2024年1月19日发(作者：)

2017英语专业八级真题及答案

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.

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1.

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2. ideas.

D. Creating things from changes in behavior,

media, etc.

3. 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.

4. A. Having people take a risk.

B. Aiming at a consumer leek.

C. Using messages to do things.

D. Focusing on data-based ideas.

5. A. Looking for opportunities.

B. Considering a starting point.

C. Establishing the focal point.

D. Examining the future carefully.

6. 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

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(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

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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

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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.

7. 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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8. “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

9. 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

10. 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

11. 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

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horrors, extended reading. The room was full of

tired teachers, and many were quite cynical

about the offer to work together to create a new

and dynamic approach to the place of stories in

the classroom.

(2) They had seen promises come and go

and mere words weren't going to convince them,

which was a shame as it was mere words that

we were principally dealing with. Most teachers

were unimpressed by the extended reading

challenge from the Ministry, and their lack of

enthusiasm for the rather dry list of suggested

tales was passed on to their students and

everyone was pleased when that part of the

syllabus was over. It was simply a box ticking

exercise. We needed to do something more. We

needed a very different approach.

(3) That was ten years ago. Now we have a

different approach, and it works. Here’s how it

happened (or, like most good stories, here are

the main parts. You have to fill in some of

yourself employing that underused classroom

device, the imagination.) We started with three

main precepts:

(4) First, it is important to realize that all

of us are storytellers, tellers of tales. We all

have our own narratives – the real stories such

as what happened to us this morning or last

night, and the ones we have been told by others

and we haven’t experienced personally. We

could say that our entire lives are constructed

as narratives. As a result we all understand and

instinctively feel narrative structure. Binary

opposites – for example, the tension created

between good and bad together with the

resolution of that tension through the

intervention of time, resourcefulness and virtue

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– 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

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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.

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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

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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.

12. 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

13. 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

14. Samuel Johnson regards the relationship

between a writer and a reader as ______

(Para. 5).

A. independent

B. collaborative

C. contradictory

D. reciprocal

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15. 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

16. “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

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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

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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.

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(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.

17. According to the author, “national

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service” is comparable to “military training”

because they both cultivate youngsters’

______.

A. good grades

B. self discipline

C. mutual trust

D. work ethic

18. 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

19. 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

20. 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.

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Answer each question in NO MORE THAN TEN

WORDS in the space provided on ANSWER

SHEET TWO.

PASSAGE ONE

21. What does Para. 2 tell us about the

restaurant business on the Alentejo coast

throughout the year?

22. According to Para. 5, what are the two

main reasons of the Alentejo’s

inaccessibility?

PASSAGE TWO

23. What does “It was simply a box ticking

exercise” mean in Para. 2?

24. Paras. 4-6 propose three main precepts for

the now approach. Please use ONE phrase to

summarize each of the three precepts.

25. What does the author suggest to shift the

dynamic in the classroom (Para. 11)?

PASSAGE THREE

26. What is the purpose of the program

proposed by the author (Paras. 1-3)?

27. What does the word “it” in “Don’t

dismantle it: rechannel it.” refer to (Para. 7)?

28. What do Robert Reich’s findings imply

(Para. 12)?

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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:

For a wrong underline the wrong word and

word, write the correct one in the blank

provided at the end of the line.

For a mark the position of the missing

missing word with a “∧” sign and write

word, the word you believe to be

missing in the blank provided at

the end of the line.

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For an cross the unnecessary word with

unnecessary a slash “/” and put the word in

word, 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.

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我小的时候特别盼望过年，往往是一过了腊月，就开始掰着指头数日子。对于我们这种焦急的心态，大人们总是发出深沉的感叹，好像他们不但不喜欢过年，而且还惧怕过年。他们的态度令当时的我感到失望和困惑，现在我完全能够理解了。我想长辈们之所以对过年感慨良多，一是因为过年意味着一笔开支，二是飞速流逝的时间对他们构成巨大压力。小孩子可以兴奋地说：过了年，我又长大了一岁；而老人们则叹息：嗨，又老了一岁。过年意味着小孩子正在向自己生命过程中的辉煌时期进步，而对于大人，则意味着正向衰朽的残年滑落。

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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 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

The Pros of Job Hopping

Until recently, job hopping was considered

career suicide. But things have changed. As job

longevity becomes a thing of the past,

employers and recruiters are beginning to have

a different outlook on job hopping.

According to the Bureau of Labor

Statistics, the average number of years that

U.S. workers have been with their current

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employer is 4.6. Tenure of young employees

(ages 20 to 34) is only half that (2.3 years).

As it turns out, job hopping can be

extremely advantageous for certain types of

people – if they do it for the right reasons, says

Laurie Lopez, a partner and senior general

manager in the IT Contracts division at

WinterWyman. “For those in technology, for

example, it allows them the opportunity to gain

valuable technical knowledge in different

environments and cultures. This can be more

common for those specializing in IT. In order to

keep their skills fresh, it is necessary for

technologists to remain current in a highly

competitive market. Job hopping is more

common with employees that are less tenured,

and feel confident in their skills to be able to

move on and can add value immediately in a

new opportunity. With employers being more

open to hiring job hoppers, we expect the trend

to continue.”

Excerpt 2

Job hopping becomes more difficult as employers seek solid credentials

Amid a slowdown in the country’s

economic growth, the good times for job

hoppers might be coming to an end, said Angel

Lam, associate director of commerce and

finance, human resources, supply chain and

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operation business of Robert Walters.

Job hoppers are those who frequently

change jobs in a two-year span, according to

global recruitment consultancy Robert Walters.

Employers started to shun the job hoppers

in 2012, and the trend became more apparent

in 2013 and this year.

“About 90 percent of our clients will

simply reject the candidate if they find traces

indicating job hopping in the resumes. They

wouldn’t even give an interview,” she said.

The usual time span for candidates to

change a job should be between four to six

years, especially for middle to senior

management candidates, as they have to

demonstrate progress to their employers over

this period of time, according to Lam.

Usually, the candidate will adapt to all the

changes in the job in the first year, make some

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fine tuning in the second year, speed up his or

her progress in the third year and start to seek

more stable development in the ensuing years.

Only in this way can the employee improve

adaptability, gain persistence and grasp basic

skill sets required for the job, Lam said.

--THE END--

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【星火英语版】2017年英语专业八级考试参考答案

PartⅠ LISTENING 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?

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专八真题2017年

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：D.

Insufficient operational efforts on the ground.

4.

Why do health workers need case management protocol training?

答案：B.

They can open up more treatment units.

5.

What does this interview mainly talk about?

答案：C.

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.

PartⅡ READING COMPREHENSION

SECTION A MULTIPLE CHOICE QUESTIONS

PASSAGE ONE

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

答案：[A]

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 Paras.1 and 11?

答案：［A］Publicity.

PASSAGE TWO

16. It can be inferred from Paras.1 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”

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专八真题2017年

in Para.4 indicates that .

答案：［C］we are born story-tellers

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

(Para.5).

答案：［B］collaborative

19. In Para.7, 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

说明：简答题答案不唯一，意思对即可。

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.

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专八真题2017年

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 “language” 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 IV TRANSLATION

参考译文

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,

I've 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

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专八真题2017年

adults, it's an indication that they are sliding into their declining years.

Part V WRITING

参考范文

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.

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专八真题2017年

说明：

以上答案仅供考生估分参考使用，最终答案以四月中旬上市的《星火英语专八全真试卷（10套最新真题2008-2017+新题型听力特训8套题+新题型阅读特训8套题+新题型改错、翻译、写作特训）》《星火英语专八真题详解+标准预测（10套最新真题2008-2017+5套标准预测试卷+10套新题型听力+20篇新题型写作+2000词卡片）》中的为准。

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