第1页 / 共17页
第2页 / 共17页
第3页 / 共17页
第4页 / 共17页
第5页 / 共17页
第6页 / 共17页
第7页 / 共17页
第8页 / 共17页
2017年专业英语八级考试真题及答案.doc
2017 年专业英语八级考试真题及答案
PART I
LISTENING COMPREHENSIONSECTION 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.
You have THIRTY seconds to preview the choices.
Now, listen to the first interview. Questions 1 to 5 are based on the first interview.
1.
A. Comprehensive. B. Disheartening. C. Encouraging.
D. Optimistic.
2.
A. 200.
B. 70.
C. 10.
D. 500.
3.
A. Lack of international funding.
B. Inadequate training of medical personnel.
C. Ineffectiveness of treatment efforts.
D. Insufficient operational efforts on the ground.
4.
A. They can start education programs for local people.
B. They can open up more treatment units.
C. They can provide proper treatment to patients.
D. They can become professional.
5.
A. Provision of medical facilities.
B. Assessment from international agencies.
C. Ebola outpacing operational efforts.
D. Effective treatment of Ebola.
Now, listen to the second interview. Questions 6 to 10 are based on the second
interview.
6.
A. Interpreting the changes from different sources.
B. Analyzing changes from the Internet for customers.
C. Using media information to inspire new ideas.
D. Creating things from changes in behavior, media, etc.
7.
A. Knowing previous success stories.
B. Being brave and willing to take a risk.
C. Being sensitive to business data.
D. Being aware of what is interesting.
8.
A. Having people take a risk.
B. Aiming at a consumer leek.
C. Using messages to do things.
D. Focusing on data-based ideas.
9.
A. Looking for opportunities.
B. Considering a starting point.
C. Establishing the focal point.
D. Examining the future carefully.
10. A. A media agency.
B. An Internet company.
C. A venture capital firm.
D. A behavioral study center.
PART II
READING COMPREHENSION
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
(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 spades. Protected by
the South West Alentejo and Costa Vicentina national park, the 100 km of coastline
from Porto Covo in the Alentejo to Burgau in the Algarve is the most stunning in
Europe. And yet few people seem to know about it. Walkers come to admire the views
from the Fisherman’s Way, surfers to ride the best waves in Europe, but day after
day we had spectacular beaches to ourselves.
(5) The lack of awareness is partly a matter of accessibility (these beaches
are a good two hours’ drive from either Faro or Lisbon airports) and partly to do
with a lack of beachside accommodation. There are some gorgeous, independent
guesthouses in this area, but they are hidden in valleys or at the end of dirt tracks.
(6) Our base was a beautiful 600-acre estate of uncultivated land covered in
rock-rose, eucalyptus and wild flowers 13km inland from Zambujeira. Our one-bedroom
home, Azenha, was once home to the miller who tended the now-restored watermill next
to it. A kilometre away from the main house, pool and restaurant, it is gloriously
isolated.
(7) Stepping out of the house in the morning to greet our neighbours – wild
horses on one side, donkeys on the other – with nothing but birdsong filling the
air, I felt a sense of adventure you normally only get with wild camping.
(8) “When people first arrive, they feel a little anxious wondering what they
are going to do the whole time,” Sarah Gredley, the English owner of estate, told
me. “But it doesn’t usually take them long to realise that the whole point of being
here is to slow down, to enjoy nature.”
(9) We followed her advice, walking down to the stream in search of terrapins
and otters, or through clusters of cork oak trees. On some days, we tramped uphill
to the windmill, now a romantic house for two, for panoramic views across the estate
and beyond.
(10) When we ventured out, we were always drawn back to the coast – the gentle
sands and shallow bay of Farol beach. At the end of the day, we would head,
sandy-footed, to the nearest restaurant, knowing that at every one there would be
a cabinet full of fresh seafood to choose from – bass, salmon, lobster, prawns,
crabs, goose barnacles, clams … We never ate the same thing twice.
(11) A kilometre or so from I Cervejaria, on Zambujeira’s idyllic natural harbour
is O Sacas, originally built to feed the fishermen but now popular with everyone.
After scarfing platefuls of seafood on the terrace, we wandered down to the harbour
where two fishermen, in wetsuits, were setting out by boat across the clear turquoise
water to collect goose barnacles. Other than them, the place was deserted – just
another empty beauty spot where I wondered for the hundredth time that week how this
pristine stretch of coast has remained so undiscovered.
11. The first part of Para. 4 refers to the fact that ______.
A. life there is quiet and slow
B. the place is little known
C. the place is least populated
D. there are stunning views
12. “The lack of awareness” in Para. 5 refers to ______.
A. different holidaying preferences
B. difficulty of finding accommodation
C. little knowledge of the beauty of the beach
D. long distance from the airports
13. The author uses “gloriously” in Para. 6 to ______.
A. describe the scenery outside the house
B. show appreciation of the surroundings
C. contrast greenery with isolation
D. praise the region’s unique feature
14. The sentence “We never ate the same thing twice” in Para. 10 reflects the ______
of the seafood there.
A. freshness
B. delicacy
C. taste
D. variety
15. 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, 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 – is a concept understood by even the youngest children.
Professor Kieran Egan, in his seminal book ‘Teaching as Storytelling’ warns us
not to ignore this innate skill, for it is a remarkable tool for learning.
(5) We need to understand that writing and reading are two sides of the same
coin: an author has not completed the task if the book is not read: the creative
circle is not complete without the reader, who will supply their own creative input
to the process. Samuel Johnson said: A writer only begins a book. A reader finishes
it. In teaching terms, we often forget that reading itself can be a creative process,
just as writing is, and we too often relegate it to a means of data collection. We
frequently forget to make that distinction when presenting narratives or poetry,
and often ask comprehension questions which relate to factual information – who
said what and when, rather than speculating on ‘why’, for example, or examining
the context of the action.
(6) The third part of the reasoning that we adopted relates to the need to engage
the students as readers in their own right, not as simply as language learners;
learning the language is part of the process, not the reason for reading. What they
read must become theirs and have its own special and secret life in their heads, a
place where teachers can only go if invited.
(7) We quickly found that one of the most important ways of making all the
foregoing happen was to engage the creative talents of the class before they read
a word of the text. The pre-reading activities become the most important part of
the teaching process; the actual reading part can almost be seen as the cream on
the cake, and the principle aim of pre-reading activities is to get students to want
to read the text. We developed a series of activities which uses clues or fragments
from the text yet to be read, and which rely on the student’s innate knowledge of
narrative, so that they can to build their own stories before they read the key text.
They have enough information to generate ideas but not so much that it becomes simply
an exercise in guided writing; releasing a free imagination is the objective.
(8) Moving from pre-reading to reading, we may introduce textual intervention
activities. ‘Textual Intervention’ is a term used by Rob Pope to describe the
process of questioning a text not simply as a guide to comprehension but as a way
of exploring the context of the story at any one time, and examining points at which
the narrative presents choices, points of divergence, or narrative crossroads. We
don’t do this for all texts, however, as the shorter ones do not seem to gain much
from this process and it simply breaks up the reading pleasure.
(9) Follow-up activities are needed, at the least, to round off the activity,
to bring some sense of closure but they also offer an opportunity to link the reading
experience more directly to the requirements of the syllabus. Indeed, the story may
have been chosen in the first place because the context supports one of the themes
that teachers are required to examine as part of the syllabus – for example,
‘families’, ‘science and technology’, ‘communications’, ‘the environment’
and all the other familiar themes. There are very few stories that can’t be explored
without some part of the syllabus being supported. For many teachers this is an
essential requirement if they are to engage in such extensive reading at all.
(10) The whole process – pre-, while and post reading – could be just an hour’
s activity, or it could last for more than one lesson. When we are designing the
materials for exploring stories clearly it is isn’t possible for us to know how
much time any teacher will have available, which is why we construct the activities
into a series of independent units which we call kits. They are called kits because
we expect teachers to build their own lessons out of the materials we provide, which
implies that large amounts may be discarded. What we do ask, though, is that the
pre-reading activities be included, if nothing else. That is essential for the
process to engage the student as a creative reader..
(11) One of the purposes of encouraging a creative reading approach in the
language classroom is to do with the dynamics we perceive in the classroom. 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 if that is approached as a creative
process that draws the student in so that they feel they ‘own’ the relationship
with the text, then this will shift the dynamic in the classroom so that the student,
who has now become a reader, is much closer to the language – or narrative – than
previously. This creates a much more effective dynamic of learning. However, some
teachers feel threatened by this apparent loss of overall control and mastery. Indeed,
the whole business of open ended creativity and a lack of boxes to tick for the correct
answer is quite unsettling territory for some to find themselves in.
16. It can be inferred from Paras. 1 and 2 that teachers used to ______.
A. oppose strongly the teaching of extended reading
B. be confused over how to teach extended reading
C. be against adopting new methods of teaching
D. teach extended reading in a perfunctory way
17. The sentence “we all understand and instinctively feel narrative structure”
in Para. 4 indicates that ______.
A. we are good at telling stories
B. we all like telling stories
C. we are born story-tellers
D. we all like listening to stories
18. Samuel Johnson regards the relationship between a writer and a reader as ______
(Para. 5).
A. independent
B. collaborative
C. contradictory
D. reciprocal
19. In Para. 7, the author sees “pre-reading” as the most important part of reading
because _____.
A. it encourages students’ imagination
B. it lays a good foundation for reading
C. it can attract students’ attention
D. it provides clues to the text to be read
20. “Textual Intervention” suggested by Rob Pope (in Para. 8) is expected to
fulfill all the following functions EXCEPT ______.
A. exploring the context
B. interpreting ambiguities
C. stretching the imagination
D. examining 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 responsible citizen’s life. I was taught
it by my father, who was a policeman. May of the rioters have never had any at all.
As an athlete and former Army officer, I know that discipline can be learned. More
importantly, it must be learned or it doesn’t take hold.
相关推荐
2023年江西萍乡中考道德与法治真题及答案.doc
2012年重庆南川中考生物真题及答案.doc
2013年江西师范大学地理学综合及文艺理论基础考研真题.doc
2020年四川甘孜小升初语文真题及答案I卷.doc
2020年注册岩土工程师专业基础考试真题及答案.doc
2023-2024学年福建省厦门市九年级上学期数学月考试题及答案.doc
2021-2022学年辽宁省沈阳市大东区九年级上学期语文期末试题及答案.doc
2022-2023学年北京东城区初三第一学期物理期末试卷及答案.doc
2018上半年江西教师资格初中地理学科知识与教学能力真题及答案.doc
2012年河北国家公务员申论考试真题及答案-省级.doc
2020-2021学年江苏省扬州市江都区邵樊片九年级上学期数学第一次质量检测试题及答案.doc
2022下半年黑龙江教师资格证中学综合素质真题及答案.doc
