英语专业八年级真题.docx

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英语专业八年级真题
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QUESTIONBOOKLET
TESTFORENGLISHMAJORS(2017)
-GRADEEIGHT-
TIMELIMIT:150MIN
PARTILISTENINGCOMPREHENSION
[25MIN]
SECTIONAMINI-LECTURE
Inthissectionyouwillhearamini---lecture,pleasecompletethegap-(s)youfillinis(are)-taking.
YouhaveTHIRTYsecondstopreviewthegap-fillingtask.
Nowlistentothemini-,youwillbegivenTHREEminutestocheckyourwork.
SECTIONBINTERVIEW
,-,youshouldreadthefourchoicesofA,B,CandD,andmarkthebestanswertoeachquestiononANSWERSHEETTWO.
YouhaveTHIRTYsecondstopreviewthechoices.
Now,.
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Now,.
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-basedideas.
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PARTIIREADINGCOMPREHENSION
[45MIN]
SECTIONAMULTIPLECHOICEQUESTIONS
,therearefoursuggestedanswersmarkedA,B,.
PASSAGEONE
(1)It’s7pmonabalmySaturdaynightinJune,andIhavejustorderedmyfirstbeerinICervejaria,arestaurantinZambujeiradoMar,oneoftheprettiestvillagesonPortugal’ssouth-,butthisdoesn’,drivingalongemptyroads,playingwithmysononemptybeaches,andstayinginB&Bswherewearetheonlyguests.
(2)Nodoubttherestaurant,runbytwobrothersforthepast28years,isbuzzinginJulyandAugust,,thetrickleofdinerswhocometofeastonfantasticallyfreshseafoodreflectsthegeneralpaceoflifeintheAlentejo:sleepy,borderingoncomatose.
(3)Oneofthepoorest,least-developed,least-populatedregionsinwesternEurope,,apartfrominthecapitalEvora,itsfoodisn’,corkoakforests,wildflowermeadowsandtinywhite-washedvillages,aremoresubtlethaninFranceorItaly’sposterregions.
(4);there’,,’sWay,surferstoridethebestwavesinEurope,butdayafterdaywehadspectacularbeachestoourselves.
(5)Thelackofawarenessispartlyamatterofaccessibility(thesebeachesareagoodtwohours’drivefromeitherFaroorLisbonairports),independentguesthousesinthisarea,buttheyarehiddeninvalleysorattheendofdirttracks.
(6)Ourbasewasabeautiful600-acreestateofuncultivatedlandcoveredinrock-rose,-bedroomhome,Azenha,wasoncehometothemillerwhotendedthenow-,poolandrestaurant,itisgloriouslyisolated.
(7)Steppingoutofthehouseinthemorningtogreetourneighbours–wildhorsesononeside,donkeysontheother–withnothingbutbirdsongfillingtheair,Ifeltasenseofadventureyounormallyonlygetwithwildcamping.
(8)“Whenpeoplefirstarrive,theyfeelalittleanxiouswonderingwhattheyaregoingtodothewholetime,”SarahGredley,theEnglishownerofestate,toldme.“Butitdoesn’tusuallytakethemlongtorealisethatthewholepointofbeinghereistoslowdown,toenjoynature.”
(9)Wefollowedheradvice,walkingdowntothestreaminsearchofterrapinsandotters,,wetrampeduphilltothewindmill,nowaromantichousefortwo,forpanoramicviewsacrosstheestateandbeyond.
(10)Whenweventuredout,wewerealwaysdrawnbacktothecoast–,wewouldhead,sandy-footed,tothenearestrestaurant,knowingthatateveryonetherewouldbeacabinetfulloffreshseafoodtochoosefrom–bass,salmon,lobster,prawns,crabs,goosebarnacles,clams…Weneveratethesamethingtwice.
(11)AkilometreorsofromICervejaria,onZambujeira’sidyllicnaturalharbourisOSacas,,wewandereddowntotheharbourwheretwofishermen,inwetsuits,,theplacewasdeserted–justanotheremptybeautyspotwhereIwonderedforthehundredthtimethatweekhowthispristinestretchofcoasthasremainedsoundiscovered.
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lifethereisquietandslow
theplaceislittleknown
theplaceisleastpopulated
therearestunningviews
“Thelackofawareness”.
differentholidayingpreferences
difficultyoffindingaccommodation
littleknowledgeofthebeautyofthebeach
longdistancefromtheairports
Theauthoruses“gloriously”.
describethesceneryoutsidethehouse
showappreciationofthesurroundings
contrastgreenerywithisolation
praisetheregion’suniquefeature
Thesentence“Weneveratethesamethingtwice”.
freshness
delicacy
taste
variety

Publicity.
Landscape.
Seafood.
Accommodation.
PASSAGETWO
(1)IcanstillrememberthefaceswhenIsuggestedamethodofdealingwithwhatmostteachersofEnglishconsideredoneoftheirpethorrors,,andmanywerequitecynicalabouttheoffertoworktogethertocreateanewanddynamicapproachtotheplaceofstoriesintheclassroom.
(2)Theyhadseenpromisescomeandgoandmerewordsweren'tgoingtoconvincethem,,.
(3),’showithappened(or,likemostgoodstories,,theimagination.)Westartedwiththreemainprecepts:
(4)First,itisimportanttorealizethatallofusarestorytellers,–therealstoriessuchaswhathappenedtousthismorningorlastnight,andtheoneswehavebeentoldbyothersandwehaven’–forexample,thetensioncreatedbetweengoodandbadtogetherwiththeresolutionofthattensionthroughtheinterventionoftime,resourcefulnessandvirtue–,inhisseminalbook‘TeachingasStorytelling’warnsusnottoignorethisinnateskill,foritisaremarkabletoolforlearning.
(5)Weneedtounderstandthatwritingandreadingaretwosidesofthesamecoin:anauthorhasnotcompletedthetaskifthebookisnotread:thecreativecircleisnotcompletewithoutthereader,:,weoftenforgetthatreadingitselfcanbeacreativeprocess,justaswritingis,,andoftenaskcomprehensionquestionswhichrelatetofactualinformation–whosaidwhatandwhen,ratherthanspeculatingon‘why’,forexample,orexaminingthecontextoftheaction.
(6)Thethirdpartofthereasoningthatweadoptedrelatestotheneedtoengagethestudentsasreadersintheirownright,notassimplyaslanguagelearners;learningthelanguageispartoftheprocess,,aplacewhereteacherscanonlygoifinvited.
(7)-readingactivitiesbecomethemostimportantpartoftheteachingprocess;theactualreadingpartcanalmostbeseenasthecreamonthecake,andtheprincipleaimofpre-,andwhichrelyonthestudent’sinnateknowledgeofnarrative,;releasingafreeimaginationistheobjective.
(8)Movingfrompre-readingtoreading,wemayintroducetextualinterventionactivities.‘TextualIntervention’isatermusedbyRobPopetodescribetheprocessofquestioningatextnotsimplyasaguidetocomprehensionbutasawayofexploringthecontextofthestoryatanyonetime,andexaminingpointsatwhichthenarrativepresentschoices,pointsofdivergence,’tdothisforalltexts,however,astheshorteronesdonotseemtogainmuchfromthisprocessanditsimplybreaksupthereadingpleasure.
(9)Follow-upactivitiesareneeded,attheleast,toroundofftheactivity,,thestorymayhavebeenchoseninthefirstplacebecausethecontextsupportsoneofthethemesthatteachersarerequiredtoexamineaspartofthesyllabus–forexample,‘families’,‘scienceandtechnology’,‘communications’,‘theenvironment’’.
(10)Thewholeprocess–pre-,whileandpostreading–couldbejustanhour’sactivity,’tpossibleforustoknowhowmuchtimeanyteacherwillhaveavailable,,,though,isthatthepre-readingactivitiesbeincluded,..
(11),wherebythreeelementsarerequiredtoachieveadynamicinanysocia