1、英语专业八级真题及答案QUESTION BOOKLETTEST FOR ENGLISH MAJORS (2017)-GRADE EIGHT-time LIMIT: 150 MINSECTION 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 wri
2、te 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
3、THREE minutes to check your work.SECTION B INTERVIEWIn this section you will hear TWO interviews. At the end of each interview, five questions will be asked about what was said. Both the interviews and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. Duri
4、ng the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the choices.Now, listen to the first interview. Questions 1 to 5 are based on the first interview.1.A. Comprehensive. B. Disheartening. C.
5、 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
6、more treatment units.C.They can provide proper treatment to patients.D.They can become professional.5.A. Provision of medical facilities.B.Assessment from international agencies.C.Ebola outpacing operational efforts.D.Effective treatment of Ebola.Now, listen to the second interview. Questions 6 to 1
7、0 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.8.Being brave and w
8、illing to take a risk.9.Being sensitive to business data.10.Being aware of what is interesting.8.A. Having people take a risk.B.Aiming at a consumer leek.C.Using messages to do things.D.Focusing on data-based ideas.9.A. Looking for opportunities.B.Considering a starting point.C.Establishing the foca
9、l 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 MINSECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by fourteen multiple choice questions. For
10、 each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1)It pm7on a balmy Saturday night in June, and I have just ordered my first beer in I Cervejaria, a restaurant
11、 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 weein 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 doub
12、t 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 i
13、n 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 foo
14、d isn t as so|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 ars unnerving stillness
15、 to the landscape. But that stillness ends abruptly at the Atlantic Ocean, where there is drama in spades. Protected by the South West Alentejo and Costa Vicentina national park, the 100 km of coastline from Porto Covo in the Alentejo to Burgau in the Algarve is the most stunning in Europe. And yet
16、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 dayafter 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
17、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, e
18、ucalyptus 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 gree
19、t 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 dothe whole time, Sarah Gredley,
20、the English owner of estate, told me. Butit doesn usually take them long to realise that the whole point of being here is to slow down, to enjoy nature.(9)We followed her advice, walking down to the stream in search of terrapins and otters, or through clusters of cork oak trees. On some days, we tra
21、mped 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 restauran
22、t, 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 samenever ate thething twice.(11)A kilometre or so from I Cervejaria, on Zambujeira s idyllic natural harbour is O Soriginally built to feed the f
23、ishermen 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 em
24、pty beauty spot where I wondered for the hundredth time that week how this pristine stretch of coast has remained so undiscovered.11.The first part of Para. 4 refers to the fact that.A.life there is quiet and slowB.the place is little knownC.the place is least populatedD.there are stunning views12.“
25、 The lack of awareness n ParB. 5 refers to.A.different holidaying preferencesB.difficulty of finding accommodationC.little knowledge of the beauty of the beachD.long distance from the airports13.The author uses “gloriously in Par. . toA.describe the scenery outside the houseB.show appreciation of th
26、e surroundingsC.contrast greenery with isolationD.praise the region s unique feature14.The sentence “ We never ate the same thing twice in Para. 10 reflects the of theseafood there.A.freshnessB.delicacyC.tasteD.variety15.Which of the following themes is repeated in both Paras. 1 and 11?(1)Publicity.
27、(8)Landscape.(9)Seafood.(10)Accommodation.PASSAGE TWO(11)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 w
28、ork together to create a new and dynamic approach to the place of stories in the classroom.(12)They had seen promises come and go and mere words werent 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
29、 reading challenge from the Ministry, and their lack ofenthusiasm 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 differ
30、ent approach.(13)That was ten years ago. Now we ha ve a different approach, and it works. Here s howhappened (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:(14
31、)First, it is important to realize that all of us are storytellers, tellers of tales. We all haved peexonerlen We could say thatour 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 our entire lives are con
32、structed as narratives. As a result we all understand and instinctively feelnarrative structure. Binary opposites - for example, the tension created between good and badtogether with the resolution of that tension through the intervention of time, resourcefulness and virtue - is a concept understood by even the youngest children. Professor Kieran Egan, in his seminal book Teachingas Storytelling waFns us not to ignore this innate skill, for it is
