2017英语专业八级真题及答案

1、 QUESTIONBOOKLETTESTFORENGLISHMAJORS(2017)-GRADEEIGHT-TIMELIMIT:150MIN25MINPARTILISTENINGCOMPREHENSIONSECTIONAMINI-LECTUREInthissectionyouwillhearamini-lecture.Youwillhearthemini-lectureONCEONLY.Whilelisteningtothemini-lecture,pleasecompletethegap-fillingtaskonANSWERSHEETONEandwriteNOMORETHANTHREEWO

2、RDSforeachgap.Makesuretheword(s)youfillinis(are)bothgrammaticallyandsemanticallyacceptable.Youmayusetheblanksheetfornote-taking.YouhaveTHIRTYsecondstopreviewthegap-fillingtask.Nowlistentothemini-lecture.Whenitisover,youwillbegivenTHREEminutestocheckyourwork.SECTIONBINTERVIEWInthissectionyouwillhearT

3、WOinterviews.Attheendofeachinterview,fivequestionswillbeaskedaboutwhatwassaid.BoththeinterviewsandthequestionswillbespokenONCEONLY.Aftereachquestiontherewillbeaten-secondpause.Duringthepause,youshouldreadthefourchoicesofA,B,CandD,andmarkthebestanswertoeachquestiononANSWERSHEETTWO.YouhaveTHIRTYsecond

4、stopreviewthechoices.Now,listentothefirstinterview.Questions1to5arebasedonthefirstinterview.A.Comprehensive.B.Disheartening.C.Encouraging.D.Optimistic.A.200.B.70.C.10.D.500.A.Lackofinternationalfunding.Inadequatetrainingofmedicalpersonnel.Ineffectivenessoftreatmentefforts.Insufficientoperationaleffo

5、rtsontheground.A.Theycanstarteducationprogramsforlocalpeople.Theycanopenupmoretreatmentunits.Theycanprovidepropertreatmenttopatients.Theycanbecomeprofessional.A.Provisionofmedicalfacilities.Assessmentfrominternationalagencies.Ebolaoutpacingoperationalefforts.EffectivetreatmentofEbola.Now,listentothe

6、secondinterview.Questions6to10arebasedonthesecondinterview.A.Interpretingthechangesfromdifferentsources.AnalyzingchangesfromtheInternetforcustomers.Usingmediainformationtoinspirenewideas.Creatingthingsfromchangesinbehavior,media,etc.A.Knowingprevioussuccessstories.Beingbraveandwillingtotakearisk.Bei

7、ngsensitivetobusinessdata.Beingawareofwhatisinteresting.A.Havingpeopletakearisk.Aimingataconsumerleek.Usingmessagestodothings.Focusingondata-basedideas.A.Lookingforopportunities.Consideringastartingpoint.Establishingthefocalpoint.Examiningthefuturecarefully.A.Amediaagency.AnInternetcompany.Aventurec

8、apitalfirm.Abehavioralstudycenter.PARTIIREADINGCOMPREHENSION45MINSECTIONAMULTIPLECHOICEQUESTIONSInthissectiontherearethreepassagesfollowedbyfourteenmultiplechoicequestions.Foreachmultiplechoicequestion,therearefoursuggestedanswersmarkedA,B,CandD.Choosetheonethatyouthinkisthebestanswerandmarkyouransw

9、ersonANSWERSHEETTWO.PASSAGEONEIts7pmonabalmySaturdaynightinJune,andIhavejustorderedmyfirstbeerinICervejaria,arestaurantinZambujeiradoMar,oneoftheprettiestvillagesonPortugalssouth-westcoast.Theplaceisempty,butthisdoesntsurprisemeatall.Ihavespenttwoweeksinthisarea,drivingalongemptyroads,playingwithmys

10、ononemptybeaches,andstayinginB&Bswherewearetheonlyguests.Nodoubttherestaurant,runbytwobrothersforthepast28years,isbuzzinginJulyandAugust,whenPortugueseholidaymakersdescendontheAlentejocoast.Butfortheother10monthsoftheyear,thetrickleofdinerswhocometofeastonfantasticallyfreshseafoodreflectsthegeneralp

11、aceoflifeintheAlentejo:sleepy,borderingoncomatose.Oneofthepoorest,least-developed,least-populatedregionsinwesternEurope,theAlentejohasbeendubbedboththeProvenceandtheTuscanyofPortugal.Neitherisaccurate.Itssceneryisnotasprettyand,apartfrominthecapitalEvora,itsfoodisntassophisticated.Thecharmsofthislan

12、dofwheatfields,corkoakforests,wildflowermeadowsandtinywhite-washedvillages,aremoresubtlethaninFranceorItalysposterregions.Totravelhereistostepbackintime40or50years.Liferollsalongatatreaclypace;theresanunnervingstillnesstothelandscape.ButthatstillnessendsabruptlyattheAtlanticOcean,wherethereisdramain

13、spades.ProtectedbytheSouthWestAlentejoandCostaVicentinanationalpark,the100kmofcoastlinefromPortoCovointheAlentejotoBurgauintheAlgarveisthemoststunninginEurope.Andyetfewpeopleseemtoknowaboutit.WalkerscometoadmiretheviewsfromtheFishermansWay,surferstoridethebestwavesinEurope,butdayafterdaywehadspectac

14、ularbeachestoourselves.Thelackofawarenessispartlyamatterofaccessibility(thesebeachesareagoodtwohoursdrivefromeitherFaroorLisbonairports)andpartlytodowithalackofbeachsideaccommodation.Therearesomegorgeous,independentguesthousesinthisarea,buttheyarehiddeninvalleysorattheendofdirttracks.Ourbasewasabeau

15、tiful600-acreestateofuncultivatedlandcoveredinrock-rose,eucalyptusandwildflowers13kminlandfromZambujeira.Ourone-bedroomhome,Azenha,wasoncehometothemillerwhotendedthenow-restoredwatermillnexttoit.Akilometreawayfromthemainhouse,poolandrestaurant,itisgloriouslyisolated.Steppingoutofthehouseinthemorning

16、togreetourneighbours一wildhorsesononeside,donkeysontheother一withnothingbutbirdsongfillingtheair,Ifeltasenseofadventureyounormallyonlygetwithwildcamping.“Whenpeoplefirstarrive,theyfeelalittleanxiouswonderingwhattheyaregoingtodothewholetime,”SarahGredley,theEnglishownerofestate,toldme.“Butitdoesntusual

17、lytakethemlongtorealisethatthewholepointofbeinghereistoslowdown,toenjoynature.”Wefollowedheradvice,walkingdowntothestreaminsearchofterrapinsandotters,orthroughclustersofcorkoaktrees.Onsomedays,wetrampeduphilltothewindmill,nowaromantichousefortwo,forpanoramicviewsacrosstheestateandbeyond.Whenweventur

18、edout,wewerealwaysdrawnbacktothecoast一thegentlesandsandshallowbayofFarolbeach.Attheendoftheday,wewouldhead,sandy-footed,tothenearestrestaurant,knowingthatateveryonetherewouldbeacabinetfulloffreshseafoodtochoosefrom一bass,salmon,lobster,prawns,crabs,goosebarnacles,clams.Weneveratethesamethingtwice.Aki

19、lometreorsofromICervejaria,onZambujeirasidyllicnaturalharbourisOSacas,originallybuilttofeedthefishermenbutnowpopularwitheveryone.Afterscarfingplatefulsofseafoodontheterrace,wewandereddowntotheharbourwheretwofishermen,inwetsuits,weresettingoutbyboatacrosstheclearturquoisewatertocollectgoosebarnacles.

20、Otherthanthem,theplacewasdeserted一justanotheremptybeautyspotwhereIwonderedforthehundredthtimethatweekhowthispristinestretchofcoasthasremainedsoundiscovered.ThefirstpartofPara.4referstothefactthat.lifethereisquietandslowtheplaceislittleknowntheplaceisleastpopulatedtherearestunningviews12.“Thelackofaw

21、areness”inPara.5refersto.differentholidayingpreferencesdifficultyoffindingaccommodationlittleknowledgeofthebeautyofthebeachlongdistancefromtheairports13.Theauthoruses“gloriously”inPara.6to.describethesceneryoutsidethehouseshowappreciationofthesurroundingscontrastgreenerywithisolationpraisetheregions

22、uniquefeature14.Thesentence“Weneveratethesamethingtwice”inPara.10reflectstheoftheseafoodthere.freshnessdelicacytastevarietyWhichofthefollowingthemesisrepeatedinbothParas.1and11?Publicity.Landscape.Seafood.Accommodation.PASSAGETWOIcanstillrememberthefaceswhenIsuggestedamethodofdealingwithwhatmostteac

23、hersofEnglishconsideredoneoftheirpethorrors,extendedreading.Theroomwasfulloftiredteachers,andmanywerequitecynicalabouttheoffertoworktogethertocreateanewanddynamicapproachtotheplaceofstoriesintheclassroom.Theyhadseenpromisescomeandgoandmerewordswerentgoingtoconvincethem,whichwasashameasitwasmerewords

24、thatwewereprincipallydealingwith.MostteacherswereunimpressedbytheextendedreadingchallengefromtheMinistry,andtheirlackofenthusiasmfortheratherdrylistofsuggestedtaleswaspassedontotheirstudentsandeveryonewaspleasedwhenthatpartofthesyllabuswasover.Itwassimplyaboxtickingexercise.Weneededtodosomethingmore

25、.Weneededaverydifferentapproach.(3)Thatwastenyearsago.Nowwehaveadifferentapproach,anditworks.Hereshowithappened(or,likemostgoodstories,herearethemainparts.Youhavetofillinsomeofyourselfemployingthatunderusedclassroomdevice,theimagination.)Westartedwiththreemainprecepts:First,itisimportanttorealizetha

26、tallofusarestorytellers,tellersoftales.Weallhaveourownnarratives一therealstoriessuchaswhathappenedtousthismorningorlastnight,andtheoneswehavebeentoldbyothersandwehaventexperiencedpersonally.Wecouldsaythatourentirelivesareconstructedasnarratives.Asaresultweallunderstandandinstinctivelyfeelnarrativestr

27、ucture.Binaryopposites一forexample,thetensioncreatedbetweengoodandbadtogetherwiththeresolutionofthattensionthroughtheinterventionoftime,resourcefulnessandvirtue一isaconceptunderstoodbyeventheyoungestchildren.ProfessorKieranEgan,inhisseminalbookTeachingasStorytellingwarnsusnottoignorethisinnateskill,fo

28、ritisaremarkabletoolforlearning.Weneedtounderstandthatwritingandreadingaretwosidesofthesamecoin:anauthorhasnotcompletedthetaskifthebookisnotread:thecreativecircleisnotcompletewithoutthereader,whowillsupplytheirowncreativeinputtotheprocess.SamuelJohnsonsaid:Awriteronlybeginsabook.Areaderfinishesit.In

29、teachingterms,weoftenforgetthatreadingitselfcanbeacreativeprocess,justaswritingis,andwetoooftenrelegateittoameansofdatacollection.Wefrequentlyforgettomakethatdistinctionwhenpresentingnarrativesorpoetry,andoftenaskcomprehensionquestionswhichrelatetofactualinformation一whosaidwhatandwhen,ratherthanspec

30、ulatingonwhy,forexample,orexaminingthecontextoftheaction.Thethirdpartofthereasoningthatweadoptedrelatestotheneedtoengagethestudentsasreadersintheirownright,notassimplyaslanguagelearners;learningthelanguageispartoftheprocess,notthereasonforreading.Whattheyreadmustbecometheirsandhaveitsownspecialandse

31、cretlifeintheirheads,aplacewhereteacherscanonlygoifinvited.Wequicklyfoundthatoneofthemostimportantwaysofmakingalltheforegoinghappenwastoengagethecreativetalentsoftheclassbeforetheyreadawordofthetext.Thepre-readingactivitiesbecomethemostimportantpartoftheteachingprocess;theactualreadingpartcanalmostb

32、eseenasthecreamonthecake,andtheprincipleaimofpre-readingactivitiesistogetstudentstowanttoreadthetext.Wedevelopedaseriesofactivitieswhichusescluesorfragmentsfromthetextyettoberead,andwhichrelyonthestudentsinnateknowledgeofnarrative,sothattheycantobuildtheirownstoriesbeforetheyreadthekeytext.Theyhavee

33、noughinformationtogenerateideasbutnotsomuchthatitbecomessimplyanexerciseinguidedwriting;releasingafreeimaginationistheobjective.Movingfrompre-readingtoreading,wemayintroducetextualinterventionactivities.TextualInterventionisatermusedbyRobPopetodescribetheprocessofquestioningatextnotsimplyasaguidetoc

34、omprehensionbutasawayofexploringthecontextofthestoryatanyonetime,andexaminingpointsatwhichthenarrativepresentschoices,pointsofdivergence,ornarrativecrossroads.Wedontdothisforalltexts,however,astheshorteronesdonotseemtogainmuchfromthisprocessanditsimplybreaksupthereadingpleasure.Follow-upactivitiesar

35、eneeded,attheleast,toroundofftheactivity,tobringsomesenseofclosurebuttheyalsoofferanopportunitytolinkthereadingexperiencemoredirectlytotherequirementsofthesyllabus.Indeed,thestorymayhavebeenchoseninthefirstplacebecausethecontextsupportsoneofthethemesthatteachersarerequiredtoexamineaspartofthesyllabu

36、s一forexample,families,scienceandtechnology,communications,theenvironmentandalltheotherfamiliarthemes.Thereareveryfewstoriesthatcantbeexploredwithoutsomepartofthesyllabusbeingsupported.Formanyteachersthisisanessentialrequirementiftheyaretoengageinsuchextensivereadingatall.Thewholeprocess一pre-,whilean

37、dpostreading一couldbejustanhoursactivity,oritcouldlastformorethanonelesson.Whenwearedesigningthematerialsforexploringstoriesclearlyitisisntpossibleforustoknowhowmuchtimeanyteacherwillhaveavailable,whichiswhyweconstructtheactivitiesintoaseriesofindependentunitswhichwecallkits.Theyarecalledkitsbecausew

38、eexpectteacherstobuildtheirownlessonsoutofthematerialsweprovide,whichimpliesthatlargeamountsmaybediscarded.Whatwedoask,though,isthatthepre-readingactivitiesbeincluded,ifnothingelse.Thatisessentialfortheprocesstoengagethestudentasacreativereader.Oneofthepurposesofencouragingacreativereadingapproachin

39、thelanguageclassroomistodowiththedynamicsweperceiveintheclassroom.Strategictheoriststellusofthesocialtrinity,wherebythreeelementsarerequiredtoachieveadynamicinanysocialsituation.Inthelanguageclassroomthesemightbeseenasconsistingofthestudent,theteacherandthelanguage.Certainlyfromtheperspectiveofthest

40、udent一andusuallyfromtheperspectiveoftheteacher一therelationshipisanunequalone,withthelanguagebeingperceivedasplacedclosertotheteacherthanthestudent.Thiswillresultinlessdynamicbetweenlanguageandstudentthanbetweenlanguageandteacher.However,ifwereplacelanguagewithnarrativeandespeciallyifthatisapproached

41、asacreativeprocessthatdrawsthestudentinsothattheyfeeltheyowntherelationshipwiththetext,thenthiswillshiftthedynamicintheclassroomsothatthestudent,whohasnowbecomeareader,ismuchclosertothelanguage一ornarrative一thanpreviously.Thiscreatesamuchmoreeffectivedynamicoflearning.However,someteachersfeelthreaten

42、edbythisapparentlossofoverallcontrolandmastery.Indeed,thewholebusinessofopenendedcreativityandalackofboxestotickforthecorrectanswerisquiteunsettlingterritoryforsometofindthemselvesin.ItcanbeinferredfromParas.1and2thatteachersusedto.opposestronglytheteachingofextendedreadingbeconfusedoverhowtoteachex

43、tendedreadingbeagainstadoptingnewmethodsofteachingteachextendedreadinginaperfunctorywayThesentence“weallunderstandandinstinctivelyfeelnarrativestructure”inPara.4indicatesthat.wearegoodattellingstoriesweallliketellingstorieswearebornstory-tellerswealllikelisteningtostoriesSamuelJohnsonregardstherelat

44、ionshipbetweenawriterandareaderas(Para.5).independentcollaborativecontradictoryreciprocalInPara.7,theauthorsees“pre-reading”asthemostimportantpartofreadingbecauseA.itencouragesstudentsimaginationB.itlaysagoodfoundationforreadingC.itcanattractstudentsattentionD.itprovidescluestothetexttoberead“Textua

45、lIntervention”suggestedbyRobPope(inPara.8)isexpectedtofulfillallthefollowingfunctionsEXCEPT.exploringthecontextinterpretingambiguitiesstretchingtheimaginationexaminingthestructurePASSAGETHREE(1)Onceagain,seething,residualangerhasburstforthinanAmericancity.AndtheriotsthatovertookLosAngeleswerearemind

46、erofwhatknowledgeableobservershavebeensayingforaquartercentury:Americawillcontinuepayingahighpriceincivilandethnicunrestunlessthenationcommitsitselftoprogramsthathelptheurbanpoorleadproductiveandrespectablelives.(2)Onceagain,aprovenprogramisworthpondering:nationalservice.Somewhatakintothemilitarytra

47、iningthatgenerationsofAmericanmalesreceivedinthearmedforces,a1990sversionwouldpreparethousandsofunemployableandundereducatedyoungadultsforqualitylivesinourincreasinglyglobalandtechnology-driveneconomy.Nationalserviceopportunitieswouldbeavailabletoanywhoneededitand,makenomistake,theproblemsarenowsost

48、ructural,tointractable,thatanysolutionwillrequiremassivefederalintervention.Inhismuchquotedbook,“TheTrulyDisadvantaged,”sociologistWilliamJuliusWilsonwrotethat“onlyamajorprogramofeconomicreform”willpreventtheriot-proneurbanunderclassfrombeingpermanentlylockedoutofAmericaneconomiclife.Today,wesimplyh

49、avenochoice.Theenemywithinandamongourseparateethnicselvesisasdauntingasanyforeignfoe.Familieswhoarerentapartbywelfaredependency,jobdiscriminationandintensefeelingsofalienationhaveproducesminorityteenagerswithverylittleself-disciplineandlittlefaiththatgoodgradesandtheAmericanworkethicwillpayoff.Amili

50、tary-likeenvironmentforthemwithpracticaldomesticobjectivescouldproducestartlingresults.Militaryservicehasbeenthemostsuccessfulcareertrainingprogramweveeverknown,andAmericanchildrenbornintheyearssincetheall-volunteerArmywasinstitutedmakeupalargeproportionofthistargetedgroup.Butthisopportunitymaydisap

51、pearforeveriftoomanyofourmilitarybasesaresummarilyclosedandconvertedorsoldtotheprivatesector.Thefacilities,manpower,traditions,andcapacityarealreadyinplace.Dontdismantleit:rechannelit.Disciplineisacornerstoneofanyresponsiblecitizenslife.Iwastaughtitbymyfather,whowasapoliceman.Mayoftheriotershaveneve

52、rhadanyatall.AsanathleteandformerArmyofficer,Iknowthatdisciplinecanbelearned.Moreimportantly,itmustbelearnedoritdoesnttakehold.(9)AprecedentforthisapproachwastheCivilianConservationCorpsthatworkedsowellduringtheGreatDepression.MyfatherenlistedintheCCCasayoungmanwithanelementaryschooleducationandhele

53、arnedinvaluableskillsthatservedhimwellthroughouthislife.Thekeywasthatajobwaswaitingforhimwhenhefinished.Thecertaintyofthatfirstentry-levelpositionisessentialifseverelyalienatedyoungminoritymenandwomenaretokeepthefaith.Weallknowthesearedifficulttimesforthepublicsector,butheresthechancetoaddenergetica

54、ndablemanpowertoAmericasworkforce.Theycouldbepreparedfortheworldofworkorcollege一anoffersimilartothatmadetoreturningGIafterWordWarII.Itwouldbea专八真题2017年专八真题2017年 chancefor16-to21-year-oldstoliveamongothercultures,religions,racesandindifferentgeographicalareas.Andtheseyoungpeoplecouldbetaughttorallyar

55、oundcommongoalsandfriendshipsthatevolveoutofprideinonessquad,platoon,company,battalion-orcommander.WesawsuchimagesduringthePersianGulfWarandduringtheNACCFinalFourbasketballgames.Inmilitarylifeandcompetitivesports,thiscamaraderiedoesntjusthappen;itistaughtandlearnedinanatmosphereofdisciplineandearned

56、mutualrespectforeachotherscapabilities.AnationalserviceprogramwouldalsohelpovercometwodamagingperceptionsheldbyAmericasdisaffectedyouth:thesocietyjustdoesntcareaboutminorityyoungstersandthatonespersonalbesteffortswillnotberewardedinourdiscriminatoryjobmarket.HarvardprofessorRobertReichsresearchhassh

57、ownthaturbansocialillsaresopervasivethattheupper20percentofAmericans-the“fortunatefifth”ashecallsthem-havedecidedquietlyto“secede”fromthebottomfour-fifthsandthelowestfifthinparticular.Wecannotacceptsuchestrangementonapermanentbasis.Andwhatbetterwaytoanswerskepticsfromanygroupthanbycertifyingthetechn

58、icalskillsofgraduatesfromanationalservicetrainingprogram?Now,wemustactdecisivelytoforestallfutureurbanunrest.Republicansmustputasidetheiraversiontofundingprogramsaimedatcertainculturalgroups.DemocratsmustforgetlabelsandrecognizethatageographicallyisolatedsubgroupofAmericans-theirchildreninparticular

59、-needsystematicandsubstantiveassistanceforatleastanother20years.TheethnictaprootsofminorityAmericansaredeeplyburiedinasoiloffaithandloyaltytotraditionalvalues.Withitsemphasisondiscipline,teamwork,conflictresolution,personalresponsibilityandmarketableskillsdevelopment,nationalservicecanprovideboththe

60、trainingandthatvitalfirstjobthatwillreconnecttheseAmericanstotherestofus.Letsdoitbeforethefirenexttime.Accordingtotheauthor,“nationalservice”iscomparableto“militarytraining”becausetheybothcultivateyoungsters.goodgradesselfdisciplinemutualtrustworkethicTheauthorcitestheexampleofhisfatherinordertoshow