running2017英语专业八级真题及答案

2021年1月10日发(作者：苏振华)
专八真题2017年
QUESTION BOOKLET



TEST FOR ENGLISH MAJORS (2017)
-GRADE EIGHT-

TIME LIMIT: 150 MIN


PART I LISTENING COMPREHENSION


SECTION A MINI-LECTURE

[25 MIN]
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.


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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.

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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 there are three passages followed by fourteen multiple choice questions. For each
multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one
that you think is the best answer and mark your answers on ANSWER SHEET TWO.

PASSAGE ONE

(1) It’s 7 pm on a balmy Saturday night in June, and I have just ordered my first beer in I
Cervejaria, a restaurant in Zambujeira do Mar, one of the prettiest villages on Portugal’s
south-west coast. The place is empty, but this doesn’t surprise me at all. I have spent two weeks
in this area, driving along empty roads, playing with my son on empty beaches, and staying in
B&Bs where we are the only guests.
(2) No doubt the restaurant, run by two brothers for the past 28 years, is buzzing in July and
August, when Portuguese holidaymakers descend on the Alentejo coast. But for the other 10
months of the year, the trickle of diners who come to feast on fantastically fresh seafood reflects
the general pace of life in the Alentejo: sleepy, bordering on comatose.
(3) One of the poorest, least-developed, least- populated regions in western Europe, the
Alentejo has been dubbed both the Provence and the Tuscany of Portugal. Neither is accurate. Its
scenery is not as pretty and, apart from in the capital Evora, its food isn’t as sophisticated. The
charms of this land of wheat fields, cork oak forests, wildflower meadows and tiny
white-washed villages, are more subtle than in France or Italy’s poster regions.
(4) To travel here is to step back in time 40 or 50 years. Life rolls along at a treacly pace;
there’s an unnerving stillness to the landscape. But that stillness ends abruptly at the Atlantic
Ocean, where there is drama in spades. Protected by the South West Alentejo and Costa Vicentina
national park, the 100 km of coastline from Porto Covo in the Alentejo to Burgau in the Algarve
is the most stunning in Europe. And yet few people seem to know about it. Walkers come to
admire the views from the Fisherman’s Way, surfers to ride the best waves in Europe, but day
after day we had spectacular beaches to ourselves.
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(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

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12. “The lack of awareness” in Para. 5 refers to ______.
A. different holidaying preferences
B. difficulty of finding accommodation
C. little knowledge of the beauty of the beach
D. long distance from the airports

13. The author uses “gloriously” in Para. 6 to ______.
A. describe the scenery outside the house
B. show appreciation of the surroundings
C. contrast greenery with isolation
D. praise the region’s unique feature

14. The sentence “We never ate the same thing twice” in Para. 10 reflects the ______ of the
seafood there.
A. freshness
B. delicacy
C. taste
D. variety

15. Which of the following themes is repeated in both Paras. 1 and 11?
A. Publicity.
B. Landscape.
C. Seafood.
D. Accommodation.

PASSAGE TWO

(1) I can still remember the faces when I suggested a method of dealing with what most
teachers of English considered one of their pet horrors, extended reading. The room was full of
tired teachers, and many were quite cynical about the offer to work together to create a new and
dynamic approach to the place of stories in the classroom.
(2) They had seen promises come and go and mere words weren't going to convince them,
which was a shame as it was mere words that we were principally dealing with. Most teachers
were unimpressed by the extended reading challenge from the Ministry, and their lack of
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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.
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(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.
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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.
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(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
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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

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