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2021年2月23日发(作者：反抗)

QUESTION BOOKLET

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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.

2.

A. 200.

B. 70.

C. 10.

D. Optimistic.

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

[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

w

heat

fields,

cork oak forests, wildflower meadows and tiny white-washed villages, are more

subtle than in France or Italy’s poster regions.

(4) To travel here is to step back in time 40 or 50 years. Life rolls along

at a treacly pace; there’s an unnerving

stillness to the landscape. But that

stillness ends abruptly at the Atlantic Ocean, where there is drama in spades.

Protected by the South West Alentejo and Costa Vicentina national park, the 100

km of coastline from Porto Covo in the Alentejo to Burgau in the Algarve is the

most stunning in Europe. And yet few people seem to know about it. Walkers come

to admire the views from the Fisherman’s Way, surfers to ride the best waves in

Europe, but day after day we had spectacular beaches to ourselves.

(5) The lack of awareness is partly a matter of accessibility (these beaches

are a good two hours’ drive from either Faro or Lisbon airports) and partly to

do with a lack of beachside accommodation. There are some gorgeous, independent

guesthouses in this area, but they are hidden in valleys or at the end of dirt

tracks.

(6) Our base was a beautiful 600-acre estate of uncultivated land covered in

rock-rose,

eucalyptus

and

wild

flowers

13km

inland

from

Zambujeira.

Our

one-bedroom

home,

Azenha,

was

once

home

to

the

miller

who

tended

the

now-restored

watermill next to it. A kilometre away from the main house, pool and restaurant,

it is gloriously isolated.

(7) Stepping out of the house in the morning to greet our neighbours

–

wild

horses on one side,

donkeys on the other

–

with nothing

but birdsong filling the

air, I felt a sense of adventure you normally only get with wild camping.

(8)

“When

people

first

arrive,

they

feel

a

little

anxious

wondering

what

they

are

going

to

do

the

whole

time,”

Sarah

Gredley,

the

English

o

wner

of

estate,

told

me. “But it doesn’t usually take them long to realise that the whole point of

being here is to slow down, to enjoy nature.”

(9)

We

followed

her

advice,

walking

down

to

the

stream

in

search

of

terrapins

and

otters,

or

through

clusters

of

cork

oak

trees.

On

some

days,

we

tramped

uphill

to

the

windmill,

now

a

romantic

house

for

two,

for

panoramic

views

across

the

estate

and beyond.

(10)

When

we

ventured

out,

we

were

always

drawn

back

to

the

coast

–

the

gentle

sands and shallow bay of Farol beach. At the end of the day, we would head,

sandy-footed, to the nearest restaurant, knowing that at every one there would

be

a

cabinet

full

of

fresh

seafood

to

choose

from

–

bass,

salmon,

lobster,

prawns,

crabs, goose barnacles, clams … We never ate the

same thing twice.

(11) A kilometre or so from I Cervejaria, on Zambujeira’s idyllic natural

harbour is O Sacas, originally built to feed the fishermen but now popular with

everyone. After scarfing platefuls of seafood on the terrace, we wandered down

to the harbour where two fishermen, in wetsuits, were setting out by boat across

the clear turquoise water to collect goose barnacles. Other than them, the place

was

deserted

–

just

another

empty

beauty

spot

where

I

wondered

for

the

hundredth

time that week how this pristine stretch of coast has remained so undiscovered.

11.

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

A.

life there is quiet and slow

B.

the place is little known

C.

the place is least populated

D.

there are stunning views

12.

“The lack of awareness”

in Para. 5 refers to ______.

A.

different holidaying preferences

B.

difficulty of finding accommodation

C.

little knowledge of the beauty of the beach

D.

long distance from the airports

13.

The

author uses “gloriously” in Para. 6 to

______.

A.

describe the scenery outside the house

B.

show appreciation of the surroundings

C.

contrast greenery with isolation

D.

praise the region’s unique feature

14.

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

______ of the seafood there.

A.

freshness

B.

delicacy

C.

taste

D.

variety

15.

Which of the following themes is repeated in both Paras. 1 and 11?

A.

Publicity.

B.

Landscape.

C.

Seafood.

D.

Accommodation.

PASSAGE TWO

(1) I can still remember the faces when I suggested a method of dealing with

what

most

teachers

of

English

considered

one

of

their

pet

horrors,

extended

reading.

The room was full of tired teachers, and many were quite cynical about the offer

to work together to create a new and dynamic approach to the place of stories in

the classroom.

(2)

They

had

seen

promises

come

and

go

and

mere

words

weren't

going

to

convince

them,

which

was

a

shame

as

it

was

mere

words

that

we

were

principally

dealing

with.

Most

teachers

were

unimpressed

by

the

extended

reading

challenge

from

the

Ministry,

and

their

lack

of

enthusiasm

for

the

rather

dry

list

of

suggested

tales

was

passed

on to their students and everyone was pleased when that part of the syllabus was

over. It was simply a box ticking exercise. We needed to do something more. We

needed a very different approach.

(3) That was ten years ago. Now we have a different approach, and it works.

Here’s how it happened

(or,

like most good

stories,

here are the main

parts. You

have to fill in some of yourself employing that underused classroom device, the

imagination.) We started with three main precepts:

(4)

First,

it

is

important

to

realize

that

all

of

us

are

storytellers,

tellers

of

tales.

We

all

have

our

own

narratives

–

the

real

stories

such

as

what

happened

to us this morning or last night, and the ones we have been told by others and

we

haven’t

experienc

ed

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 ver

y 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 th

e 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

ad

d

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 j

ob 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

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