2017年专业八级英语阅读长难句分析4

2017年考研英语长难句真题例句分析长难句是考研英语阅读和翻译的难点，攻克它是必要条件，但同样也是一件不容易的事，对于长难句的理解和把握还需要一点点积累，多研究如何拆分，如何再组合理解，凯程网考研频道分享每一句长难句的解读翻译，取材自理念真题，希望大家能够在余下不多的时间里日积月累，逐步提升。

Unhappy parents rarely are provoked to wonder if they shouldn’t have had kids, but unhappy childless folks are bothered with the message that children are the single most important thing in the world: obviously theirmisery must be a direct result of the gaping baby-size holes in their lives.译文：不幸福的父母很少会思考自己是否不该养孩子，但那些不幸福的没有孩子的人却总是受到“孩子是这世上最重要的东西”这一信息的困扰：显然，他们之所以生活得不幸福，肯定是由这种没有孩子的缺憾直接造成的。

分析：本句是个复合句，包含两个由转折连词but连接的并列句。

第一个分句的主干为Unhappy parents rarely are provoked to wonder if…，其中宾语是由if引导的宾语从句。

第二个分句的主干为unhappy childless folks (主语)+are bothered with (谓语)+the message(宾语)，之后that引导的同位语从句解释说明前面的抽象名词message，这个从句的主句是children…world，冒号后的内容是从句主句的同位语从句，对其进一步解释。

【词汇指南】rare [rɛə](adj.)稀薄的,稀疏的;稀有的,珍奇的(高考词汇)(有学者认为，ra=reach-抵达,到达，re=zero-零→抵达、到达“零”的边缘，几乎没有的——即“稀薄的,稀疏的”，引申为“稀有的,珍奇的”。

On a nondescript block south of New York's Union Square’ up a dreary staircase and through a black-barred gate, there is a long, narrow room that might be mistaken for a very small museum of literary counterculture. On one wall hangs two rows of iconic posters：a print of Che Guevara's proud head; a photograph of the authors Jean Genet, William S. Burroughs, and Allen Ginsberg marching at the 1968 Democratic National Convention ;a portrait of Bobby Kennedy. Ixiose-leaf binders of correspondence with groundbreaking authors line floor-to-ceiling bookshelves. Beside the bookcases, Samuel Beckett peers out of a black-and-white photograph with a fierce crow's gaze. Next to him in the picture stands a shorter, milder-looking man named Barney Rosset.Rosset's publishing house, Grove Press, was a tiny company operating out of the ground floor of Rosset's brownstone when it published an obscure play called Waiting for Godot in 1954. By the time Beckett had won the Nobel Prize in 1969 ’ Grove had become a force that challenged and changed literature and American culture in deep and lasting ways. Its impact is still evident——from the Che Guevara posters adorning college dorms to the canonical status of the house's once controversial authors. Rosset is less well known— but late in his life he is achieving some wider recognition."Hie story of Rossel's life is essentially one of creative destruction. He found writers who wanted to break new paths, and then he picked up a sledge-hammer to help ihem whale away at the existing order.Rosset saw many crises. He or his company was forever going broke, being attacked, breaking the law. In his legal battles, Rosset made his most enduring impact. Before Rosset challenged federal and slate obscenity laws, censorship was an accepted feature of publishing. His victories in high courts helped to change that. Rosset believed that it was impossible to represent life in the streets and in the dark recesses of the heart and mind honestly without using language that in ihe mid-20th century was considered “ obscene"— and therefore illegal to sell or mail. To a significant extent, the books he published convinced others that this was true.Rosset wasn't the only publisher who took risks, but he was one of the most visible and uncompromising. Not everything he published was high-minded. Some of it aimed below the belt, and he was uncompromising about that too. His stubbornness made his achievements possible, bul it also helped to undo him. At the end of the 60s, Grove moved into fancy offices, into film, and, to some extent, away from books. The repression of the 50s and freewheeling openness of the 60s were over, and other houses, now free from fear of censorship, took more chances. The left splintered. The feminist movemenl attacked him. Grove began to drift. But Rosset, as always, kept doing what he wanted, everything else be damned.1.Which of the following statements contains a metaphor? [A]…with a fierce crow's gaze. (Paragraph One) [B] He or his company was forever going broke ...(Paragraph Four)[C] Some of it aimed below the belt ... (Paragraph Five)[D] "Die feminist movement attacked him. (Paragraph Five)2. What does "creative deBtmclion" (Paragraph Three) mean?[A] Rosset caused various types of damage.[B] Rosset broke rules to bring about good changes.[C] Rosset picked out creative writer to destroy.[D] Rosset needed writers of powerful influence.3. According to the passage, the biggest achievement Rosset has made is[A] publishing Waiting for Godot.[B] defeating all the crisis.[C] winning the case of censorship.[D] producing successful films.4. Which of the following can best describe Barney Rosset?[A] He's the only publisher who dares to take risks.[B] He's an uncompromising man who favors obscenity books. [C] He's a stubborn man who doesn't care others' opinion. [D] He's a Nobel-prize winning American publisher.5. Tlie purpose of the writer in writing this passage is to[A] describe the changes Rosset bring to American publishing.[B] introduce Bamey Rosset, an American publisher.[C] show the development of Grove Press.[D] analyze what helps Rosset to be successful.iconic a.圣像的，偶像的nondescript a.⽆明显，特征⽽不易分类的 obscenity n.下流,** recess n.深处repression n.压抑，压制， sledge-hammer 长柄⼤锤 splinter v.分裂 whale away 猛打答案解析1. [A]修辞格题。

英语专八阅读理解试题附答案2017年英语专八阅读理解试题附答案No trace of wings in the air, but I have been over.以下是店铺为大家搜索整理的2017年英语专八阅读理解试题附答案，希望能给大家带来帮助!Pageants are usually conceived on a fairly large scale, often under the auspices of some local or civic authority or at any rate in connection with local groups of some kind.This sometimes means that there is an allocation of funds available for the purpose of mounting the production, though unfortunately this will usually be found to be on the meager side and much ingenuity will have to be used to stretch it so that all performers can be adequately clothed.Most pageants have a historical flavour as they usually come about through the celebration of the anniversary of some event of historic importance, or the life or death of some local worthy.Research among archives and books in the public library will probably prove very useful and produce some workable ideas which will give the production an especially local flavour.From the first economy will have to be practiced because there are usually a great number of people to dress.Leading characters can be considered individually in the same way as when designing for a play; but the main body of the performers will need to be planned in groups and the massed effect must be always borne in mind.Many pageants take place in daylight in the open air.This is an entirely different problem from designing costumes which are going to be looked at under artificial lighting; for one thing, scenes viewed in the daylight are subject to many moredistractions.No longer is everything around cut out by the surrounding darkness, but instead it is very easy to be aware of disturbing movement in the audience of behind the performers.Very theatrically conceived clothes do not always look their best when seen in a daylight setting of trees, verdant lawns and old ivy-covered walls; the same goes for costumes being worn in front of the mellow colors of stately homes.The location needs to be studied and then a decision can be made as to what kinds of colors and textures will harmonize best with the surroundings and conditions and then to carry this out as far as possible on the funds available.If money is available to dress the performers without recourse to their own help in the provision of items, it is best to arrange for all the cutting and pinning together of the costumes to be done by one or two experienced people than to be given out to the groups and individuals for completion.When there is little or no money at all, the garments need to be reduced to the basic necessities.Cloaks and shawls become invaluable, sheets and large bath towels and bath sheets are admirable for draping.Unwanted curtains and bed spreads can be cut to make tunics, robes and skirts.These are particularly valuable if they are of heavy fabrics such as velvet or chenille.Colors should be massed together so that there are contrasting groups of dark and light, this will be found to help the visual result substantially.Crowds of people gathered together in a jumble of colors will be ground to look quite purposeless and will lack dramatic impact.The use of numbers of identical head-dresses, however simply made, are always effective when working with groups.If these are made of cardboard and painted boldly the cost can bealmost negligible.Helmets, hats and plumes will all make quite a show even if the costumes are only blandest or sheets cleverly draped.The same can be said of the use of banners, shields and poles with stiff pennants and garlands—anything which will help to have a unifying effect.Any kind of eye-catching device will always go with a flourish and add excitement to the scenes.1.The main idea of this passage is ___________[A]Pageants.[B]Costumes on the stage.[C]Costumes for pageants.[D] How to arrange a pageant.2.It can be inferred that the most important factor in costume design is ___________[A]money.[B]color.[C]harmony[D]texture3.Why will much ingenuity have to be required in costume design?[A]Because pageants take place in daylight in the open air.[B]Because different characters require different costumes.[C]Because the colors and textures must be in harmony with the setting.[D]Because an allocation of the funds available is usually rather small.4.Why do most pageants have a historical flavour?[A]Because most pageants take place for celebration.[B]Many pageants take place for amusement.[C]A lot of pageants take place for religion.[D]Because pageants usually take place for competition.答案：CBBD。

专八英语考试阅读试题及答案详解2017年专八英语考试阅读试题及答案详解学习知识要善于思考、思考、再思考，我就是靠这个学习方法成为科学家的。

以下是店铺为大家搜索整理的2017年专八英语考试阅读试题及答案详解，希望能给大家带来帮助!The Young GenerationOld people are always saying that the young are not whatthey were. The same comment is made from generation togeneration and it is always true. It has never been truer than it istoday. The young are better educated. They have a lot moremoney to spend and enjoy more freedom. They grow up morequickly and are not so dependent on their parents. They thinkmore for themselves and do not blindly accept the ideals of theirelders. Events which the older generation remembers vividly arenothing more than past history. This is as it should be. Every new generation is different from theone that preceded it. Today the difference is very marked indeed.The old always assume that they know best for the simple reason that they have been around abit longer. They don’t like to feel that their values are being questioned or threatened. And this isprecisely what the young are doing. They are question the assumptions of their elders anddisturbing their complacency. Office hours, for instance, are nothing more than enforced slavery.Wouldn’t people work best if they were given c omplete freedom and responsibility? And whatabout clothing? Who said that all the men in the world should wear drab grey suits and convicthaircuts? If we ruin our minds to more serious matters, who said that human differences can bestbe solved through conventional politics or by violent means, who said that humandifference canbest be solved through conventional politics or by violent means? Why have the older generationso often used violence to solve their problems? Why are they so unhappy and guilt-ridden in theirpersonal lives, so obsessed with mean ambitions and the desire to amass more and more materialpossessions? Can anything be right with the rat-race? Haven’t the old lost touch with all that isimportant in life?These are not questions the older generation can shrug off lightly. Their record over the pastforty years or so hasn’t been exactly spotless. Traditionally, the young have turned to their eldersfor guidance. Today, the situation might be reversed. The old—if they are prepared to admitit—could learn a thing or two from their children. One of the biggest lessons they could learn is thatenjoyment is not ‘sinful’. Enjoyment is a principle one could apply to all aspects of life. It is surelynot wrong to enjoy your work and enjoy your leisure; to shed restricting inhibitions. It is surely notwrong to live in the present rather than in the past or future. This emphasis on the present is onlyto be expected because the young have grown up under the shadow of the bomb: the constantthreat of complete annihilation. This is their glorious heritage. Can we be surprised that they shouldso often question the sanity of the generation that bequeathed it?1. Which of the following features in the young is NOT mentioned?[A] Better educated. [B] More money and freedom.[C] Independence. [D] Hard work.2. What so the young reject most?[A] Values. [B] The assumption of the elders.[C] Conformity. [C] Conventional ideas.3. Why do the young stress on the present?[A] They have grown up under the shadow of the bomb.[B] They dislike the past.[C] They think the present world is the best.[D] They are afraid of destruction.4. What can the old learn from the young generation?[A] Enjoyment is not sinful. [B] People should have more leisure time.[C] Men might enjoy life. [D] One should enjoy one’s work.答案详解：1. D. 艰苦工作。

1. This is usually when we are running into difficulties, when mismatch is occurring between expectations and meaning. (1994. 阅读. Text 3)【译⽂】这通常发⽣在阅读遇到难题，或是我们的阅读期望与实际意义不符的时候。

【析句】本句结构⽐较简单，主句This is……, 特别的是两个when引导的表语从句，when we are running into……,when mismatch is occurring……为并列关系，都在is后作句⼦的表语。

2. There is another conversation which from our point of view is equally important, and that is not to do with what is read but with how it is read. (1994. 阅读. Text 3)【译⽂】在我们看来，另外⼀种对话同样重要，这种对话与读什么⽆关，却关系到怎么读。

【析句】复合句，主句由两部分组成，第⼀部分是there be结构，there is another conversation，后⾯是which引导的定语从句which is equally important, from our point of view作插⼊语;第⼆部分是that is not to do with……but with……, what is read和how is read作宾语，与with构成介宾结构。

3. It is precisely this kind of conversation that is of importance when we are seeking to develop our reading to meet the new demands being placed upon us by studying at a higher level. (1994. 阅读. Text 3)【译⽂】正是这种对话⽅式，对于提⾼我们的阅读能⼒以满⾜更⾼⽔平的学习所带来的新要求，极具重要性。

2017考研英语：英语阅读长难句阅读解析阅读是英语学习中非常重要的一部分，一方面是因为学英语首先要input，阅读是学习英语的基础，是获取知识的手段，更是提高英语水平的必经之路。

另一方面，因为阅读在各种考试中所占的比重都是很大的。

如果说英文水平可以划分为如下五个层次：acceptable level(可接受), communication level(可交流), accurate level(准确理解), fluent level (流利表达)and proficient level(精通), 希望可以短时间内提高到accurate level，并且为达到更高的水平打下基础。

考研阅读可以说是最难读懂的阅读之一，下面我们就来分析其特点：1.单词量大：有些单词恐怕这一辈子只能在考试中见到。

2.句型复杂：考研阅读专门将简单句型变成复杂句型，再加上混合了各种从句，有的句子长达6行。

3.题材广泛：有文学评论, 美国历史, 生命科学，经济分析等。

4.写作方法多样：有argument[评论]，proposition[命题]，description [描述]等。

5.写作思路迥异：有新旧观点型、现象解释型、结论解释型、问题解决型等。

6.结论出乎意料：通过前面的写作方法和写作思路，往往会导致结论与常理相反。

针对考研阅读的特点，怎样才能读懂考研英语的阅读呢?考研阅读并不只是单纯的语言考试，而是测试思维能力的考试测试解决问题的能力。

对于考研阅读而言，正确选项必是原文提供的信息，并是所有可供选择的选项中最好的一个。

这就要求我们根据原文的内容及选项之间的区别来答题。

所以我们不能将解题重点浪费在无关的内容上，而是尽快获取解题所需信息，然后将注意力集中在读问题和比选项上，才能在保证答题的正确率的同时节约时间。

可见，读懂的关键就是对阅读文章的正确理解与记忆，培养新的阅读习惯。

我们必须在阅读的过程中注重对文章的内容记忆，而非花大量精力去理解文章所隐含的逻辑关系，即我们所要记住的是文章说了些什么事情，而不是为什么要说这些事情。

英语专业八级测试中英语长难句的处理【摘要】阅读理解在英语专业八级测试中是比重较大，难度较强的一部分，而阅读理解的难度很大程度上体现在对英语长难句的理解和测试。

针对英语长难句的结构和特征，结构分析法应运而生。

其致力于英语长句结构的分析和处理，简化英语长句，理清句子层次，分辨意群关系并综合理解语意。

本文尝试在英语专业八级阅读理解测试中应用结构分析法处理阅读理解中的三类主要题型：细节题、推理题和主旨题以达到对语篇的有效理解，提高英语专八的应试能力。

【关键词】英语专业八级阅读理解测试；结构分析法；英语长句【Abstract】Reading comprehension is high-proportioned and difficult part in TEM8 tests. And the difficulty is largely demonstrated in the understanding and testing of long English sentences. The method of structural analysis comes out according to the structure and features of long English sentences. It works at the analysis and treatment the structures of long English sentences，simplifying long English sentences，sorting out sentence levels，identifying relations between meaning units and achieving a comprehensive understanding of the sentences. This paper is to apply the method of structure analysis in the reading comprehension in TEM8 tests to deal with the three main types of questions：questions on details，questions of reasoning and questions on the main idea of the passage in order to achieave an effective comprehension of the discourse and improve students’examination skills in TEM8 tests.【Key words】Reading comprehension in TEM8 tests；The method of structure analysis；Long English sentences0 引言本文系绍兴市教育科学2013年规划课题“TEM8考试中英语长难句的理解及翻译研究”（SGJ13058）的研究成果之一，展示英语专业八级测试中英语长难句的处理方法。

17年专八英语考试阅读理解备考训练试题及拓展解析17年专八英语考试阅读理解备考训练试题及拓展解析人生是一个不断学习的过程，在这个漫长的过程中，我们学会了做人的道理，学会了如何生存，学会了享受这一切，但不是人人都享受这种漫长的学习。

以下是店铺为大家搜索整理的17年专八英语考试阅读理解备考训练试题及拓展解析，希望对正在关注的您有所帮助!The Only Way to Travel is on Foot精读原文：The past ages of man have all been carefully labeledby anthropologists. Descriptions like 'PalaeolithicMan', 'Neolithic Man', etc., neatly sum up wholeperiods. When the time comes for anthropologists to turn their attention to the twentiethcentury, they will surely choose the label'Legless Man'. Histories of the time will go somethinglike this: 'in the twentieth century, people forgot how to use their legs. Men and women movedabout in cars, buses and trains from a very early age. There were lifts and escalators in all largebuildings to prevent people from walking. This situation was forced upon earth dwellers of thattime because of miles each day. But the surprising thing is that they didn't use their legs evenwhen they went on holiday. They built cable railways, ski-lifts and roads to the top of everyhuge mountain. All the beauty spots on earth were marred by the presence of large car parks.'The future history books might also record that we were deprived of the use of our eyes. In ourhurry to get from one place to another, we failed to see anything on the way. Air travel givesyou a bird's-eye view of the world – or even less if the wing of the aircraft happens to get inyour way. When you travel by car or train a blurred image of the countryside constantlysmears thewindows. Car drivers, in particular, are forever obsessed with the urge to go onand on: they never want to stop. Is it the lure of the great motorways, or what? And as for seatravel, it hardly deserves mention. It is perfectly summed up in the words of the old song: 'Ijoined the navy to see the world, and what did I see? I saw the sea.' The typical twentieth-century traveler is the man who always says 'I've been there.'You mention the remotest, mostevocative place-names in the world like El Dorado, Kabul, Irkutsk and someone is bound to say'I've been there'–meaning, 'I drove through it at 100 miles an hour on the way to somewhereelse. ' When you travel at high speeds, the present means nothing: you live mainly in the futurebecause you spend most of your time looking forward to arriving at some other place. Butactual arrival, when it is achieved, is meaningless. You want to move on again. By traveling likethis, you suspend all experience; the present ceases to be a reality: you might just as well bedead. The traveler on foot, on the other hand, lives constantly in the present. For him travelingand arriving are one and the same thing: he arrives somewhere with every step he makes. Heexperiences the present moment with his eyes, his ears and the whole of his body. At the endof his journey he feels a delicious physical weariness. He knows that sound. Satisfying sleepwill be his: the just reward of all true travellers.【阅读练习题】1、Anthorpologists label nowaday's men 'Legless' becauseA people forget how to use his legs.B people prefer cars, buses and trains.C lifts and escalators prevent people from walking.D there are a lot of transportation devices.2、Travelling at high speed meansA people's focus on the future.B a pleasure.C satisfying drivers' great thrill.D a necessity of life.3、Why does the author say 'we are deprived of the use of our eyes' ?A People won't use their eyes.B In traveling at high speed, eyes become useless.C People can't see anything on his way of travel.D People want to sleep during travelling.4、What is the purpose of the author in writing this passage?A Legs become weaker.B Modern means of transportation make the world a small place.C There is no need to use eyes.D The best way to travel is on foot.5. What does 'a bird's-eye view' mean?A See view with bird's eyes.B A bird looks at a beautiful view.C It is a general view from a high position looking down.D A scenic place.【答案详解】1.A 人们忘了用脚。

TEST FOR ENGLISH MAJORS (2017)— GRADE EIGHTPART I LISTENING COMPREHENSIONTIME LIMIT: 150 MIN [25 MIN]SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheetfor note-taking.You have THIRTYseconds to preview the gap-filling task. Now listen to the mini-lecture. When it is over, you will be given TH邸'E 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-secondpause. During the pause, you should read thefour choices ofA, B, C andD, and mark the best answer to each question on ANSWER SHEETTWO.You have THIRTYseconds to preview the choices.Now, listen to thefirst interview. Questions I to 5 are based on thefirst 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 ofmedical facilities.B. Assessment from international agencies.C. Ebola outpacing operational efforts.D. Effective treatment ofEbola.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 level.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 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 arefour suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1) It's 7 pm on a balmy Saturday night in June, and I have just ordered my first beer in I Cervejaria, a restaurant in Zambujeira do Mar, one of the prettiest villages on Portugal's south-west coast. The place is empty, but this doesn't surprise me at all. I have spent two weeks in this area, driving along empty roads, playing with my son on empty beaches, and staying in B&Bs where we are the only guests.(2) No doubt the restaurant, run by two brothers for the past 28 years, is buzzing in July and August, when Portuguese holidaymakers descend on the Alentejo coast. But for the other 10 months of the year, the trickle of diners who come to feast on fantastically fresh seafood reflects the general pace of life in the Alentejo: sleepy, bordering on comatose.(3) One of the poorest, least-developed, least-populated regions in western Europe, the Alentejo has been dubbed both the Provence and the Tuscany of Portugal. Neither is accurate. Its scenery is not as pretty and, apart from in the capital Evora, its food isn't as sophisticated. The charms of this land of wheat fields, cork oak forests, wildflower meadows and tiny white-washed villages, are more subtle than in France or Italy's poster regions.(4) To travel here is to step back in time 40 or 50 years. Life rolls along at a treacly pace; there's an unnerving stillness to the landscape. But that stillness ends abruptly at the Atlantic Ocean, where there is drama in spade. Protected by the South West Alentejo and Costa Vicentina national park, the 100 km of coastline from Porto Covo in the Alentejo to Burgau in the Algarve is the most stunning in Europe. And yet few people seem to know about it. Walkers come to admire the views from the Fisherman's Way, surfers to ride the best waves in Europe, but day after day we had spectacular beaches to ourselves.(5) The lack of awareness is partly a matter of accessibility (these beaches are a good two hours' drive from either Faro or Lisbon airports) and partly to do with a lack of beach side accommodation. There are some gorgeous, independent guesthouses in this area, but they are hidden in valleys or at the end of dirt tracks.(6) Our base was a beautiful 600-acre estate of uncultivated land covered in rock-rose, eucalyptus and wild flowers 13km inland from Zambujeira. Our one-bedroom home, Azenha, was once home to the2miller 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 longto realize that the whole point of being here is to slow down, to enjoy nature."(9) We followed her advice, walking down to the stream in search of terrapins and otters, 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 and beyond.— (10) When we ventured out, we were always drawn back to the coast the gentle sands andshallow 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 eating platefuls of seafoodon 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 pristinestretch 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 stunnmg views12. "The lack ofawareness" in Para. 5 refers to.A. different holidaying preferencesB. difficulty of finding accommodationC. little knowledge of the beauty ofthe beach D. 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 theof the seafoodthere.A. FreshnessB. delicacyC. TasteD. variety15. Which of the following themes is repeated in both Paras. 1 and 11?A. Publicity.B. Landscape.C. Seafood.D. Accommodation.PASSAGE TWO(1) I can still remember the faces when I suggested a method of dealing with what most teachers of English considered one of their pet horrors, extended reading. The room was full of tired teachers, and many were quite cynical about the offer to work together to create a new and dynamic approach to the place of stories in the classroom.(2) They had seen promises come and go and mere words weren't going to convince them, which3was a shame as it was mere words that we were principally dealing with. Most teachers were unimpressed by the extended reading challenge from the Ministry, and their lack of enthusiasm for the rather dry list of suggested tales was passed on to their students and everyone was pleased when that part of the syllabus was over. It was simply a box ticking exercise. We needed to do something more. We needed a very different approach.(3) That was ten years ago. Now we have a different approach, and it works. Here's how it happened (or, like most good stories, here are the main parts. You have to fill in some of yourself employing that underused classroom device, the imagination.) We started with three mainprecepts:(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 havebeen 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 byeven 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 forlearning.(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 面ting 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, orexamining the context of the action. (6) The third part of the reasoning that we adopted relates to the need to engage the students asreaders 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 ifinvited.(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 for4example, "families", "science and technology", "communications", "the environment" and all the other familiar themes.For many teachers, this is an essential requirement if they are to engage in such extensive reading at all.— — (10) The whole process pre-, while and post reading could be just an hour's activity, or it couldlast 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. Strategic theorists tell us of the social trinity, whereby three elements are required to achieve a dynamic in any social situation. In the language classroom these might be seen as consisting of the student, the teacher and the language. Certainly from— — the perspective of the student and usually from the perspective of the teacher the relationship is anunequal 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, someteachers 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 reading B. be confused over how to teach extended reading C. be against adopting new methods ofteaching D. teach extended reading in a perfunctory way17. The sentence "we all understand and instinctivelyfeel narrative structure" in Para. 4 indicates thatA. we are good at telling storiesB. we all like telling storiesC. we are born story-tellersD. we all like hstemng to stones18. Samuel Johnson regards the relationship between a writer and areader as(Para. 5).A. IndependentB. collaborativeC. ContradictoryD. reciprocal19. In Para. 7, the author sees "pre-reading" as the most important part ofreading because.A."1t encourages students 1magmat10nc.·1t can attract students'attentionB. it lays a good foundation for reading D. it provides clues to the text to be read20. "TextualIntervention" suggested by Rob Pope (in Para. 8) is expected to fulfill all the followingfunctions EXCEPTA. exploring the contextB. interpreting ambiguitiesC. stretching the imaginationD. examining the structure5PASSAGE THREE(1) Once again, seething, residual anger has burst forth in an American city. And the riots that overtook Los Angeles were a reminder of what knowledgeable observers have been saying for a quarter century: America will continue paying a high price in civil and ethnic unrest unless the nation commits itself to programs that help the urban poor lead productive and respectable lives.(2) Once again, a proven program is worth pondering: national service. (3) Somewhat akin to the military training that generations of American males received in the armed forces, a 1990s version would prepare thousands of unemployable and undereducated young adults for quality lives in our increasingly global and technology-driven economy. National service opportunities would be available to any who needed it and, make no mistake, the problems are now so structural, so intractable, that any solution will require massive federal intervention. (4) In his much quoted book, "The Truly Disadvantaged," sociologist William Julius Wilson wrote that "only a major program of economic reform " will prevent the riot-prone urban underclass from being permanently locked out of American economic life. Today, we simply have no choice. The enemy within and among our separate ethnic selves is as daunting as any foreign foe. (5) Families who are rent apart by welfare dependency, job discrimination and intense feelings of alienation have produces minority teenagers with very little self-discipline and little faith that good grades and the American work ethic will pay off. A military-like environment for them with practical domestic objectives could produce startling results. (6) Military service has been the most successful career training program we've ever known, and American children born in the years since the all-volunteer Army was instituted make up a large proportion of this targeted group. But this opportunity may disappear forever if too many of our military bases are summarily closed and converted or sold to the private sector. The facilities, manpower, traditions, and capacity are already in place. (7) Don't dismantle it: rechannel it. (8) Discipline is a cornerstone of any responsible citizen's life. I was taught it by my father, who was a policeman. Many 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 IL It would be achance 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 Robert6Reich'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-fifthsand 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 needsystematic 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 totraditional 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 "military training" because they bothcultivate youngers'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 following benefits to America'syoungsters EXCEPT.A. 'mcrease m mcomeB. 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 SECTIONA. Answer each question in NO MORE THAN TEN WORDS in the spaceprovided on ANSWER SHEET TWO.PASSAGE ONE 25. What does Para. 2 tell us about the restaurant business on the Alentejo coast throughout the year? 26. According to Para. 5, what are the two main reasons of the Alentejo'sinaccessibility?PASSAGE TWO 27. 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 ONE phrase to summarize each of the three precepts. 29. What does the author suggest to shift the dynamic in the classroom (Para. 11)?PASSAGE THREE 30. What is the purpose of the program proposed by the author (Paras. 1-3)?731. 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)?PARTIII LANGUAGE USAGE[15 MIN]The passage contains TEN errors. Each indicated line contains a maximum ofONE error. In each case, only ONE word is involved. You shouldproof-read the passage and correct it in thefollowing way:For a Yi皿逗 word, underline the wrong word and write the correct one in the blank provided at the end of the line. For a missing word, mark the position of the missing word with a " /\ " sign and write the word you believe to be 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 blank provided at the end of the line.Example When /\ art museum wants a new exhibit,It 沪 buys things in finished form and hangsthem on the wall. When a natural history museum wants an exhibition, it must often build it.(1) an (2) never(3) exhibitProofread the given passage on ANSWER SHEET THREE as instructed.PARTIV TRANSLATION[20 MIN]Translate the underlined part ofthefollowing textfrom Chinese into English. Write y our translation onANSWER SHEET THREE.我小的时候特别盼望过年，往往是一过 了腊 月，就开始 痀 着指头数日子 。

英语专业八级阅读练习及答案参考2017年英语专业八级阅读练习及答案参考攀登者智慧和汗水，构思着一首信念和意志的`长诗。

以下是店铺为大家搜索整理的2017年英语专业八级阅读练习及答案参考，希望能给大家带来帮助，He was an old man with a white beard and huge nose and hands. Long before the time during which we will know him, he was a doctor and drove a jaded white horse from house to house through the streets of Winesburg. Later he married a girl who had money. She had been left a large fertile farm when her father died. The girl was quiet, tall, and dark, and to many people she seemed very beautiful. Everyone in Winesburg wondered why she married the doctor. Within a year after the marriage she died.The knuckles of the doctor's hands were extraordinarily large. When the hands were closed they looked like clusters of unpainted wooden balls as large as walnuts fastened together by steel rods. He smoked a cob pipe and after his wife's death sat all day in his empty office close by a window that was covered with cobwebs. He never opened the window. Once on a hot day in August he tried but found it stuck fast and after that he forgot all about it.Winesburg had forgotten the old man, but in Doctor Reefy there were the seeds of something very fine. Alone in his musty office in the Heffner Block above the Paris Dry Goods Company's store, he worked ceaselessly, building up something that he himself destroyed. Little pyramids of truth he erected and after erecting knocked them down again that he might have the truths to erect other pyramids.Doctor Reefy was a tall man who had worn one suit of clothesfor ten years. It was frayed at the sleeves and little holes had appeared at the knees and elbows. In the office he wore also a linen duster with huge pockets into which he continually stuffed scraps of paper. After some weeks the scraps of paper became little hard round balls, and when the pockets were filled he dumped them out upon the floor. For ten years he had but one friend, another old man named John Spaniard who owned a tree nursery. Sometimes, in a playful mood, old Doctor Reefy took from his pockets a handful of the paper balls and threw them at the nursery man. "'That is to confound you, you blithering old sentimentalist," he cried, shaking with laughter.The story of Doctor Reefy and his courtship of the tall dark girl who became his wife and left her money to him is a very curious story. It is delicious, like the twisted little apples that grow in the orchards of Winesburg. In the fall one walks in the orchards and the ground is hard with frost underfoot. The apples have been taken from the trees by the pickers. They have been put in barrels and shipped to the cities where they will be eaten in apartments that are filled with books, magazines, furniture, and people. On the trees are only a few gnarled apples that the pickers have rejected. They look like the knuckles of Doctor Reefy' s hands. One nibbles at them and they are delicious. Into a little round place at the side of the apple has been gathered all of its sweetness. One runs from tree to tree over the frosted ground picking the gnarled, twisted apples and filling his pockets with them. Only the few know the sweetness of the twisted apples.The girl and Doctor Reefy began their courtship on a summer afternoon. He was forty-five then and already he had begun the practice of filling his pockets with the scraps of paper that became hard balls and were thrown away. The habit had beenformed as he sat in his buggy behind the jaded grey horse and went slowly along country roads. On the papers were written thoughts, ends of thoughts, beginnings of thoughts.One by one the mind of Doctor Reefy had made the thoughts. Out of many of them he formed a truth that arose gigantic in his mind. The truth clouded the world. It became terrible and then faded away and the little thoughts began again.The tall dark girl came to see Doctor Reefy because she was in the family way and had become frightened. She was in that condition because of a series of circumstances also curious.The death of her father and mother and the rich acres of land that had come down to her had set a train of suitors on her heels. For two years she saw suitors almost every evening. Except two they were all alike. They talked to her of passion and there was a strained eager quality in their voices and in their eyes when they looked at her. The two who were different were much unlike each other. One of them, a slender young man with white hands, the son of a jeweler in Winesburg, talked continually of virginity. When he was with her he was never off the subject. The other, a black-haired boy with large ears, said nothing at all but always managed to get her into the darkness, where he began to kiss her.For a time the tall dark girl thought she would marry the jeweler's son. For hours she sat in silence listening as he talked to her and then she began to be afraid of something. Beneath his talk of virginity she began to think there was a lust greater than in all the others. At times it seemed to her that as he talked he was holding her body in his hands. She imagined him turning it slowly about in the white hands and staring at it. At night she dreamed that he had bitten into her body and that his jaws weredripping. She had the dream three times, then she became in the family way to the one who said nothing at all but who in the moment of his passion actually did bite her shoulder so that for days the marks of his teeth showed.After the tall dark girl came to know Doctor Reefy it seemed to her that she never wanted to leave him again. She went into his office one morning and without her saying anything he seemed to know what had happened to her.In the office of the doctor there was a woman, the wife of the man who kept the bookstore in Winesburg. Like all old-fashioned country practitioners, Doctor Reefy pulled teeth, and the woman who waited held a handkerchief to her teeth and groaned. Her husband was with her and when the tooth was taken out they both screamed and blood ran down on the woman's white dress. The tall dark girl did not pay any attention. When the woman and the man had gone the doctor smiled. "I will take you driving into the country with me," he said.For several weeks the tall dark girl and the doctor were together almost every day. The condition that had brought her to him passed in an illness, but she was like one who has discovered the sweetness of the twisted apples, she could not get her mind fixed again upon the round perfect fruit that is eaten in the city apartments. In the fall after the beginning of her acquaintanceship with him she married Doctor Reefy and in the following spring she died. During the winter he read to her all of the odds and ends of thoughts he had scribbled on the bits of paper. After he had read them he laughed and stuffed them away in his pockets to become round hard balls.1.According to the story Doctor Reefy's life seems very __________.A. eccentricB. normalC. enjoyableD. optimistic2.The story tells us that the tall dark girl was in the family way. The phrase "in the family way" means____________.A. troubledB. PregnantC. twistedD. cheated3.Doctor Reef lives a ___________ life.A. happyB. miserableC. easy-goingD. reckless4. The tall dark girl's marriage to Doctor Reef proves to be a _____ one.A. transientB. understandableC. perfectD. funny5. Doctor Reef's paper balls probably symbolize his ______.A. eagerness to shut himself away from societyB. suppressed desire to communicate with peopleC. optimism about lifeD. cynical attitude towards life参考答案:A B B A B。