2017英语专业八级真题及答案
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QUESTION BOOKLET TEST FOR ENGLISH MAJORS (2017) -GRADE EIGHT-
TIME LIMIT: 150 MIN
PART I LISTENING COMPREHENSION
[25 MIN]
SECTION A MINI-LECTURE In 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 INTERVIEW In this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWER SHEET TWO.
专八真题2017年
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2. ideas. D. Creating things from changes in behavior, media, etc.
3. 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.
4. A. Having people take a risk. B. Aiming at a consumer leek. C. Using messages to do things. D. Focusing on data-based ideas.
5. A. Looking for opportunities. B. Considering a starting point. C. Establishing the focal point. D. Examining the future carefully.
6. 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 QUESTIONS
In 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
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(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, i ts food isn’t as sophisticated. The charms of this land of wheat fields, cork oak forests, wildflower meadows and tiny white-washed villages, are more subtle than in France or Italy’s poster regions. (4) To travel here is to step back in time 40 or 50 years. Life rolls along at a treacly pace; there’s an unnerving stillness to the landscape. But that stillness ends abruptly at the Atlantic Ocean, where there is drama in spades. Protected by the South West Alentejo and Costa Vicentina national park, the 100 km of coastline from Porto Covo in the Alentejo to Burgau in
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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
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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. 7. The first part of Para. 4 refers to the fact that ______. A. l ife there is quiet and slow B. t he place is little known C. t he place is least populated D. t here are stunning views
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8. “The lack of awareness” in Para. 5 refers to ______. A. d ifferent holidaying preferences B. d ifficulty of finding accommodation C. l ittle knowledge of the beauty of the beach D. l ong distance from the airports 9. The author uses “gloriously” in Para. 6 to ______. A. d escribe the scenery outside the house B. s how appreciation of the surroundings C. c ontrast greenery with isolation D. p raise the region’s unique feature 10. The sentence “We never ate the same thing twice” in Para. 10 reflects the ______ of the seafood there. A. f reshness B. d elicacy C. t aste D. v ariety 11. Which of the following themes is repeated in both Paras. 1 and 11? A. P ublicity. B. L andscape. C. S eafood. D. A ccommodation. 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
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horrors, extended reading. The room was full of tired teachers, and many were quite cynical about the offer to work together to create a new and dynamic approach to the place of stories in the classroom. (2) They had seen promises come and go and mere words weren't going to convince them, which was a shame as it was mere words that we were principally dealing with. Most teachers were unimpressed by the extended reading challenge from the Ministry, and their lack of enthusiasm for the rather dry list of suggested tales was passed on to their students and everyone was pleased when that part of the syllabus was over. It was simply a box ticking exercise. We needed to do something more. We needed a very different approach. (3) That was ten years ago. Now we have a different approach, and it works. Here’s how it happened (or, like most good stories, here are the main parts. 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
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– 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
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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 knowl edge 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 e nvironment’ and all the other familiar themes.
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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. Strategic theorists tell us of the social trinity, whereby three elements are required to achieve a dynamic in any social situation. In the language classroom these might be seen as consisting of the student, the teacher and the language. Certainly from the perspective of the student – and usually from the perspective of the teacher – the relationship is an unequal one, with the language being perceived as placed closer to the teacher than the student. This will result in less dynamic between language and student than between language and teacher. However, if we replace ‘language’ with narrative and especially
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if that is approached as a creative process that draws the stud ent 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. 12. It can be inferred from Paras. 1 and 2 that teachers used to ______. A. o ppose strongly the teaching of extended reading B. b e confused over how to teach extended reading C. b e against adopting new methods of teaching D. t each extended reading in a perfunctory way 13. The sentence “we all understand and instinctively feel narrative structure” in Para. 4 indicates that ______. A. w e are good at telling stories B. w e all like telling stories C. w e are born story-tellers D. w e all like listening to stories 14. Samuel Johnson regards the relationship between a writer and a reader as ______ (Para. 5). A. i ndependent B. c ollaborative C. c ontradictory D. r eciprocal
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15. In Para. 7, the author sees “pre -reading” as the most important part of reading because _____. A. i t encourage s students’ imagination B. i t lays a good foundation for reading C. i t can attract students’ attention D. i t provides clues to the text to be read 16. “Textual Intervention” suggested by Rob Pope (in Para. 8) is expected to fulfill all the following functions EXCEPT ______. A. e xploring the context B. i nterpreting ambiguities C. s tretching the imagination D. e xamining the structure PASSAGE 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 re sponsible citizen’s life. I was taught it by my
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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.
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(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 person al 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 decide d 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 u s. Let’s do it before the fire next time. 17. According to the author, “national
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service” is comparable to “military training” because they both cultivate youngsters’ ______. A. g ood grades B. s elf discipline C. m utual trust D. w ork ethic 18. The author cites the example of his father in order to show ______. A. t he importance of discipline B. t he importance of education C. t he necessity of having strong faith D. t he effectiveness of the program 19. According to the author, a national service program can bring the following benefits to Ame rica’s youngsters EXCEPT ______. A. i ncrease in income B. a sense of responsibility C. c onfidence and hope D. p ractical work skills 20. According to the context, what does “the fire” refer to (Para. 14)? A. D iscrimination. B. A nger. C. R iots. D. A version.
SECTION B SHORT ANSWER QUESTIONS In 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 ONE
21.What does Para. 2 tell us about the restaurant business on the Alentejo coast throughout the year?
22.According to Para. 5, what are the two main reasons of the Alentejo’s inaccessibility?
PASSAGE TWO
23.What does “It was simply a box ticking exercise” mean in Para. 2?
24.Paras. 4-6 propose three main precepts for the now approach. Please use ONE phrase to summarize each of the three precepts.
25.What does the author suggest to shift the dynamic in the classroom (Para. 11)?
PASSAGE THREE
26.What is the purpose of the program proposed by the author (Paras. 1-3)?
27.What d oes the word “it” in “Don’t dismantle it: rechannel it.” refer to (Para. 7)?
28.What do Robert Reich’s findings imply (Para. 12)?
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【星火英语版】2017年英语专业八级考试参考答案 SECTION A MINI-LECTURE 1. signing 2. primary 3. literacy 4. different but complementary 5. avoiding 6. many other contexts 7. characteristics/features 8. reaction 9. distance 10. emotion 11. deliberate 12. intimacy and immediacy 13. continuum 14. types of language 15. the usage SECTION B INTERVIEW 1.What is international leaders’ assessment of the current battle
against Ebola? 答案：B. Disheartening. 2.How many people are now working in the treatment unit in Liberia? 答案：A. 200. 3.According to Mary, what is the challenge in the battle against Ebola? 答案：D. Insufficient operational efforts on the ground. 4.Why do health workers need case management protocol training? 答案：B. They can open up more treatment units. 5.What does this interview mainly talk about? 答案：C. Ebola outpacing operational efforts. 6.What is Tom’s main role in his new position? 答案：C. Using media information to inspire new ideas. 7.According to Tom, what does innovation require of people? 答案：B. Being brave and willing to take a risk 8.What does T om see as game-changing chances in the future? 答案：B. Aiming at a consumer level. 9.What does T om do first to deal with the toughest part of his work?
TEST FOR ENGLISH MAJORS (2017) —GRADE FOUR— TIME LIMIT: 130 MIN PART I DICTATION [10 MIN] Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work. You will then be given 2 minutes to check through your work once more. Please write the whole passage on ANSWER SHEET ONE. PART II LISTENING COMPREHENSION [20 MIN] SECTION A TALK In this section you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look at the task on the ANSWER SHEETONE and write NO MORE THAN THREE WORDS for each gap. Make sure what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. Now, listen to the talk. When it is over, you will be given TWO minutes to check your work.
英语专业八级翻译练习题带答案2017 英语专业八级翻译练习题带答案2017 机会只对进取有为的人开放，庸人永远无法光顾。以下是小编为大家搜索整理的英语专业八级翻译练习题带答案2017，希望对正在关注的您有所帮助!更多精彩内容请及时关注我们应届毕业生考试网! part 1 The next day, when their mended carriage had come up to fetch them, and they were just starting to drive away from the inn, the Conte' s old servant appeared with the rose-cutting neatly wrapped up, and the compliments and wishes for a buon viaggio from her master. The town collected to see them depart, and the children ran after their carriage through the gate of the little city. They heard a rush of feet behind them for a few moments, but soon they were far down towards the valley; the little town with all its noise and life was high above them on its mountain peak. She had planted the rose at home, where it had grown and flourished in a wonderful manner; and every June the great mass of leaves and shoots still broke out into a passionate splendour of scent and crimson colour, as if in its root and fibres there still burnt the anger and thwarted desire of that Italian lover. Of course the old Conte must have died many years ago; she had forgotten his name, and had even forgotten the name of the mountain city that she had stayed in, after first seeing it twinkling at dawn in the sky, like a nest of stars. 参考译文: 次日，他们的马车修好了,上山来接他们。在就要离开旅馆之际，伯爵的老仆赶来了，送来一根包扎整齐的玫瑰枝条，并转达了伯爵旅途愉快的祝福。小城中的居民都赶来目送他们离去，孩童们也追随在车子后面，一直跟到小城门外。开始他们还能听到身后散乱的脚步声，但不久车子便驶入山谷，而这座喧闹的小城依然高高耸立于他们头顶的山颠. 她把玫瑰种在家中.玫瑰的长势非常好,枝繁叶茂;每年六月，在片片绿叶与新芽之中，绽放出绚丽的红花，散发出浓郁的香味,仿佛它的根须之间依旧燃烧着那位意大利情人的愤怒与没能实现的渴望。当然老伯爵肯定早已去世多年;而她也记不起他的名字了，甚至连她所住过的那座小城的名字也忘记了，虽然她曾经在拂晓之时看它犹如满天的繁星在空中闪烁。
2017年英语专业八级考试改错模拟测试 题及答案5 I think it is true to saying that, in general, language teachers (26) have paid little attention to the way sentences are used in combination to form stretches of disconnected discourse. They have tended to take (27) their cue from the grammarian and have concentrated to the teaching (28) of sentences as self-contained units. It is true that these are often represented in "contexts" and strung together in dialogues and (29) reading passages, but these are essentially setting to make the formal properties of the sentences stand out more clearly, properties which are then established in the learners brain(30) by means of practice drill and exercises. Basically, the language teaching unit is the (31)
2017年专四英语阅读基础训练题 2017年专四英语阅读基础训练题 Initiative is doing the right thing without being told.以下是小编为大家搜索整理的2017年专四英语阅读基础训练题，希望能给大家带来帮助!更多精彩内容请及时关注我们应届毕业生考试网! The case for college has been accepted without question for more than a generation. All high school graduates ought to go, says conventional wisdom and statistical evidence, because college will help them earn more money, become "better" people, and learn to be more responsible citizens than those who don' t go. But college has never been able to work its magic for everyone. And now that close to half our high school graduates are attending, those who don' t fit the pattern are becoming more numerous, and more obvious. College graduates are selling shoes and driving taxis; college students interfere with each other' s experiments and write false letters of recommendation in the intense competition for admission to graduate school. Other find no stimulation in their studies, and drop out—often encouraged by college administrators. Some observers say the fault is with the young people themselves—they are spoiled and they are expecting too much. But that is a condemnation of the students as a whole, and doesn' t explain all campus unhappiness. Others blame the state of the world, and they are partly right. We have been told that young people have to go to college because our economy can' t absorb an army of untrained eighteen-year-olds. But disappointed graduates are learning that it can no longer absorb an army of trained twenty-two-year-olds, either. Some adventuresome educators and watchers have openly begun to suggest that college may not be the best, the proper, the only place for every young person after the completion of high school. We may have been looking at all those surveys and statistics upside down, it seems, and through the rosy glow of our own remembered college experiences. Perhaps college doesn' t make people intelligent, ambitious, happy, liberal, or quick to learn things—may it is just the other way around, and intelligent, ambitious, happy, liberal, quick-learning people are merely the ones who have been attracted to college in the first place. And perhaps all those successful college graduates would have been successful whether they had gone to college or not. This is heresy to those of us who have been brought up to believe that if a little schooling is good, more has to be much better. But contrary evidence is beginning to mount up. 1.According to the author, ___.
英语专业 四级/六级 真题解析
2017年英语专八听力原文 英语专八考生平时复习听力的时，候往年的英语专八真题听力原文是很好的复习资料，专八考生可以先根据听力做题之后再根据专八听力原文进行分析自己的错题点。下面是新东方在线英语专八频道为大家整理的2017年英语专八听力原文。 sectionA mini-lecture The Modes of Language 语言的模式 Good morning, everyone! 大家早上好! In our last lecture, I was talking about language as part of our semiotic system. 上次我们讲到，语言是符号系统的一部分。 And today I am going to move on to another topic, that is, the modes of language. 今天我们讲下一个话题，语言的模式。 As you may know, messages are transmitted in human language most frequently through two primary modes: speech and writing. 大家都知道，人类语言中的信息通常以两种基本模式传递：“说”和“写”。 Well, you know, there is also a third mode, which is not that frequently used as speech and writing. 当然，还有第三种模式，但不如“说”和“写”那么常用。 The third mode is called signing, which is used by deaf people. 第三种模式叫作手势语，听障者经常用这种方式。 But in today's lecture, we will just focus on speech and writing, and the specific features of these two modes. 但是今天，我们主要讲“说”和“写”，以及这两种模式的特点。 In linguistics, it is commonly noted that speech is primary and writing secondary. 语言学上普遍认为，先有“说”，才有“写”。 Linguistics take this position because all languages are spoken except those dead languages such as Latin, which is only existent in written form. 语言学有这样的观点，是因为世界上说什么语言的人都有，除了那些已经废弃的语言，比如只以书面形式继续存在着的拉丁语。 All children will naturally acquire the spoken version of a language if they are exposed to it. 直接接触一种语言的话，所有儿童都会自然习得这种语言的口语。
2017年英语专业四级真题及答案 III. 语言知识： 11. ___B_____ combination of techniques authors use, all stories---from the briefest anecdotes to the longest novels ----have a plot. A. Regarding B. Whatever. C. In so far as D. No matter 12. She followed the receptionist down a luxurious corridor to a closed door, ____B______ the women gave a quick knock before opening it.. A. wherein B. on which C. but when D. then 13. Ms Ennab is one of the first Palestinian ______C____ with seven years’ racing experience. A. woman drivers B. women driver C. women drivers D. woman driver 14. “I wondered if I could have a word with you.”The past tense in the sentence refers to a __B___. A. past event for exact time reference B. present event for tentativeness C. present event for uncertainty D. past event for politeness 15. “If I were you, I wouldn’t wait to propose to her.” The subjunctive mood in the sentence is used to ____D______. A. alleviate hostility B. express unfavorable feelings C. indicate uncertainty D. make a suggestion 16. “It’s a shame that the city official should have gone back on his word.” The modal auxiliary SHOULD express __B_____. A obligation B disappointment C future in the past D. tentativeness 17. Timothy Ray Brown, the first man cured of HIV, initially opted against the stem cell transplantation that _____D______ history. A. could have later made B. should have made later C. might make later D. would later make 18. Some Martian rock structures look strikingly like structures on Earth that are known ___C___by microbes. A. having been created B. being created C. to have been created D. to be created 19. At that moment, with the crowd watching me, I was not afraid in the ordinary sense, as ______ if I ____A_______alone. A. would have been …had been B. should be … had been C. could be … were D. might have been… were 20. You must fire __C____ incompetent assistant of yours A. the B. an C. that D. whichever 21. Some narratives seem more like plays, heavy with dialogue by which writers allow their
1995-2017年英语专业八级改错真题及答案 （文字/答案校对版） 2017年改错真题 The ability to communicate is the primary factor that distinguishes human beings from animals. And it is the ability to communicate well which 1.________ distinguishes one individual from another. The fact is that apart from the basic necessities, one needs to be equipped with habits for good communication skills, thus this is 2.________ what will make one a happy and successful social being. In order to develop these habits, one needs to first acknowledge the fact that they need to improve communication skills from time to time. They need to take stock of the way how they interact and the direction 3.________ in which their work and personal relations are going. The only constant in life is change, th e more one accepts one’s strengths and works 4._______ towards dealing with their shortcomings, specially in the area of 5.________ communication skills, the better will be their interactions and the more their social popularity. The dominated question that comes here is: How to improve 6.________ communication skills? The answer is simple. One can find plenty of literature on this. There are also experts, who conduct workshops and seminars based on communication skills of men and women. In fact, a large number of companies are bringing in trainers to regularly make sessions on the subject, in order to 7.________ help their work force maintain better interpersonal work relations. Today effective communication skills have become a predominant factor even while recruiting employees. While interviewing candidates, most interviewers judge them on the basis of the skills they communicate with. They believe that some skills can be improvised on the job; but ability to 8.________ communicate well is important, as every employee becomes the representing face of the company. There are trainers, who specialized in delivering custom-made 9._______ programs on the subject. Through the sessions they not only facilitate better communication skills in the workplace, but also look into the problems in the manner of being able to convey messages effectively. 10._______ 2016年改错真题 All social units develop a culture. Even in two-person relationships, a culture develops in time. In friendship and romantic relationships, 1._________ for example, partners develop their own history, shared experiences, language patterns, habits, and customs give that relationship a special 2._________ character—a character that differs it in various ways from 3._________
2019英语专业八级作文范文：在一个说英语的国家学 习英语 2017英语专业八级作文范文：在一个说英语的国家学习英语 Learn English in an English-speaking Country As economic globalization accelerates, language plays a vital role in cross-boundary communication. An international language like English is inevitably popular among language learners all over the world. And there is a widespread concern whether or not to go abroad for one's English study. To me the answer is undoubtedly a yes, since it provides a chance not only to learn the language, but also to understand the culture. First of all, going to an English-speaking country is a better way to create an ideal language-learning environment. As it is said, when in Rome, do as Romans do. Thus it can be inferred that a better way to learn how Romans behave is to go to Rome and observe their way of life. It is also true with English study. In an English-speaking country, one is likely to be exposed to more chances to communicate with native speakers rather than being confined to book knowledge only. On his stay in London, a student will have a taste of royal English himself, thus it is easier for him to improve his pronunciation and intonation through imitation. Surrounded by native speakers, a language learner will also find it very helpful in improving other skills like speaking, reading and writing.
2017年德语专业八级真题及详解 Teil Ⅰ Ⅰ. H?rverstehen (40 Punkte) H?rtext 1: Sie h?ren ein Interview mit dem Berliner Bildungsforscher Klaus Hurrelmann ins gesamt zweimal. Entscheiden Sie bitte beim H?ren, welche Aussagen richtig oder falsch sind. (R=Richtig, F=Falsch). (2P×10=20P)
【答案与解析】 1.R 录音中提到“Kinder von Akademikern gehen viel selbstverst?ndlicher auf Hochschulen und Universit?ten als der Nachwuchs v on Arbeitern und kleinen Angestellten.”意为：相比于工人和小员工家庭的子女，出身于学术家庭的孩子们毫无疑问更可能进入高等学校和大学学习。故本题正确。 2.F 录音中提到“Noch eine erschreckende Zahl...Fast zwei Millionen junge Erwachsene in Deutschland haben keine Berufsausbildung.”意为：还有一个可怕的数字——在德国有将近200万年轻人没有接受过职业培训。后文提到“Da spiegelt sich noch in dieser Zahl die Finanz- und Wirtschaftskrise mit H?hepunkt 2007/ 2008.”意为：这反映了金融和经济危机在2007年到2008年达到了顶峰。但并未提及未经过职业培训的青年人的数量达到了最高点。故本题错误。 3.F 录音中提到“Die OECD hat ja einen Bildungsbericht vorgelegt, der zeigt, dass wir im internationalen Vergleich sehr gut dastehen.”意为：经济合作与发展组织提交的一份教育报告显示，我们在国际竞争中状态良好。后文出现的“Pisa-Schock” （国际学生能力评估计划）是一项是由经合组织创办的教育评估项目，测试学生们能否掌握参与社会所需要的知识与技能。故本题错误。 4.R 录音中提到“Wir haben investiert in den frühkindlichen Bereich.”意为：我们在 早教领域加大了投资力度。由此可推知对早教的重视程度提高了。故本题正确。 5.R 录音中提到“Aber was wir nicht gut geschafft haben ist genau das: die ganz Schwachen zu f?rdern, die aus Familien mit einer Zuwanderungsgeschichte kommen.”意为：我们做的不好的地方具体来说是促进那些来自于有移民历史的家庭的十分弱势的孩子们。故本题正确。
2017年英语专业四级真题及答案解析 (1/1)PART I DICTATION Directions: Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work. Play00:0007:43 Volume _________________下一题 (1~10/共10题)PART ⅡLISTENING COMPREHENSION SECTION A TALK In this section you will hear a talk.You will hear the talk ONCE ONLY.While listening, you may look at ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap.Make sure what you fill in is both grammatically and semantically acceptable.You may use the blank sheet for note-taking. You have THIRTY seconds to preview the gap-filling task. Now listen to the talk.When it is over, you will be given TWO minutes to check your work. Play00:0004:26 Volume Online Education Introduction Online courses can bring the best quality education to people around the world for free. Components of online education no constraints of __1__ —content design for online courses —short, modular units each discussing __2__ —different ways of dealing with the material —a much more __3__ Providing students with —__4__ questions —__5__ on the questions __6__ in different ways —__7__ forum —median response time: 22 minutes Benefits of online education —education as a __8__ —enabling __9__ —making __10__ possible Conclusion Online education will have a promising future. 第1题 第2题 第3题
2019年英语专业八级真题及详解 TEST FOR ENGLISH MAJORS (2019) -GRADE EIGHT- TIME LIMIT: 150 MIN PART ⅠLISTENING COMPREHENSION [25 MIN] SECTION A MINI-LECTURE In 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. Body Language and Mind
1. ____ 【答案】power and dominance 【解析】细节题。录音提到“I’m interested in power dynamics, that is, the nonverbal expressions of power and dominance”，即讲座主题是肢体语言的力量和主导性。故答案为power and dominance。