greeley were from each other they were also curiously alike. Both stood outside the circle of polite society, even when they became prosperous, and in Bennett5s case, wealthy. Both were incurable eccentrics.Neither was a gentleman.Neither conjured up the picture of a successful editor. Greeley was unkempt, always looking like an unmade bed.Even when he was nationally famous in the 1850s he resembled a clerk in a third-rate brokerage house, with slips of paper一marked-up proofs perhaps一hanging out of his pockets or stuck in his hat. He became fat, was always nearsighted, always peering over spectacles. He spoke in a high- pitched whine (哀号).(6)Both Greeley and Bennett had served long, humiliating and disappointing apprenticeships in the newspaper business. They took a long time getting to the top, the only reward for the long years of waiting being that when they had their own newspapers, both knew what they wanted and finnly set about getting it. When Greeley founded the Tribune in 1841 he had the strong support of the Whig party and had already had a short period of modest success as an editor.5 Dickensian eccentrics, although perhaps Ebenezer Scrooge or Thomas Gradgrind comes to mind rather than the kindly old Mr. Pickwick.Greeley was laughed at but admired: Bennett was seldom laughed at but never admired: on the other hand, he had a hard professional competence and an encyclopedic knowledge of his adopted country, an in-depth learning uncorrupted by vague idealisms. All of this perfectly suited him for the journalism of this confusing age. The appearance of Bennett was somewhat different but hardly more reassuring. A shrewd, wiry (瘦而纟吉实的)Scotsman, who seemed to repel intimacy, Bennett looked around at the world with a squinty glare of suspicion. His eyes did not focus right. They seemed to fix themselves on nothing and everything at the same time. He was as solitary as an oyster, the classic loner. He seldom made close friendships and few people trusted him, although nobody who had dealings with him, however brief, doubted his abilities. He, too, could have come out of a book of16.Wliich of the following is NOT the opinion on Ben Day and his Sun(Para.2)?A. Sun had once been a popular newspaper.B. Sun foiled to be a high-newspaper.C. Ben Day lacked and imagination.D. Ben Day has for better coverage.17.Which of the following is about Greeley5 s or Bennett5s stance (Para.3)?A.Greeley and Bennett were both strong of their party.B.Greeley, as a Whig member, in his party5s idealsC.Bennett, as an independent, loathed values.D.Greeley and Bennett possessed political values.18.Which of the following figures of was used to describe manner of walking (Para.4) ?A.Exaggeration.B.Paradox.C. Analogy.D.Personification.19.In Para.5 was depicted as a man whoA.had stronger than GreeleyB.possessed a great for journalismC.was in pursuit of in journalismD.was knowledgeable his home country20.How was Greeley from Bennett according to Para.6 ?A.He had achieved business success first.B.He started his career earlier than Bennett.C.He got initial support from a party.D.He had a more apprenticeship.PASSAGE THREE(1)Why make a film about Ned Kelly? More ingenious crimes than those committed by the reckless Australian bandit are reported every day. Australian bush and away from his natural haunts? The answer is that the film makers know we always fall for a bandit, and Jagger is set to do for bold Ned Kelly what Brando once did for the arrogant Emiliano Zapata.(2) A bandit inhabits a special realm of legend where his deeds are where his death rather than his life is considered where the men who bring him to 'justice" are afflicted with doubts about their role.(3)The bandits had a role to play as definite as that of the authorities who condenmed them. These were men in conflict with authority,. Even there, however, many of them obeyed certain unwritten rules.(4)These robbers, who claimed to be something more than mere thieves, had in common, firstly, a sense ofloyalty and identity with the peasants they came from. They didn't steal the peasant's harvest; they did steal the lord's.(5)And certain characteristics seem to apply to "social bandits5, whether they were in Sicily or Peru. They were generally young men under the age of marriage, predictably the best age for dissidence. Some were simply the surplus male population who had to look for another source of income; others were runaway serfs or ex-soldiers; a minority,.(6)They usually operated in bands between ten and twenty strong and relied for survival on difficult terrain and bad transport. Unlike the general run of peasantry they had a taste for flamboyant dress and gesture; but they usually shared the peasants' religious beliefs and superstitions.(7)The first sign of a man caught up in the Robin Hood syndrome was when he started out, forced into outlawry as a victim of injustice; and when he then set out to "right wrongs5,, first his own and then other people's. The classic bandit then "takes from the rich and gives to the poor" in conformity with his own sense of social injustice; he never kills except in self-defense or justifiable revenge; he stays within his community and even returns to it if he can to take up an honorable place;(8)None of the bandits lived up fully to this image of the "noble robber" and for many the claim of larger motives was often a delusion.(9)Yet amazingly, many of these violent men did behave at least half the time in accordance with this idealist pattern.Pancho Villa in Mexico and Salvatore Giuliano in Italy began their careers harshly victimized.Many of their charitable acts later became legends.(10)Far from being defeated in death, bandits5 reputation fbr invincibility was often strengthened by the manner of their dying. The "dirty little coward" who shot Jesse James in the back is in every ballad about him, and the implication is that nothing else could have brought Jesse down. Even when the police claimed the credit, as they tried to do at first with Giuliano5 s death, the bandit5 s vitality prompts the people to refuse to believe that their hero has died; his death would be in some way the death of hope.(11)For the traditional "noble robber^^ represents an extremely primitive fonn of social protest, perhaps the most primitive there is. He is an individual who refuses to bend his back, that is all. Most protesters will eventually be bought over and persuaded to come to terms with the official power. They cannot abolish oppression. But they do prove that justice is possible, that poor men need not be humble, helpless and meek.(12)The bandit in the real world is rooted in peasant society and when its simple agricultural system is left behind so is he. But the tales and legends, the books and films continue to appear for an audience that is neither peasant nor bandit. In some ways the characters and deeds of the great bandits could so readily be the stuff of grand opera—Don Jose in "Carmen" is based on the Andalusian bandit.21.Wliich of the following words is intended to suggest the approval of bandits?A. Bold(Para.l).B. Claimed(Para.4).C. Legend(Para.2)D. Loyalty(Para.4).22.Of the following reasons which is the likely one for becoming bandits?A. They liked theatrical clothes and behavior.B. They wanted to help the poor country folk.C. They were unwilling to accept injustice.D.They had very few careers open to them.23."... began their careers harshly victimized5,means that they .A. had received excessive ill-treatmentB. were punished for their crimesC. took to violence a sense of injusticeD. were by their parents and friends24.What has made bandits suitable as film heroes is that they .A. are sure they areB. possess a theatrical qualityC. retain the of a peasant societyD. protest against and inequalitySECTION 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 WORDS in the space provided on ANSWER SHEET TWO.PASSAGE ONE25.In and there was a certain amount of evidence to back him up(Para.l)”, what does "evidence" refer to?26.What is Wilhelm's characteristic that has never changed all those years according to Para.6?PASSAGE TWO27.Summarize in your own words the meaning of the italicized part in the last sentence of Para.2.28.What does bur he seldom gave comfort to his chosen party" mean according to the context(Para.3)?29.What is the similarity between Bennett and Greeley according to Paras.4 and 5?PASSAGE THREE30.Write down TWO features of the idealist pattem(Para.9).31.What does "hope" mean according to the context(Para.lO)?32.What does "He is an individual who refuses to bend his back" mean(Para.ll)?PARTIII LANGUAGE USAGE (15 MIN)The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blankprovided at the end of the line.For a missing word. mark the position of the missing word with a sign and write theword you believe to be missing 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 theblank provided at the end of the line.ExampleWlien A art museum wants a new exhibit, (1)itjiev^r 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)Proofread the given passage on ANSWER SHEET THREE as instructed.PART IV TRANSLATION (20MIN)Translate the underlined part of the following text into English. Write your translation on ANSWER SHEET THREE.白洋淀曾有“北国江南”的说法，但村舍的形制自具特色，与江南截然不同。

2017年专业英语八级真题试卷(题后含答案及解析)题型有： 1. LISTENING COMPREHENSION 2. READING COMPREHENSION 3. LANGUAGE USAGE 4. TRANSLATION 5. WRITINGPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.听力原文：The Modes of Language Good morning, everyone! In our last lecture, I was talking about language as part of our semiotic system, and today I am going to move onto another topic. That is, the modes of language. As you may know, messages are transmitted in human language most frequently through two primary modes: speech and writing. Well, you know that there is also a third mode, which is not that frequently used as speech and writing. The third mode is called signing, which is used by deaf people. But in today’s lecture we will just focus on speech and writing, and specific features of these two modes. In linguistics, it is commonly noted that speech is primary and writing secondary. Linguists take this position because all languages are spoken, except those dead languages such as Latin, which is only existing in written form All children will naturally acquire the spoken version of a language if they are exposed to it They acquire the spoken form of their mother tongue during the formative period of language acquisition. However, to become literate, a child will need some kind of formal schooling in reading and writing. In many respects, we may call speech “primary” and writing “secondary”. It implies that writing has a second-class status when compared with speech. In fact, it is more accurate to view the two modes as having different but complementary roles. For instance, in most legal systems, while an oral contract is legally binding, a written contract is preferred. The reason is simple: unlike speech, writing provides a permanent record of the contract. Thus, if the terms of the contract are disputed, the written record of the contract can be consulted and interpreted. Disputes over an oral contract will involve one person’s recollection of the contract versus another person’s. While, writing may be the preferred mode for a contract, in many other contexts, speech will be more appropriate. Because the most common type of speech —face-to-face conversations —is highly interactive, this mode is well suited to many social contexts: such as casual conversations over lunch, business transactions in a grocery store, discussions between students and teachers in a classroom. And in these contexts, interactive dialogues have many advantages over writing. For instance, individuals engaged in conversation can ask for immediate clarification if there is aquestion about something said: in a letter to a friend, in contrast, such immediacy is lacking. When speaking to one another, speakers are face to face and can therefore see how individuals react to what is said. On the other hand, writing creates distance between writer and reader, preventing the writer from getting any immediate reaction from the reader. Speech is oral, thus making it possible to use intonation to emphasize words or phrases and express emotion. Of course, one might say that writing has punctuation: well, it can express only a small proportion of the features that intonation has. Because speech is created “on-line,” it is produced quickly and easily. This may result in many “ungrammatical”constructions, but rarely do these rough sentences cause miscommunications. You know, if there is a misunderstanding, it can be easily corrected. On the contrary, writing is much more deliberate. It requires planning, editing and thus taking much more time to produce on the part of the writer. Because of all of these characteristics of writing, if an individual desires a casual, intimate encounter with a friend, he or she is more likely to meet personally than write a letter. In this case, writing a letter to a friend might turn out to be too formal. Of course, in today’s world, the highly developed technology has made such encounters possible with “instant messaging”, over a computer or a smartphone. And if someone wishes to have such an encounter with a friend living many miles away, then this kind of on-line written “chat”can mimic a face-to-face conversation. But because such conversations are a hybrid of speech and writing, they still lack the intimacy and immediacy of a face-to-face conversation. While speech and writing are often viewed as discrete modes, it is important for us to note that there is a continuum between speech and writing. While speech is in general more interactive than writing, various kinds of spoken and written English display various degrees of interactivity. For instance, various linguistic markers of interactive discourse such as first and second person pronouns, contractions, and private verbs such as think and feel, occurred very frequently in telephone and face-to-face conversations but less frequently in spontaneous speeches, interviews, and broadcasts. In addition, some kinds of writing, such as academic prose and official documents, exhibited few markers of interactive discourse, but other kinds of written texts, particularly personal letters, ranked higher on the scale of interactivity than many of the spoken texts. In other words, how language is structured depends less on whether it is spoken or written but more on how it is being used. For example, a personal letter, even though it is written, will contain linguistic features marking interactivity because the writer of a letter wishes to interact with the receiver of the letter. On the other hand, in an interview, the goal is not to interact necessarily but to get information from the person being interviewed. Therefore, though interviews are spoken, they have fewer markers of interactivity and contain more features typically associated with written texts. OK, to sum up, we have been dealing with the modes of language in today’s lecture. The two most frequently used modes are speech and writing. As two different modes of language, speech and writing, have their own characteristics. Speech is a preferred mode in many social contexts while interactivity is needed. Of course, when a formal, stable record is preferred, writing should be an appropriate mode. Finally, I have also emphasized that there is a continuum between speech and writing. In the followinglecture, we will concentrate on the linguistic structure of language. Thank you.The Modes of LanguageThree modes of language speech writing 【T1】______【T1】______Speech and writing speech is considered【T2】______ because【T2】______—all languages are spoken—children acquire spoken language first—【T3】______ requires reading and writing【T3】______ speech and writing have【T4】______ roles【T4】______—legal contracts are written for- providing permanent records-【T5】______disputes over oral contracts【T5】______ speech is more appropriate in【T6】______【T6】______—face-to-face casual conversations —business transactions in stores—discussions in a classroom 【T7】______of speech and writing【T7】______—immediate clarification in speech—visible【T8】______in conversation【T8】______—sense of【T9】______in writing【T9】______—use of intonation to express【T10】______【T10】______—writing seen to be more【T11】______【T11】______—lack of【T12】______ in on-line written “chat”【T12】______ 【T13】______ between speech and writing【T13】______—linguistic markers of interactivity vary with【T14】______【T14】______—how language is structured depends more on【T15】______【T15】______ConclusionAs two different modes of language, speech and writing have their own characteristics.1．【T1】正确答案：signing解析：讲座开篇部分提到了语言的三种模式(mode)，除口语(speech)和书面语(writing)外就是失聪人士用的“手语”(signing)。

英语专业八级考试翻译部分历届试题及参考答案说明：本处提供的参考答案完全是为了教学、教育目的而制作，参考答案分别源自福州大学外国语学院英语系翻译课程小组及邹申主编的《新编高等院校英语专业八级考试指南》［2001，上海：上海外语教育出版社］（转引自松园英文书院和《中国翻译》等，供同学们学习、比较。

1995年英语专业八级考试--翻译部分参考译文C-E原文：简.奥斯丁的小说都是三五户人家居家度日，婚恋嫁娶的小事。

因此不少中国读者不理解她何以在西方享有那么高的声誉。

但一部小说开掘得深不深，艺术和思想是否有过人之处，的确不在题材大小。

有人把奥斯丁的作品比作越咀嚼越有味道的橄榄。

这不仅因为她的语言精彩，并曾对小说艺术的发展有创造性的贡献，也因为她的轻快活泼的叙述实际上并不那么浅白，那么透明。

史密斯夫人说过，女作家常常试图修正现存的价值秩序，改变人们对“重要”和“不重要”的看法。

也许奥斯丁的小说能教我们学会转换眼光和角度，明察到“小事”的叙述所涉及的那些不小的问题。

参考译文：However, subject matter is indeed not the decisive factor by which we judge a novel of its depth as well as (of ) its artistic appeal and ideological content (or: as to whether a novel digs deep or not or whether it excels in artistic appeal and ideological content). Some people compare Austen’s works to olives: the more you chew them, the more tasty (the tastier) they become. This comparison is based not only on (This is not only because of ) her expressive language and her creative contribution to the development of novel writing as an art, but also on (because of ) the fact that what hides behind her light and lively narrative is something implicit and opaque (not so explicit and transparent). Mrs. Smith once observed, women writers often sought (made attempts) to rectify the existing value concepts (orders) by changing people’s opinions on what is “important”and what is not.E-C原文I, by comparison, living in my overpriced city apartment, walking to work past putrid sacks of street garbage, paying usurious taxes to local and state governments I generally abhor, I am rated middle class. This causes me to wonder, do the measurement make sense? Are we measuring only that which is easily measured--- the numbers on the money chart --- and ignoring values more central to the good life?For my sons there is of course the rural bounty of fresh-grown vegetables, line-caught fish and the shared riches of neighbours’orchards and gardens. There is the unpaid baby-sitter for whose children my daughter-in-law baby-sits in return, and neighbours who barter their skills and labour. But more than that, how do you measure serenity? Sense if self?I don’t want to idealize life in small places. There are times when the outside world intrudes brutally, as when the cost of gasoline goes up or developers cast their eyes on untouched farmland. There are cruelties, there is intolerance, there are all the many vices and meannesses in small places that exist in large cities. Furthermore, it is harder to ignore them when they cannot be banished psychologically to another part of town or excused as the whims of alien groups --- when they have to be acknowledged as “part of us.”Nor do I want to belittle the opportunities for smalldecencies in cities --- the eruptions of one-stranger-to-another caring that always surprise and delight. But these are,sadly,more exceptions than rules and are often overwhelmed by the awful corruptions and dangers that surround us.参考译文：对我的几个儿子来说，乡村当然有充足的新鲜蔬菜，垂钓来的鱼，邻里菜园和果园里可供分享的丰盛瓜果。

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。

刘宏伟整理目录1995年英语专业八级考试--翻译部分及参考译文 (3)1996年英语专业八级考试--翻译部分及参考译文 (5)1997年英语专业八级考试--翻译部分及参考译文 (7)1998年英语专业八级考试--翻译部分及参考译文 (9)1999年英语专业八级考试--翻译部分及参考译文 (11)2000年英语专业八级考试--翻译部分及参考译文 (13)2002年英语专业八级考试--翻译部分及参考译文 (17)2003年英语专业八级考试--翻译部分及参考译文 (19)2004年英语专业八级考试--翻译部分及及参考译文 (21)2005年英语专业八级考试--翻译部分及参考译文 (22)2006年英语专业八级考试--翻译部分及参考译文 (23)2007年英语专业八级考试--翻译部分及参考译文 (24)2008年英语专业八级考试--翻译部分及参考译文 (25)2009年英语专业八级考试--翻译部分及参考译文 (26)1995年英语专业八级考试--翻译部分及参考译文C-E原文：简.奥斯丁的小说都是三五户人家居家度日，婚恋嫁娶的小事。

因此不少中国读者不理解她何以在西方享有那么高的声誉。

但一部小说开掘得深不深，艺术和思想是否有过人之处，的确不在题材大小。

有人把奥斯丁的作品比作越咀嚼越有味道的橄榄。

这不仅因为她的语言精彩，并曾对小说艺术的发展有创造性的贡献，也因为她的轻快活泼的叙述实际上并不那么浅白，那么透明。

史密斯夫人说过，女作家常常试图修正现存的价值秩序，改变人们对“重要”和“不重要”的看法。

也许奥斯丁的小说能教我们学会转换眼光和角度，明察到“小事”的叙述所涉及的那些不小的问题。

参考译文：However, subject matter is indeed not the decisive factor by which we judge a novel of its depth as well as (of ) its artistic appeal and ideological content (or: as to whether a novel digs deep or not or whether it excels in artistic appeal and ideological content). Some people compare Austen’s works to olives: the more you chew them, the more tasty (the tastier) they become. This comparison is based not only on (This is not only because of ) her expressive language and her creative contribution to the development of novel writing as an art, but also on (because of ) the fact that what hides behind her light and lively narrative is something implicit and opaque (not so explicit and transparent). Mrs. Smith once observed, women writers often sought (made attempts) to rectify the existing value concepts (orders) by changing people’s opinions on what is ―important‖ and what is not.E-C原文I, by comparison, living in my overpriced city apartment, walking to work past putrid sacks of street garbage, paying usurious taxes to local and state governments I generally abhor, I am rated middle class. This causes me to wonder, do the measurement make sense? Are we measuring only that which is easily measured--- the numbers on the money chart --- and ignoring values more central to the good life?For my sons there is of course the rural bounty of fresh-grown vegetables, line-caught fish and the shared riches of neighbours’ or chards and gardens. There is the unpaid baby-sitter for whose children my daughter-in-law baby-sits in return, and neighbours who barter their skills and labour. But more than that, how do you measure serenity? Sense if self?I don’t want to idealize life in small places. There are times when the outside world intrudes brutally, as when the cost of gasoline goes up or developers cast their eyes on untouched farmland. There are cruelties, there is intolerance, there are all the many vices and meannesses in small places that exist in large cities. Furthermore, it is harder to ignore them when they cannot be banished psychologically to another part of town or excused as the whims of alien groups --- when they have to be acknowledged as ―part of us.‖Nor do I want to belittle the opportunities for small decencies in cities --- the eruptions of one-stranger-to-another caring that always surprise and delight. But these are,sadly,moreexceptions than rules and are often overwhelmed by the awful corruptions and dangers that surround us.参考译文：对我的几个儿子来说，乡村当然有充足的新鲜蔬菜，垂钓来的鱼，邻里菜园和果园里可供分享的丰盛瓜果。

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。

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。