2022年2021英语专业八级真题及答案 .pdf

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1、专八真题 2017 年1 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

2、 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 mi

3、ni-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 eac

4、h 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

5、 interview. 1.A. Comprehensive. B. Disheartening. C. Encouraging. D. Optimistic. 2.A. 200. B. 70. C. 10. D. 500. 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 1 页，共 21 页 - - - - - - - - - 专八真题 2017 年2 3.A. Lack of international funding. B. Inadequate traini

6、ng 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

7、.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.

8、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 i

9、s 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. 名师归纳总结 精品学习资料 - - - - - -

10、 - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 2 页，共 21 页 - - - - - - - - - 专八真题 2017 年3 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 QUESTIONS In this section th

11、ere 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 ni

12、ght 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 m

13、y 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

14、 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

15、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

16、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 c

17、oastline 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.

18、名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 3 页，共 21 页 - - - - - - - - - 专八真题 2017 年4 (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

19、 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. Ou

20、r 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

21、 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

22、 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 hou

23、se 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 c

24、abinet 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 everyo

25、ne. 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

26、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 名师归纳总结 精品学习资料 - - - - - - - - - -

27、 - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 4 页，共 21 页 - - - - - - - - - 专八真题 2017 年5 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 airpor

28、ts 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 feature14.The sentence “ We never ate the same thing twice” in Para. 10 reflects the _ of the seafood

29、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 considere

30、d 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 werent going to convinc

31、e 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 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 5 页，共 21 页 - - - - - -

32、- - - 专八真题 2017 年6 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

33、 ago. Now we ha ve 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 rea

34、lize 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 narrat

35、ives. 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 younges

36、t 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 n

37、ot 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

38、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

39、 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 ha

40、ve 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 activitie

41、s 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

42、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

43、is the objective. 名师归纳总结 精品学习资料 - - - - - - - - - - - - - - -精心整理归纳 精选学习资料 - - - - - - - - - - - - - - - 第 6 页，共 21 页 - - - - - - - - - 专八真题 2017 年7 (8) Moving from pre-reading to reading, we may introduce textual intervention activities. Textual Intervention is a term used by Rob Pope to describe t

44、he 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 sho

45、rter 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 requi

46、rements 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

47、 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 activit

48、y, 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

49、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

50、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.