英語(yǔ)專業(yè)八級(jí)考試真題

　　英語(yǔ)專業(yè)八級(jí)考試（TEM8），全稱為全國(guó)高等學(xué)校英語(yǔ)專業(yè)八級(jí)考試（Test for English Majors Grade Eight），TEM8旨在貫徹《高等學(xué)校外國(guó)語(yǔ)言文學(xué)類教學(xué)質(zhì)量國(guó)家標(biāo)準(zhǔn)》，促進(jìn)英語(yǔ)專業(yè)教學(xué)改革，提高教學(xué)質(zhì)量。它是對(duì)英語(yǔ)專業(yè)高年級(jí)階段學(xué)生的一次全面評(píng)估，旨在檢驗(yàn)學(xué)生的英語(yǔ)綜合運(yùn)用能力，包括聽力、閱讀、寫作、翻譯等多個(gè)方面。以下是小編為您整理的英語(yǔ)專業(yè)八級(jí)考試真題。

　　英語(yǔ)專業(yè)八級(jí)考試真題 1

　　PART I LISTENING COMPREHENSION

　　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.

　　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 ANSWERSHEET 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. Environmental issues.

　　B.Endangered species.

　　C.Global warming.

　　D.Conservation.

　　2. A. It is thoroughly proved.

　　B. it is definitely very serious.

　　C. It is just a temporary variation.

　　D. It is changing our ways of living.

　　3. A. Protection of endangered animals* habitats.

　　B. Negative human impact on the environment.

　　C. Frequent abnormal phenomena on the earth.

　　D. The woman’s indifferent attitude to the earth.

　　4. A. Nature should take its course.

　　B. People take things for granted.

　　C. Humans are damaging the earth.

　　D. Animals should stay away from zoos.

　　5. A. Objective.

　　B. Pessimistic.

　　C. Skeptical.

　　D. Subjective.

　　Now, listen to the second interview. Questions 6 to 10 are based on the second interview.

　　6.A. Teachers’ resistance to change.

　　B. Students’ inadequate ability to read.

　　C. Teachers’ misunderstanding of such literacy.

　　D. Students ’ indifference to the new method.

　　7.A. Abilities to complete challenging tasks.

　　B.Abilities to learn subject matter knowledge.

　　C.Abilities to perform better in schoolwork.

　　D.Abilities to perform disciplinary work.

　　8.A. Recalling specific information.

　　B. Understanding particular details.

　　C. Examining sources of information.

　　D. Retelling a historical event.

　　9. A. Engaging literacy and disciplinary experts in the program.

　　B. Helping teachers understand what disciplinary literacy is.

　　C. Teaching disciplinary discourse practices by literacy teachers.

　　D. Designing learning strategies with experts from both sides.

　　10. A. To argue for a case.

　　B. To discuss a dispute.

　　C. To explain a problem.

　　D. To present details.

　　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)When it came to concealing his troubles, Tommy Wilhelm was not less capable than die next fellow. So at least he thought, and there was a certain amount of evidence to back him up. He had once been an actor^ no, not quite, an extra — and he knew what acting should be. Also, he was smoking a cigar, and when a man is smoking a cigar, wearing a hat, he has an advantage; it is harder to find out how he feels. He came from the twenty-third floor down to the lobby on the mezzanine to collect his mail before breakfast, and he believed^ he hoped — that he looked passably well: doing all right. It was a matter of sheer hope, because there was not much that he could add to his present effort. On the fourteenth floor he looked for his father to enter the elevator; they often met at this hour, on the way to breakfast. If he worried about his appearance it was mainly for his old father’s sake. But there was no stop on the fourteenth, and the elevator sank and sank. Then the smooth door opened and the great dark-red uneven carpet that covered the lobby billowed toward Wilhelm’s feet. In the foreground the lobby was dark, sleepy. French drapes like sails kept out the sun, but three high, narrow windows were open, and in the blue air Wilhelm saw a pigeon about to light on the great chain that supported the marquee of the movie house directly underneath the lobby. For one moment he heard the wings beating strongly.

　　(2)Most of the guests at the Hotel Gloriana were past the age of retirement. Along Broadway in the Seventies, Eighties, and Nineties, a great part of New York’s vast population of old men and women lives. Unless the weather is too cold or wet they fill the benches about the tiny railed parks and along the subway gratings from Verdi Square to Columbia University, they crowd the shops and cafeterias, the dime stores, the tearooms, the bakeries, the beauty parlors, the reading rooms and club rooms. Among these old people at the Gloriana, Wilhelm felt out of

　　place. He was comparatively young, in his middle forties, large and blond, with big shoulders; his back was heavy and strong, if already a little stooped or thickened. After breakfast the old guests sat down on the green leather armchairs and sofas in the lobby and began to gossip and look into the.papers; they had nothing to do but wait out the day. But Wilhelm was used to an active life and liked to go out energetically in the morning. And for several months, because he had no position, he had kept up his morale by rising early; he was shaved and in the lobby by eight oclock. He bought the paper and some cigars and drank a Coca-Cola or two before he went in to

　　breakfast with his father. After breakfast 一 out, out, out to attend to business. The getting out had in itself

　　become the chief business. But he had realized that he could not keep this up much longer, and today he was afraid. He was aware that his routine was about to break up and he sensed that a huge trouble long presaged (預(yù)感)but till now formless was due. Before evening, hed know.

　　(3)Nevertheless he followed his daily course and crossed the lobby.

　　(4)Rubin, the man at the newsstand, had poor eyes. They may not have been actually weak but they were poor in expression, with lacy lids that furled down at the comers. He dressed well. It didnt seem necessary 一 he was behind the counter most of the time — but he dressed very well. He had on a rich brown suit; the cuffs embarrassed the hairs on his small hands. He wore a Countess Mara painted necktie. As Wilhelm approached, Rubin did not see him; he was looking out dreamily at the Hotel Ansonia, which was visible from his comer, several blocks away. The Ansonia, the neighborhood^ great landmark, was built by Stanford White. It looks like a baroque palace from Prague or Munich enlarged a hundred times, with towers, domes, huge swells and bubbles of metal gone green from exposure, iron fretwork and festoons. Black television antennae are densely planted on its round summits. Under the changes of weather it may look like marble or like sea water, black as slate in the fog, white as tufa in sunlight. This morning it looked like the image of itself reflected in deep water, white and cumulous above, with cavernous distortions underneath. Together, the two men gazed at it.

　　(5)Then Rubin .said，“Your dad is in to breakfast already, the old gentleman.”

　　“Oh，yes? Ahead of me today?”

　　‘nat’s a real knocked-out shirt you got on，’’ said Rubin. “Where’s it from，Saks?” “No, it’s a Jack Fagman — Chicago.”

　　(6)Even when his spirits were low, Wilhelm could still wrinkle his forehead in a pleasing way. Some of the slow，silent movements of his face were very attractive. He went back a step, as if to stand away from himself and get a better look at his shirt. His glance was comic, a comment upon his untidiness. He liked to wear good clothes, but once he had put it on each article appeared to go its own way. Wilhelm, laughing，panted a little; his teeth were small; his cheeks when he laughed and puffed grew round, and he looked much younger than his years. In the old days when he was a college freshman and wore a beanie (無(wú)檐小帽）on his large blonde head his father used to say that，big as he was，he could charm a bird out of a tree. Wilhelm had great charm still.

　　(7)“I like this dove-gray color,” he said in his sociable，good-natured way. “It isn’t washable. You

　　have to send it to the cleaner. It never smells as good as washed. But it，s a nice shirt. It cost sixteen, eighteen bucks.*

　　11.Wilhelm hoped he looked all right on his way to the lobby because he wanted to _ .

　　A.leave a good impression

　　B.give his father a surprise

　　C.show his acting potential

　　D.disguise his low spirit

　　12.Wilhelm had something in common with the old guests in that they all .

　　A.lived a luxurious life

　　B.liked to swap gossips

　　C.idled their time away

　　D.liked to get up early

　　13.How did Wilhelm feel when he was crossing the lobby (Para. 2)?

　　A.He felt something ominous was coming.

　　B.He was worried that his father was late.

　　C.He was feeling at ease among the old.

　　D.He was excited about a possible job offer.

　　14.Which part of Rubin’s clothes made him look particularly awkward (Para. 4)?

　　A.The necktie.

　　B.The cuffs.

　　C.The suit.

　　D.The shirt.

　　15.What can we learn from the author’s description of Wilhelm’s clothes?

　　A.His shirt made him look better.

　　B.He cared much about his clothes.

　　C.He looked like a comedian in his shirt.

　　D.The clothes he wore never quite matched.

　　PASSAGE TWO

　　(1)By the 1840s New York was the leading commercial city of the United States. It had long since outpaced Philadelphia as the largest city in the country, and even though Boston continued to be venerated as the cultural capital of the nation, its image had become somewhat languid; it had not kept up with the implications of the newly industrialized economy, of a diversified ethnic population, or of the rapidly rising middle class. New York was the place where the “new” America was coming into being, so it is hardly surprising that the modem newspaper had its birth there.

　　(2)The penny paper had found its first success in New York. By the mid-1830s Ben Day s Sun was drawing readers from all walks of life. On the other hand, the Sun was a scanty sheet providing little more than minor diversions; few today would call it a newspaper at all. Day himself was an editor of limited vision, and he did not possess the ability or the imagination to climb the slopes to loftier heights. If real newspapers were to emerge from the publics demand for more and better coverage, it would have to come from a youthful generation of editors for whom journalism was a totally absorbing profession, an exacting vocational ideal rather than a mere offshoot of job printing.

　　(3)By the 1840s two giants burst into the field, editors who would revolutionize journalism, would bring the newspaper into the modem age, and show how it could be influential in the national life. These two giants, neither of whom has been treated kindly by history, were James Gordon Bennett and Horace Greeley. Bennett founded his New York Herald in 1835, less than two years after the appearance of the Sun. Horace Greeley founded his Tribune in 1841. Bennett and Greeley were the most innovative editors in New York until after the Civil War. Their newspapers were the leading American papers of the day, although for completely different reasons. The two men despised each other, although not in the ways that newspaper editors had despised one another a few years before. Neither was a political hack bonded to a political party. Greeley fancied himself a public intellectual. He had strong political views, and he wanted to run for office himself, but party factotum he could never be; he bristled with ideals and causes of his own devising. Officially he was a Whig (and later a Republican), but he seldom gave comfort to his chosen party. Bennett, on the other hand, had long since cut his political ties, and although his paper covered local and national politics fully and he went after politicians with hammer and tongs, Bennett was a cynic, a distruster of all settled values. He did not regard himself as an intellectual, although in fact he was better educated than Greeley. He thought himself only a hard-boiled newspaperman. Greeley was interested in ideas and in what was happening to the country. Bennett was only interested in his newspaper. He wanted to find out what the news was, what people wanted to read. And when he found out he gave it to them.

　　(4)As different as Bennett and Greeley were from each other they were also curiously alike. Both stood outside the circle of polite society, even when they became prosperous, and in Bennett’s case, wealthy. Both were incurable eccentrics. Neither was a gentleman. Neither conjured up the picture of a successful editor. Greeley was unkempt, always looking like an unmade bed. Even when he was nationally famous in the 1850s he resembled a clerk in a third-rate brokerage house, with slips of paper — marked-up proofs perhaps — hanging out of his pockets or stuck in his hat. He became fat, was always nearsighted, always peering over spectacles. He spoke in a high-pitched whine Not a few people suggested that he looked exactly like the illustrations of Charles Dickens’s Mr. Pickwick. Greeley provided a humorous description of himself, written under the pretense that it had been the work of his long-time adversary James Fenimore Cooper. The editor was, according to the description, a half-bald, long-legged, slouching individual “so rocking in gait that he walks down both sides of the street at once.”

　　(5)The appearance of Bennett was somewhat different but hardly more reassuring. A shrewd, wiry Scotsman, who seemed to repel intimacy, Bennett looked around at the world with a squinty glare of suspicion. His eyes did not focus right. They seemed to fix themselves on nothing and everything at the same time. He was as solitary as an oyster, the classic loner. He seldom made close friendships and few people trusted him, although nobody who had dealings with him, however brief, doubted his abilities. He, too, could have come out of a book of Dickensian eccentrics, although perhaps Ebenezer Scrooge or Thomas Gradgrind comes to mind rather than the kindly old Mr. Pickwick. Greeley was laughed at but admired; Bennett was seldom laughed at but never admired; on the other hand, he had a hard professional competence and an encyclopedic knowledge of his adopted country, an in-depth learning uncorrupted by vague idealisms. All of this perfectly suited him for the journalism of this confusing age.

　　(6)Both Greeley and Bennett had served long, humiliating and disappointing apprenticeships in the newspaper business. They took a long time getting to the top, the only reward for the long years of waiting being that when they had their own newspapers, both knew what they wanted and firmly set about getting it. When Greeley founded the Tribune in 1841 he had the strong support of the Whig party and had already had a short period of modest success as an editor. Bennett, older by sixteen years, found solid commercial success first, but he had no one behind him except himself when he started up the Herald in 1835 in a dingy cellar room at 20 Wall Street. Fortunately this turned out to be quite enough.

　　16.Which of the following is NOT the author’s opinion on Ben Day and his Sun (Para. 2)7

　　A.Sun had once been a popular newspaper.

　　B.Sun failed to be a high-quality newspaper.

　　C.Ben Day lacked innovation and imagination.

　　D.Ben Day had striven for better coverage.

　　17.Which of the following statements is CORRECT about Greeley’s or Bennett’s political stance (Para. 3)7

　　A.Greeley and Bennett were both strong supporters of their party.

　　B.Greeley, as a Whig member, believed in his party’s ideals.

　　C.Bennett, as an independent, loathed established values.

　　D.Greeley and Bennett possessed different political values.

　　18.Which of the following figures of speech was used to describe Greeley’s manner of walking (Para. 4)?

　　A.Exaggeration.

　　B.Paradox.

　　C.Analogy.

　　D.Personification.

　　19.In Para. 5 Bennett was depicted as a man who

　　A.had stronger capabilities than Greeley

　　B.possessed a great aptitude for journalism

　　C.was in pursuit of idealism in journalism

　　D.was knowledgeable about his home country

　　20.How was Greeley different from Bennett according to Para. 6?

　　A.He had achieved business success first.

　　B.He started his career earlier than Bennett.

　　C.He got initial support from a political party.

　　D.He had a more humiliating apprenticeship.

　　PASSAGE THREE

　　(1)Why make a film about Ned Kelly? More ingenious crimes than those committed by the reckless Australian bandit are reported every day. What is there in Ned Kelly to justify dragging the mesmeric Mick Jagger so far into the Australian bush and away from his natural haunts? The answer is that the film makers know we always fall for a bandit, and Jagger is set to do for bold Ned Kelly what Brando once did for the arrogant Emiliano Zapata.

　　(2) A bandit inhabits a special realm of legend where his deeds are embroidered by others; where his death rather than his life is considered beyond belief; where the men who bring him to “justice” are afflicted with doubts about their role.

　　(3)The bandits had a role to play as definite as that of the authorities who condemned them. These were men in conflict with authority, and, in the absence of strong law or the idea of loyal opposition, they took to the hills. Even there, however, many of them obeyed certain unwritten rules

　　(4)These robbers, who claimed to be something more than mere thieves, had in common, firstly, a sense of loyalty and identity with the peasants they came from. They didnt steal the peasant’s harvest; they did steal the lord’s.

　　(5)And certain characteristics seem to apply to “social bandits’’ whether they were in Sicily or Peru. They were generally young men under the age of marriage, predictably the best age for dissidence. Some were simply the surplus male population who had to look for another source of income; others were runaway serfs or ex-soldiers; a minority, though the most interesting, were outstanding men who were unwilling to accept the meek and passive role of peasant.

　　(6)They usually operated in bands between ten and twenty strong and relied for survival on difficult terrain and bad transport. And bandits prospered best where authority was merely local — over the next hill and they were free. Unlike the general run of peasantry they had a taste for flamboyant dress and gesture; but they usually shared the peasants’ religious beliefs and superstitions.

　　(7)The first sign of a man caught up in the Robin Hood syndrome was when he started out, forced into outlawry as a victim of injustice; and when he then set out to “right wrongs”, first his own and then other people’s. The classic bandit then “takes from the rich and gives to the poor” in conformity with his own sense of social injustice; he never kills except in self-defense or justifiable revenge; he stays within his community and even returns to it if he can to take up an honorable place; his people admire and help to protect him; he dies through the treason of one of them; he behaves as if invisible and invulnerable; he is a “l(fā)oyalist”, never the enemy of the king but only of the local oppressors.

　　(8)None of die bandits lived up fully to this image of the “noble robber” and for many the claim of larger motives was often a delusion.

　　(9)Yet amazingly, many of these violent men did behave at least half the time in accordance with this idealist pattern. Pancho Villa in Mexico and Salvatore Giuliano in Italy began their careers harshly victimized. Many of their charitable acts later became legends.

　　(10)Far from being defeated in death, bandits’ reputation for invincibility was often strengthened by the manner of their dying. The “dirty little coward” who shot Jesse James in the back is in every ballad about him, and the implication is that nothing else could have brought Jesse down. Even when the police claimed the credit, as they tried to do at first with Giuliano’s death, the local people refused to believe it. And not just the bandit’s vitality prompts the people to refuse to believe that their hero has died; his death would be in some way the death of hope.

　　(11)For the traditional ‘‘noble robber” represents an extremely primitive form of social protest, perhaps the most primitive there is. He is an Individual who refuses to bend his back, that is all. Most protesters will eventually be bought over and persuaded to come to terms with the official power. That is why the few who do not, or who are believed to have remained uncontaminated, have so great and passionate a burden of admiration and longing laid upon them. They cannot abolish oppression. But they do prove that justice is possible, that poor men need not be humble, helpless and meek.

　　(12)The bandit in the real world is rooted in peasant society and when its simple agricultural system is left behind so is he. But the tales and legends, the books and films continue to appear for an audience that is neither peasant nor bandit. In some ways the characters and deeds of the great bandits could so readily be the stuff of grand opera - Don Jose in “Carmen” is based on the Andalusian bandit El Empranillo. But they are perhaps more at home in folk songs, in popular tales and the ritual dramas of films. When we sit in the darkness of the cinema to watch the bold deeds of Ned Kelly we are caught up in admiration for their strong individuality, their simple gesture of protest, their passion for justice and their confidence that they cannot be beaten. This sustains us nearly as much as it did the almost hopeless people from whom they sprang.

　　21.Which of the following words is NOT intended to suggest approval of bandits?

　　A.Bold (Para. 1).

　　B.Claimed (Para. 4).

　　C.Legend (Para. 2).

　　D.Loyalty (Para. 4).

　　22. Of the following reasons which is the LEAST likely one for becoming bandits?

　　A.They liked theatrical clothes and behavior.

　　B.They wanted to help the poor country folk.

　　C.They were unwilling to accept injustice.

　　D.They had very few careers open to them.

　　23. ....began their careers harshly victimized” (Para. 9) means that they .

　　A.had received excessive ill-treatment

　　B.were severely punished for their crimes

　　C.took to violence through a sense of injustice

　　D.were misunderstood by their parents and friends

　　24. What has made bandits suitable as film heroes is that they .

　　A.are sure they are invincible

　　B.possess a theatrical quality

　　C.retain the virtues of a peasant society

　　D.protest against injustice and inequality

　　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

　　25.In and there was a certain amount of evidence to back him up (Para. 1)”, what does “evidence” refer to?

　　26.What is Wilhelm’s characteristic that has never changed all those years according to Para. 6?

　　PASSAGE TWO

　　27.Summarize in your own words the meaning of the italicized part in the last sentence of Para. 2.

　　28.What does but he seldom gave comfort to his chosen party” mean according to the context (Para. 3)?

　　29.What is the similarity between Bennett and Greeley according to Paras. 4 and 5?

　　PASSAGE THREE

　　30.Write down TWO features of the idealist pattern. (Para 9)

　　31.What does “hope” mean according to the context? (Para 10)

　　32.What does “He is an individual who refuses to bend his back” mean? (Para 11)

　　PART III LANGUAGE USAGE

　　The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:

　　PART IV TRANSLATION

　　Translate the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.

　　白洋淀曾有 " 北國(guó)江南 " 的說法，但村舍的'形制自具特色，與江南截然不同。南方多雨，屋頂是坡頂；這里的村舍則不同，屋頂是曬糧食的地方，而且歷史上淀里每逢水大洪泛，村民就得把屋里的東西搬到屋頂上。房屋彼此挨得很近，有些屋頂幾乎相連。（節(jié)選自 馮驥才《白洋淀之憂》）

　　PART V WRITING

　　Read carefully the following two excerpts on consumption, and the in NO LESS THAN300 WORDS, in which you should: to your response

　　1. Summarize the main message of the two excerpts, and then 2. comment on the role of consumption in human society, especially on what consumption may lead to desirable or undesirable results.

　　You can support yourself with information from the excerpts.

　　Marks will be awarded for content relevance, content sufficiency, organization and language quality.

　　Failure to follow the above instructions may result in a loss of marks.

　　Write your response on ANSWER SHEETFOUR.

　　Excerpt 1

　　Consequences of consumerism

　　In Human Development Report 1998 Overview by the United Nations Development Program (UNDP), “World consumption has expanded at an unprecedented pace over the 20th century, with private and public consumption expenditures reaching $24 trillion in 1998, twice the level of 1975 and six times that of 1950. In 1900 real consumption expenditure was barely $1.5 trillion.”

　　In September 2001, the BBC aired a documentary called “Shopology,” where psychologists looked into the psychology of shopping and consumerism in countries like Britain, USA and Japan and asked if it was healthy for consumers. Of the many points they raised, they observed that:

　　Consumption now helps to define who we are;

　　We essentially “buy” a lifestyle;

　　Consumerism can increase stress for various reasons;

　　To deal with social and consumerism pressures and their effects, people may on occasion consume even more to feel better;

　　Rising consumer debt puts pressure on families.

　　Two years later, the BBC aired another documentary called “Spend, Spend, Spend.” It looked at the issues of whether or not the increased wealth and consumerism had led to more content and satisfied individuals. The documentary observed that research evidence seemed to suggest that increased wealth did not necessarily lead to more satisfaction in Britain. When interviewed in the program, Professor Andrew Oswald of Warwick University said that the key reason for this was because as we get wealthier there is often a tendency to compare more with others, which contributes to more anxiety. The “keeping up with the Joneses’ syndrome. The implications of this are profound. As Oswald suggested, it is “hard to make society happier as they get richer and richer because human beings look constantly over their shoulders. That s the curse of human beings; making comparisons.”

　　Excerpt 2

　　Consumption as a path to cultivation

　　Consumption, for George Simmel, German sociologist and philosopher, lies at the heart of the process through which people become cultivated, that is, grow to become participating, reflective members of society. This is because consumption provides an excellent site for the interaction between subject and object, which Simmel believed to be the key to cultivation. Subjectivity, the uniquely human capacity for self-reflection, which allows for the self-conscious construction of action and identity, is not naturally endowed; it only develops through the creative tension provided by interaction with objects (including people) existing in the world. For Simmel, consumption provides a vital forum for this subject-object interaction. Through consumption, people come to understand, instill meaning in, and act upon objects encountered in the world. Consumption provides people with the opportunity to refine themselves through interaction with objects in the world. In addition, by confronting, adapting, and integrating various world-views directly or indirectly demonstrated in consumption objects, people not only realize their potential as unique human beings, they also become well-socialized members of a society.

　　英語(yǔ)專業(yè)八級(jí)考試真題 2

　　PARTI LISTENING COMPREHENSION[25 MIN]

　　SECTION A MINI-LECTURE

　　In this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY.While listening to mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure you fill in isboth 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.

　　SECTIONB INTERVIEW

　　I n this section you will hear ONE interview.The interview will be divided into TWO parts.At the end of each part, five questions will be asked about what was said.Both the interview and the questions will be spokenONCE 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 Part Oneof the interview.

　　Now listen to the interview.

　　1. A. Announcement of results.

　　B. Lack of a time schedule.

　　C. Slowness in ballots counting.

　　D. Direction of the electoral events.

　　2. A. Other voices within Afghanistan wanted so.

　　B. The date had been set previously.

　　C. All the ballots had been counted.

　　D. The UN advised them to do so.

　　3. A. To calm the voters.

　　B. To speed up the process.

　　C. To stick to the election rules.

　　D. To stop complaints from the labor.

　　4. A. Unacceptable.

　　B. Unreasonable.

　　C. Insensible.

　　D. Ill considered.

　　5. A. Supportive.

　　B. Ambivalent.

　　C. Opposed.

　　D. Neutral.

　　Now listening to Part Two of the interview. Questions 6 to 10 are based on Part Two of the interview.

　　6. A. Ensure the government includes all parties.

　　B. Discuss who is going to be the winner.

　　C. Supervise the counting of votes.

　　D. Seek support from important sectors.

　　7. A. 36%-24%.

　　B. 46%-34%.

　　C. 56%-44%.

　　D. 66%-54%.

　　8. A. Both candidates.

　　B. Electoral institutions.

　　C. The United Nations.

　　D. Not specified.

　　9. A. It was unheard of.

　　B. It was on a small scale.

　　C. It was insignificant.

　　D.It occurred elsewhere.

　　10.A. Problems in the electoral process.

　　B. Formation of a new government.

　　C. Premature announcement of results.

　　D. Democracy in Afghanistan.

　　PARTⅡREADING COMPREHENSION[25 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 answer on ANSWER SHEET TWO.

　　PASSAGE ONE

　　(1) ―Britain’s best export,‖ I was told by the Department of Immigration in Canberra, ―is people.‖ Close on 100,000 people have applied for assisted passages in the first five months of the year, and half of these are eventually expected to migrate to Australia.

　　(2) The Australian are delighted. They are keenly ware that without a strong flow of immigrants into the workforce the development of the Australian economy is unlikely to proceed at the ambitious pace currently envisaged. The new mineral discoveries promise a splendid future, and the injection of huge amounts of American and British capital should help to ensure that they are properly exploited, but with unemployment in Australia down to less than 1.3 per cent, the government is understandably anxious to attract more skilled labor.

　　(3) Australia is roughly the same size as the continental United States, but has only twelve million inhabitants. Migration has accounted for half the population increase in the last four years, and has contributed greatly to the country’s impressive economic development. Britain has always been the principal source – ninety per cent of Australians are of British descent, and Britain has provided one million migrants since the Second World War.

　　(4) Australia has also given great attention to recruiting people elsewhere. Australians decided they had an excellent potential source of applicants among the so-called ―guest workers‖ who have crossed the ir own frontiers to work in other arts of Europe. There were estimated to be more than four million of them, and a large number were offered subsidized passages and guaranteed jobs in Australia. Italy has for some years been the second biggest source of migrants, and the Australians have also managed to attract a large number of Greeks

　　and Germans.

　　(5) One drawback with them, so far as the Australians are concerned, is that integration tends to be more difficult. Unlike the British, continental migrants have to struggle with an unfamiliar language and new customs. Many naturally gravitate towards the Italian or Greek communities which have grown up in cities such as Sydney and Melbourne. These colonies have their own newspapers, their own shops, and their own clubs. Their habitants are not Australians, but Europeans.

　　(6) The government’s avowed aim, however, is to maintain ―a substantially homogeneous society into which newcomers, from whatever sources, will merge themselves‖. By and large, therefore, Australia still prefers British migrants, and tends to be rather less selective in their case than it is with others.

　　(7) A far bigger cause of concerns than the growth of national groups, however, is the increasing number of migrants who return to their countries of origin. One reason is that people nowadays tend to be more mobile, and that it is easier than in the past to save the return fare, but economic conditions also have something to do with it. A slower rate of growth invariably produces discontent –and if this coincides with greater prosperity in Europe, a lot of people tend to feel that perhaps they were wrong to come here after all.

　　(8) Several surveys have been conducted recently into the reasons why people go home. One noted that ―flies, dirt, and outside lavatories‖ were on the list of complaints from British immigrants, and added that many people also complained about ―the crudity, bad manners, and unfriendliness of the Australians‖. Another survey gave climate conditions, homesickness, and ―the stark appearance of the Australian countryside‖ as the main reasons for leaving.

　　(9) Most British migrants miss council housing the National Health scheme, and their relatives and former neighbor. Loneliness is a big factor, especially among housewives. The men soon make new friends at work, but wives tend to find it much harder to get used to a different way of life. Many are housebound because of inadequate public transport in most outlying suburbs, and regular correspondence with their old friends at home only serves to increase their discontent. One housewife was quoted recently as saying: ―I even find I miss the people I used to hate at home.‖

　　(10) Rent are high, and there are long waiting lists for Housing Commission homes. Sickness can be an expensive business and the climate can be unexpectedly rough. The gap between Australian and British wage packets is no longer big, and people are generally expected to work harder here than they do at home. Professional men over forty often have difficulty in finding a decent job. Above all, perhaps, skilled immigrants often finds a considerable reluctance to accept their qualifications.

　　(11) According to the journal Australian Manufacturer, the attitude of many employers and fellow workers is anything but friendly. ―We Australians,‖ it stated in a recent issue, ―are just too fond of painting the rosy picture of the big, warm-hearted Aussie. As a matter of fact, we are so busy blowing our own trumpets that we have not not time to be warm-hearted and considerate. Go down ―heart-break alley‖ among some of the migrants and find out just how expansive the Aussie is to his immigrants.‖

　　11.The Australians want a strong flow of immigrants because .

　　A.Immigrants speed up economic expansion

　　B.unemployment is down to a low figure

　　C.immigrants attract foreign capital

　　D.Australia is as large as the United States

　　12.Australia prefers immigrants from Britain because .

　　A.they are selected carefully before entry

　　B.they are likely to form national groups

　　C.they easily merge into local communities

　　D.they are fond of living in small towns

　　13.In explaining why some migrants return to Europe the author .

　　A.stresses their economic motives

　　B.emphasizes the variety of their motives

　　C.stresses loneliness and homesickness

　　D.emphasizes the difficulties of men over forty

　　14.which of the following words is used literally, not metaphorically?

　　A.―flow‖ (Para. 2).

　　B.―injection‖ (Para. 2).

　　C.―gravitate‖(Para. 5).

　　D.―selective‖(Para. 6).

　　15.Para. 11 pictures the Australians as .

　　A.unsympathetic

　　B.ungenerous

　　C.undemonstrative

　　D.unreliable

　　PASSAGE TWO

　　(1) Some of the advantages of bilingualism include better performance at tasks involving ―executive function‖ (which involves the brain’s ability to plan and prioritize), better defense against dementia in old age and—the obvious—the ability to speak a second language. One purported advantage was not mentioned, though. Many multilinguals report different personalities, or even different worldviews, when they speak their different languages.

　　(2) It’s an exciting notion, the idea that one’s very self coul d be broadened by the mastery of two or more languages. In obvious ways (exposure to new friends, literature and so forth) the self really is broadened. Yet it is different to claim—as many people do—to have a different personality when using a different language. A former Economist colleague, for example, reported being ruder in Hebrew than in English. So what is going on here?

　　(3) Benjamin Lee Whorf, an American linguist who died in 1941, held that each language

　　encodes a worldview that significantly infl uences its speakers. Often called ―Whorfianism‖, this idea has its sceptics,but there are still good reasons to believe language shapes thought. (4) This influence is not necessarily linked to the vocabulary or grammar of a second language. Significantly, most people are not symmetrically bilingual. Many have learned one language at home from parents, and another later in life, usually at school. So bilinguals usually have different strengths and weaknesses in their different languages—and they are not always best in their first language. For example, when tested in a foreign language, people are less likely to fall into a cognitive trap (answering a test question with an obvious-seeming but wrong answer) than when tested in their native language. In part this is because working in a second language slows down the thinking. No wonder people feel different when speaking them. And no wonder they feel looser, more spontaneous, perhaps more assertive or funnier or blunter, in the language they were reared in from childhood.

　　(5) What of ―crib‖ bilinguals, raised in two languages? Even they do not usually have perfectly symmetrical competence in their two languages. But even for a speaker whose two languages are very nearly the same in ability, there is another big reason that person will feel different in the two languages. This is because there is an important distinction between bilingualism and biculturalism.

　　(6) Many bilinguals are not bicultural. But some are. And of those bicultural bilinguals, we should be little surprised that they feel different in their two languages. Experiments in psychology have shown the power of ―priming‖—small unnoticed factors that can affect behavior in big ways. Asking people to tell a happy story, for example, will put them in a better mood. The choice between two languages is a huge prime. Speaking Spanish rather than English, for a bilingual and bicultural Puerto Rican in New York, might conjure feelings of family and home. Switching to English might prime the same person to think of school and work.

　　(7) So there are two very good reasons (asymmetrical ability, and priming) that make people feel different speaking their different languages. We are still left with a third kind of argument, though. An economist recently interviewed here at Prospero, Athanasia Chalari, said for example that:

　　Greeks are very loud and they interrupt each other very often. The reason for that is the Greek grammar and syntax. When Greeks talk they begin their sentences with verbs and the form of the verb includes a lot of information so you already know what they are talking about after the first word and can interrupt more easily.

　　(8) Is there something intrinsic to the Greek language that encourages Greeks to interrupt? People seem to enjoy telling tales about their languages inherent properties, and how they influence their speakers. A group of French intellectual worthies once proposed, rather self-flatteringly, that French be the sole legal language of the EU, because of its supposedly unmatchable rigor and precision. Some Germans believe that frequently putting the verb at the end of a sentence makes the language especially logical. But language myths are not always self-flattering: many speakers think their languages are unusually illogical or difficult—witness the plethora of books along the lines of "Only in English do you park on a driveway and drive on a parkway; English must be the craziest language in the world!" We also see some unsurprising overlap with national stereotypes and self-stereotypes: French, rigorous; German, logical; English, playful. Of course.

　　(9) In this case, Ms Chalari, a scholar, at least proposed a specific and plausible line of causation from grammar to personality: in Greek, the verb comes first, and it carries a lot of information, hence easy interrupting. The problem is that many unrelated languages all around the world put the verb at the beginning of sentences. Many languages all around the world are heavily inflected, encoding lots of information in verbs. It would be a striking finding if all of these unrelated languages had speakers more prone to interrupting each other. Welsh, for example, is also both verb-first and about as heavily inflected as Greek, but the Welsh are not known as pushy conversationalists.

　　16. According to the author, which of the following advantages of bilingualism is commonly accepted?

　　A. Personality improvement.

　　B. Better task performance.

　　C. Change of worldviews.

　　D. Avoidance of old-age disease.

　　17. According to the passage, that language influences thought may be related to .

　　A. the vocabulary of a second language

　　B. the grammar of a second language

　　C. the improved test performance in a second language

　　D. the slowdown of thinking in a second language

　　18. W hat is the author’s response to the question at the beginning of Para. 8?

　　A.It’s just one of the popular tales of national stereotypes.

　　B. Some properties inherent can make a language logical.

　　C. German and French are good examples of Whorfianism.

　　D. There is adequate evidence to support a positive answer.

　　19. Which of the following statements concerning Para. 9 is correct?

　　A. Ms. Chalari’s theory about the Greek language is well grounded.

　　B. Speakers of many other languages are also prone to interrupting.

　　C. Grammar is unnecessarily a condition for change in personality.

　　D. Many unrelated languages don’t have the same features as Greek.

　　20. In discussing the issue, the author’s attitude is .

　　A. satirical

　　B. objective

　　C. critical

　　D.ambivalent

　　PASSAGE THREE

　　(1) Once across the river and into the wholesale district, she glanced about her for some likely door at which to apply. As she contemplated the wide windows and imposing signs, she became conscious of being gazed upon and understood for what she was-a wage-seeker. She

　　had never done this thing before, and lacked courage. To avoid a certain indefinable shame she felt at being caught spying about for a position, she quickened her steps and assumed an air of indifference supposedly common to one upon an errand. In this way she passed many manufacturing and wholesale houses without once glancing in. At last, after several blocks of walking, she felt that this would not do, and began to look about again, though without relaxing her pace. A little way on she saw a great door which, for some reason, attracted her attention. It was ornamented by a small brass sign, and seemed to be the entrance to a vast hive of six or seven floors. "Perhaps," she thought, "they may want some one," and crossed over to enter. When she came within a score of feet of the desired goal, she saw through the window a young man in a grey checked suit. That he had anything to do with the concern, she could not tell, but because he happened to be looking in her direction her weakening heart misgave her and she hurried by, too overcome with shame to enter. Over the way stood a great six-story structure, labelled Storm and King, which she viewed with rising hope. It was a wholesale dry goods concern and employed women. She could see them moving about now and then upon the upper floors. This place she decided to enter, no matter what. She crossed over and walked directly toward the entrance. As she did so, two men came out and paused in the door. A telegraph messenger in blue dashed past her and up the few steps that led to the entrance and disappeared. Several pedestrians out of the hurrying throng which filled the sidewalks passed about her as she paused, hesitating. She looked helplessly around, and then, seeing herself observed, retreated. It was too difficult a task. She could not go past them. (2) So severe a defeat told sadly upon her nerves. Her feet carried her mechanically forward, every foot of her progress being a satisfactory portion of a flight which she gladly made. Block after block passed by. Upon streetlamps at the various corners she read names such as Madison, Monroe, La Salle, Clark, Dearborn, State, and still she went, her feet beginning to tire upon the broad stone flagging. She was pleased in part that the streets were bright and clean. The morning sun, shining down with steadily increasing warmth, made the shady side of the streets pleasantly cool. She looked at the blue sky overhead with more realization of its charm than had ever come to her before.

　　(3) Her cowardice began to trouble her in a way. She turned back, resolving to hunt up Storm and King and enter. On the way, she encountered a great wholesale shoe company, through the broad plate windows of which she saw an enclosed executive department, hidden by frosted glass. Without this enclosure, but just within the street entrance, sat a grey-haired gentleman at a small table, with a large open ledger before him. She walked by this institution several times hesitating, but, finding herself unobserved, faltered past the screen door and stood humble waiting.

　　(4) "Well, young lady," observed the old gentleman, looking at her somewhat kindly, "what is it you wish?"

　　(5) "I am, that is, do you--I mean, do you need any help?" she stammered.

　　(6) "Not just at present," he answered smiling. "Not just at present. Come in some time next week. Occasionally we need some one."

　　(7) She received the answer in silence and backed awkwardly out. The pleasant nature of her reception rather astonished her. She had expected that it would be more difficult, that something cold and harsh would be said--she knew not what. That she had not been put to shame and made to feel her unfortunate position, seemed remarkable. She did not realize that

　　it was just this which made her experience easy, but the result was the same.She felt greatly relieved.

　　(8) Somewhat encouraged, she ventured into another large structure. It was a clothing company, and more people were in evidence.

　　(9) An office boy approached her.

　　(10) "Who is it you wish to see?" he asked.

　　(11) "I want to see the manager," she returned.

　　(12) He ran away and spoke to one of a group of three men who were conferring together. One of these came towards her.

　　(13)"Well?" he said coldly. The greeting drove all courage from her at once.

　　(14) "Do you need any help?" she stammered.

　　(15)"No," he replied abruptly, and turned upon his heel.

　　(16)She went foolishly out, the office boy deferentially swinging the door for her, and gladly sank into the obscuring crowd. It was a severe setback to her recently pleased mental state.

　　21. She quickened her steps because she .

　　A.was afraid of being seen as a stranger

　　B.was in a hurry to leave the district

　　C.wanted to look like someone working there

　　D.wanted to apply at more factories that day

　　22. Why didn’t she enter Storm and King the first time?

　　A.She was too timid to enter the building

　　B.Two men stopped her at the entrance

　　C.Several pedestrians had found her strange

　　D.The messenger had closed the door behind him

　　23. What does ―every foot of her progress being a satisfactory portion of a flight which she gladly made‖ mean according to the context (Para.2)?

　　A.She thought she was making progress in job search.

　　B.She was glad that she was looking for a job.

　　C.She found her experience satisfactory.

　　D.She just wanted to leave the place.

　　24. Why did she feel greatly relieved (Para.7)?

　　A.She eventually managed to enter the building.

　　B.She was kindly received by the clerk.

　　C.She had the courage to make an inquiry.

　　D.She was promised a work position.

　　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

　　25. What do ―promise‖ and ―should‖ in Para. 2 imply about author’s vision of Australia’s economy?

　　26. Explain the meaning of ―the growth of national groups‖ according to the context (Para. 7). PASSAGE TWO

　　27. Explain the meaning of ―The choice between two languages is a huge prime.‖ according to

　　the context (Para. 6)

　　28. What reasons does the author give to explain why people feel different when speaking different languages?

　　29. What does the author focus on in the passage?

　　PASSAGE THREE

　　30. Select and write down at least THREE words or phrases in Para. 1 describing the girl’s inner feelings while walking in the streets looking for a job.

　　31. Explain the meaning of ―So severe a defeat told sadly upon her nerves.‖ according to the context (Para. 2).

　　32. In ―It was a severe setback to her recently pleased mental state.‖ (Para. 16), what does ―her recently pleased mental state‖ refer to according to the context?

　　PART III LANGUAGE USAGE [15 MIN]

　　The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:

　　For a wrong word, underline the wrong word and write the correct one in the blank provided at the end of the line.

　　For a missing word, mark the position of the missing word with a “∧”sign and

　　write the word you believe to be missing in the blank

　　provided at the end of the line.

　　For an unnecessary word, cross the unnecessary word with a slash “/”and put the

　　word in the blank provided at the end of the line.

　　Example

　　When∧art museum wants a new exhibit, (1) an

　　it never buys things in finished form and hangs (2) never

　　them on the wall. When a natural history museum

　　wants an exhibition, it must often build it. (3) exhibit

　　Proofread the given passage on ANSWER SHEET THREE as instructed

　　PART IV TRANSLATION [20 MIN]

　　Translate the underlined part of the following text from Chinese into English. Write your translation on ANSWER SHEET THREE

　　文學(xué)書籍起碼使我們的內(nèi)心可以達(dá)到這樣的三感:善感、敏感和美感。生活不如意時(shí),文學(xué)書籍給我們提供了可以達(dá)到一種比現(xiàn)實(shí)更美好的境界——書里面的水可能比我們現(xiàn)實(shí)生活中的水要清,天比我們現(xiàn)實(shí)中的`天要藍(lán);現(xiàn)實(shí)中沒有完美的愛情,但在書里有永恒的《梁山伯與祝英臺(tái)》《羅密歐與朱麗葉》。讀書,會(huì)彌補(bǔ)我們現(xiàn)實(shí)生活中所存在的不堪和粗糙。

　　PART V WRITING [45 MIN]

　　The following are two excerpts about job hopping. Read the two excerpts carefully and write an article of NO LESS THAN 300 WORDS, in which you should:

　　1. summarize the main arguments in the two excerpts, and then

　　2. express your opinion on perfection, especially on whether aiming for perfection matters in whatever you do.

　　You can support yourself with information from the excerpts.

　　Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks.

　　Write your article on ANSWER SHEET FOUR

　　英語(yǔ)專業(yè)八級(jí)考試真題 3

　　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 CostaVicentina 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 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 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.

　　(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.

　　(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 personal 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 decided 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 us. Let’s do it before the fire next time.

　　21.According to the author, “national service” is comparable to “military training” because they both cultivate youngsters’ ______.

　　A.good grades

　　B.self discipline

　　C.mutual trust

　　D.work ethic

　　22.The author cites the example of his father in order to show ______.

　　A.the importance of discipline

　　B.the importance of education

　　C.the necessity of having strong faith

　　D.the effectiveness of the program

　　23.According to the author, a national service program can bring the following benefits to America’s youngsters EXCEPT ______.

　　A.increase in income

　　B.a sense of responsibility

　　C.confidence and hope

　　D.practical work skills

　　24.According to the context, what does “the fire” refer to (Para. 14)?

　　A.Discrimination.

　　B.Anger.

　　C.Riots.

　　D.Aversion.

　　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

　　25.What does Para. 2 tell us about the restaurant business on the Alentejo coast throughout the year?

　　26.According to Para. 5, what are the two main reasons of the Alentejo’s inaccessibility?

　　PASSAGE TWO

　　27.What does “It was simply a box ticking exercise” mean in Para. 2?

　　28.Paras. 4-6 propose three main precepts for the now approach. Please use ONE phrase to summarize each of the three precepts.

　　29.What does the author suggest to shift the dynamic in the classroom (Para. 11)?

　　PASSAGE THREE

　　30.What is the purpose of the program proposed by the author (Paras. 1-3)?

　　31.What does the word “it” in “Don’t dismantle it: rechannel it.” refer to (Para. 7)?

　　32.What do Robert Reich’s findings imply (Para. 12)?

　　PART III LANGUAGE USAGE

　　The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proof-read the passage and correct it in the following way:

　　Example

　　When∧art museum wants a new exhibit, (1) an__________

　　it never buys things in finished form and hangs (2) never__________

　　them on the wall. When a natural history museum

　　wants anexhibition, it must often build it. (3) exhibit__________

　　Proofread the given passage on ANSWER SHEET THREE as instructed.

　　PART IV TRANSLATION

　　Translate the underlined part of the following text from Chinese into English. Write your translation on ANSWER SHEET THREE.

　　我小的時(shí)候特別盼望過年，往往是一過了臘月，就開始掰著指頭數(shù)日子。對(duì)于我們這種焦急的'心態(tài)，大人們總是發(fā)出深沉的感嘆，好像他們不但不喜歡過年，而且還懼怕過年。他們的態(tài)度令當(dāng)時(shí)的我感到失望和困惑，現(xiàn)在我完全能夠理解了。我想長(zhǎng)輩們之所以對(duì)過年感慨良多，一是因?yàn)檫^年意味著一筆開支，二是飛速流逝的時(shí)間對(duì)他們構(gòu)成巨大壓力。小孩子可以興奮地說：過了年，我又長(zhǎng)大了一歲；而老人們則嘆息：嗨，又老了一歲。過年意味著小孩子正在向自己生命過程中的輝煌時(shí)期進(jìn)步，而對(duì)于大人，則意味著正向衰朽的殘年滑落。

　　PART V WRITING

　　The following are two excerpts about job hopping. Read the two excerpts carefully and write an article of NO LESS THAN 300 WORDS, in which you should:

　　1.summarize the main arguments in the two excerpts, and then

　　2.express your opinion towards job hopping, especially on whether job hopping would benefit your career development.

　　You can support yourself with information from the excerpts.

　　Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks.

　　Write your article on ANSWER SHEET FOUR.

　　Excerpt 1

　　Excerpt 2

　　PartⅠLISTENING COMPREHENSION

　　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：Insufficient operational efforts on the ground.

　　4.Why do health workers need case management protocol training?

　　答案：They can open up more treatment units.

　　5.What does this interview mainly talk about?

　　答案：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 Tom see as game-changing chances in the future?

　　答案：B. Aiming at a consumer level.

　　9.What does Tom do first to deal with the toughest part of his work?

　　答案：D. Examining the future carefully.

　　10.Which of the following might Tom work for?

　　答案：A. A media agency.

　　PartⅡREADING COMPREHENSION

　　SECTION A MULTIPLE CHOICE QUESTIONS

　　PASSAGE ONE

　　11. The first part of Para. 4 refers to the fact that .

　　答案：life there is quiet and slow

　　12.“The lack of awareness” in Para. 5 refers to .

　　答案：［C］little knowledge of the beauty of the beach

　　13.The author uses “gloriously” in Para. 6 to .

　　答案：［C］contrast greenery with isolation

　　14. The sentence “We never ate the same thing twice” in Para. 10 reflects the of the seafood there.

　　答案：［D］variety

　　15.Which of the following themes is repeated in both and 11?

　　答案：［A］Publicity.

　　PASSAGE TWO

　　16. It can be inferred from and 2 that teachers used to .

　　答案：［D］teach extended reading in a perfunctory way

　　17. The sentence “we all understand and instinctively feel narrative structure” in indicates that .

　　答案：［C］we are born story-tellers

　　18. Samuel Johnson regards the relationship between a writer and a reader as .

　　答案：［B］collaborative

　　19. In , the author sees “pre-reading” as the most important part of reading because .

　　答案：［C］it can attract students’ attention

　　20. “Textual Intervention” suggested by Rob Pope (in Para. 8) is expected to fulfill all the following functions EXCEPT .

　　答案：［C］stretching the imagination

　　PASSAGE THREE

　　21. According to the author, “national service” is comparable to “military training” because they both cultivate youngsters’ .

　　答案：［B］self discipline

　　22. The author cites the example of his father in order to show .

　　答案：［A］the importance of discipline

　　23. According to the author, a national service program can bring the following benefits to America’s youngsters EXCEPT .

　　答案：［A］increase in income

　　24. According to the context, what does “the fire” refer to (Para. 14)?

　　答案：［B］Anger.

　　SECTION B SHORT ANSWER QUESTIONS

　　說明：簡(jiǎn)答題答案不唯一，意思對(duì)即可。

　　PASSAGE ONE

　　25.What does Para. 2 tell us about the restaurant business on the Alentejo coast throughout the year?

　　答案：Busy in July and August only.

　　(或者Not busy all the year other than July and August.)

　　26. According to Para. 5, what are the main reasons of the Alentejo’s inaccessibility?

　　答案：Far from airports, and without proper accommodation.

　　PASSAGE TWO

　　27. What does “It was simply a box ticking exercise” mean in Para. 2?

　　答案：Extended reading was taught superficially without creation or enthusiasm.

　　28. Paras. 4 - 6 propose three main precepts for the new approach. Please use ONE phrase to summarize each of the three precepts.

　　答案：Teaching as storytelling, reading as creative processes, students as readers.

　　29. What does the author suggest to shift the dynamic in the classroom (Para. 11)?

　　答案：Replacing “l(fā)anguage” with narrative approached as an attractive creative process.

　　PASSAGE THREE

　　30.What is the purpose of the program proposed by the author (Paras. 1-3)?

　　答案：To help the urban poor lead quality lives.

　　31. What does the word “it” in “Don’t dismantle it: rechannel it” refer to (Para. 7) ?

　　答案：The resource of military bases suitable for national service.

　　32. What do Robert Reich’s findings imply (Para. 12)?

　　答案：There is alienation between the rich and the poor.

　　Part IIILANGUAGE USAGE

　　1. which→ that

　　2. thus→ as

　　3. how→ how

　　4. ∧the more→ and

　　5. specially→ especially/particularly

　　6. dominated→ dominating

　　7. make→ conduct/offer

　　8. ∧ability→ the

　　9. specialized→ specialize

　　10. manner→ way

　　Part IVTRANSLATION

　　參考譯文

　　The reasons for the elders’ mixed feelings about the New Year, I think, come down to the following two ones. On the one hand, celebrating the New Year means a great expense to them. On the other hand, the fleeting time exerted considerable pressure on them. Kids may say excitedly that they begin another year in their life after the New Year; however, adults may sigh, "Well, Ive become one year older!" For the kids, the New Year means that they are making progress in the most brilliant part of their life. On the contrary, for adults, its an indication that they are sliding into their declining years.

　　Part VWRITING

　　參考范文

　　Job Hopping, Yes or No?

　　It seems that employers are nowadays more open to job hoppers as the former is increasingly aware that job hopping may be conducive to them in that fresh organizational cultures and values, especially the updated knowledge, are a must for the employees. However, some employers are reluctant to hire those job hoppers on the grounds that the latter needs at least four to six years to demonstrate progress to their employers and therefore, job hoppers who served in a company for less than that duration will do no good to both the present and the next employers. For those who are struggling for something new, they should not feel guilty about job hopping, but the trend of selecting what kind of employees by different businesses has to be pondered before the final decision is made.

　　The commonly accepted wisdom is that flexibility means adapting well to various circumstances and should be highly valued. In particular, venturing in new settings is not detrimental to personal characters in one’s early life. Job hopping will broaden one’s experience, escalate one’s knowledge and enrich one’s life. Additionally, job hopping may inspire smart decisions in choosing ideal jobs in the future. Apart from a few who are definite towards their career life at a younger age, most young adults, especially those who have just stepped out of the ivory tower, are still not quite clear about their future. Job hopping will without doubt help new graduates find their true self and the direction of their careers. Furthermore, those loyal employees do have strengths such as commitment, devotion and credibility to the job, but a higher risk of job burnout, mid-career crisis sabotage or severe career bottleneck are widely observed in workplace which may render stagnancy or even loss to the company.

　　There is no question that to switch jobs should be done on the basis that the employee has really acquired skills in his or her present post and needs to further his or her knowledge or values. For those who frequently change jobs within a short period of time because they feel insecure or are sunk in apathy about the job or even problematic with addressing relationships with colleagues, it deserves reflection and the human resources department will for sure spot that out.

　　英語(yǔ)專業(yè)八級(jí)考試真題 4

　　Television broadcasts are ( 1 ) to an area that is within the (2) of the sending station or its relay(中轉(zhuǎn)站). (3) television relays are often placed on hills and mountains so that they can (4) a wider region,they still cannot cover more land thanone from the hilltop (5)a clear day However,the rays also go out into the atmosphere,(6) there is a relay station on a satellite that (7) around the earth,it can send the pictures to any point on the earth from which the satellite is (8). Three satellites (9) turning around over the equator (赤道) send any television program to any part of the earth. (10)makes it possible for world (11)of newspaper to give the news in all countries at the same time.( 12 ) it may be possible for a subscriber (訂戶) to a televised newspaper to (13) a button and see a newspaper page (14) his television screen. He could also decide when he wants the page ( 15 ),( 16 ),by dialing different number such as ( 17 ) on a telephone dial,he could choose the language or the,edition of the paper he wants to read.

　　It seems strange to think that,even today,methods of the(15) are not entirely useless.For example,sometimes (19) agencies which use radio and Telstar also use pigeons to (20) messages between offices in large cities because the pigeons are not bothered by tragic problems.

　　1. A. prohibited B. bounded C. limitedD. shifted

　　2. A. range

　　B. view

　　C. miles

　　D. distance

　　3. A. Even

　　B. Although

　　C. Unless

　　D. Whenever

　　4. A. cover

　　B. spread

　　C. help

　　D. pass

　　5. A. in

　　B. during

　　C. on

　　D. at

　　6. A. and then

　　B. by far

　　C. when

　　D. and if

　　7. A. spins

　　B. revolves

　　C. jumps

　　D. circles

　　8. A. watched

　　B. visible

　　C. spotted

　　D. protected

　　9. A. always

　　B. temporarily

　　C. permanendy

　　D. periodically

　　10. A. This

　　B. That

　　C. What

　　D. Which

　　11. A. population

　　B. editions

　　C. articles

　　D. reports

　　12. A. The other day

　　B. In the future

　　C. Someday

　　D. One day

　　13. A. touch

　　B. press

　　C. suppress

　　D. thumb

　　14. A. at

　　B. in

　　C. on

　　D. by

　　15. A. turn

　　B. to turn

　　C. turning

　　D. to be turned

　　16. A. also

　　B. moreover

　　C. and

　　D. then

　　17. A. what

　　B. these

　　C. those

　　D. ones

　　18. A. passed

　　B. past

　　C.-old days

　　D. out-of-date

　　19. A. press

　　B. conference

　　C. newspapers

　　D. books

　　20. A. bring

　　B. take

　　C. distribute

　　D. send

　　參考答案及解析

　　1、【解析】C。本題考查詞義辨析。limit限制，局限;prohibit禁止;bound跳躍，跳動(dòng);shift轉(zhuǎn)移。C符合題意。

　　2、【解析】A。本題考查詞義辨析。range射程，有效距離。如：it is beyond the range.超出了射程。本文指中轉(zhuǎn)站能發(fā)射到的距離范圍之內(nèi)。

　　3、【解析】B。本題考查句子的邏輯關(guān)系。根據(jù)上正文的邏輯關(guān)系，此處需要一個(gè)轉(zhuǎn)折連詞。

　　4、【解析】A。本題考查詞義辨析。cover覆蓋，包括，在后文也出現(xiàn)了。其他選項(xiàng)的意思分別是：spread傳播.help幫助;pass通過。

　　5、【解析】C。本題考查介詞的用法。通常我們說on a clear day，即強(qiáng)調(diào)具體的某一天時(shí)間應(yīng)該用介詞on。

　　6、【解析】D。本題考查句子的邏輯關(guān)系。根椐上下文的邏輯關(guān)系，用表示條件關(guān)系的句子。

　　7、【解析】B。本題考查詞義辨析。revolve around繞轉(zhuǎn)，公轉(zhuǎn)(主要指星球和球體)。如：The earth revolves around the sun.地球繞著太陽(yáng)公轉(zhuǎn)。這里指的是衛(wèi)星繞著地球轉(zhuǎn)動(dòng)。spin旋轉(zhuǎn)(通常指以…為軸);jump跳躍;circle轉(zhuǎn)圈，在…盤旋。

　　8、【解析】B。本題考查語(yǔ)法知識(shí)和句子的含義。visible能看見的，是形容詞。其余的都是動(dòng)詞的被動(dòng)語(yǔ)態(tài)，不符合語(yǔ)法和題意。

　　9、【解析】C。本題考查詞義辨析。permanently永久的，永恒的;always總是，通常用于修飾動(dòng)詞;temporarily臨時(shí)的，暫時(shí)的;periodically周期性地，定期地。C符合題意。

　　10、【解析】A。本題考查語(yǔ)法知識(shí)和句子的含義。因?yàn)榇丝涨懊媸蔷涮?hào)，所以不是從句，不需要用what、which等連詞。指示代詞this、that可指代前面的句子內(nèi)容或句子的一部分。this是近指，因此選A。

　　11、【解析】B。本題考查詞義辨析。這里指報(bào)紙的.出版。population人口;articles文章;reports報(bào)道。這三個(gè)詞均不符合題意。edition版本。

　　12、【解析】C。本題考查詞義辨析。someday將來的某一天;the other day前一天;oneday有一天;in the future將來，未來。C符合題意。

　　13、【解析】B。本題考查詞義辨析。press a button按動(dòng)按鈕;touch觸摸，接觸，強(qiáng)調(diào)觸覺，一般不和button搭配。如：Do not touch the book.不要摸那本書。suppress鎮(zhèn)壓;thumb用拇指翻動(dòng)(書頁(yè)等)。因此選B。

　　14、【解析】C。本題考查介詞用法。on the television screen在電視屏幕上。

　　15、【解析】B。本題考查語(yǔ)法知識(shí)。根據(jù)語(yǔ)法規(guī)則，不定式修飾want、have等動(dòng)詞的賓語(yǔ)時(shí)，并且句子的主語(yǔ)是不定式的邏輯主語(yǔ)，應(yīng)該用主動(dòng)語(yǔ)態(tài)表示被動(dòng)含義。如：We havenothing to do.我們沒有什么事情可做。I have two papers to write.我要寫兩篇論文。

　　16、【解析】C。本題考查連詞的用法。and表示并列關(guān)系。

　　17、【解析】C。本題考查語(yǔ)法知識(shí)。英語(yǔ)中，為了避免重復(fù)，可以用that、those來代替前面提到的名詞。但是this、these沒有這種用法。如：My hobbies ale different from those of my college years.我的興趣和大學(xué)時(shí)代的興趣不同了。

　　18、【解析】B。本題考查固定搭配。methods of the past過去的方法。

　　19、【解析】A。本題考查固定搭配。press agency新聞機(jī)構(gòu)。

　　20、【解析】D。本題考查固定搭配。send message發(fā)送信息。

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