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TESTFOR ENGLISH MAJORS (2017)
-GRADE EIGHT-
TIMELIMIT:150MIN
PARTⅠ LSTENING COMPREHENSION（25MIN）
SECTIONA 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 onANSWER 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
fornote-taking.
YouhaveTHIRTYsecondstopreviewthegap-fillingtask.
Now listen to the mini-lecture. When it is over, you will be given THREE minutes to
checkyourwork.
SECTIONB INTERVIEW
In this section you will hear TWO interviews.At the end of each interview, five questions
willbeaskedaboutwhatwassaid.Boththe interviewsandthequestionswillbespokenONCE
ONLY.After eachquestiontherewillbeaten-secondpause.Duringthepause,youshouldread
the four choices of [A], [B], [C] and [D], and mark the best answer to each question on
ANSWERSHEETTWO.
YouhaveTHIRTYsecondstopreviewthechoices.
Now,listentothefirstinterview.Questions1to5arebasedonthefirstinterview.
1.A.Comprehensive. B.Disheartening. C.Encouraging. D.Optimistic.
2.A.200. B.70. C.10. D.500.
3.A.Lackofinternationalfunding.
B.Inadequatetrainingofmedicalpersonnel.
C.Ineffectivenessoftreatmentefforts.
D.Insufficientoperationaleffortsontheground.
4.A.Theycanstarteducationprogramsforlocalpeople.
B.Theycanopenupmoretreatmentunits.
C.Theycanprovidepropertreatmenttopatients.
D.Theycanbecomeprofessional.
5.A.Provisionofmedicalfacilities.
B.Assessmentfrominternationalagencies.
C.Ebolaoutpacingoperationalefforts.
D.EffectivetreatmentofEbola.Now,listentothesecondinterview.Questions6to10arebasedonthesecondinterview.
6.A.Interpretingthechangesfromdifferentsources.
B.AnalyzingchangesfromtheInternetforcustomers.
C.Usingmediainformationtoinspirenewideas.
D.Creatingthingsfromchangesinbehavior,media,etc.
7.A.Knowingprevioussuccessstories. B.Beingbraveandwillingtotakearisk.
C.Beingsensitivetobusinessdata. D.Beingawareofwhatisinteresting.
8.A.Havingpeopletakearisk. B.Aimingataconsumerleek.
C.Usingmessagestodothings. D.Focusingondata-basedideas.
9.A.Lookingforopportunities. B.Consideringastartingpoint.
C.Establishingthefocalpoint. D.Examiningthefuturecarefully.
10.A.Amediaagency. B.AnInternetcompany.
C.Aventurecapitalfirm. D.Abehavioralstudycenter.
PART Ⅱ READING COMPREHENSIOM（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.
(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 beach side
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 realize 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.ThefirstpartofPara.4referstothefactthat______.
A.lifethereisquietandslow B.theplaceislittleknown
C.theplaceisleastpopulated D.therearestunningviews
12.“Thelackofawareness”inPara.5refersto______.
A.differentholidayingpreferences B.difficultyoffindingaccommodation
C.littleknowledgeofthebeautyofthebeach D.longdistancefromtheairports
13.Theauthoruses“gloriously”inPara.6to______.
A.describethesceneryoutsidethehouse B.showappreciationofthesurroundings
C.contrastgreenerywithisolation A.praisetheregion’suniquefeature
14. The sentence “We never ate the same thing twice” in Para. 10 reflects the ______ of the
seafoodthere.
A.Freshness B.delicacy C.taste D.variety
15.WhichofthefollowingthemesisrepeatedinbothParas.1and11?
A.Publicity. B.Landscape.
C.Seafood. D.Accommodation.
PASSAGETWO
(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 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 badtogether 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 students’ 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. For many teachers this is an essential
requirement if they are to engage in such extensive reading at all.(10)Thewholeprocess–pre-,whileandpostreading–couldbejustanhour’sactivity,orit
could last for more than one lesson. When we are designing the materials for exploring stories
clearlyitisisn’tpossibleforustoknowhowmuchtimeanyteacherwillhaveavailable,whichis
why we construct the activities into a series of independent units which we call kits. They are
calledkits becauseweexpectteacherstobuildtheir ownlessonsoutofthematerials weprovide,
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
studentasacreativereader..
(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 thelanguage. Certainly from the perspective ofthe student–andusually 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
sothatthestudent,whohasnowbecomeareader,ismuchclosertothelanguage–ornarrative–
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
unsettlingterritoryforsometofindthemselvesin.
16.ItcanbeinferredfromParas.1and2thatteachersusedto______.
A.opposestronglytheteachingofextendedreading
B.beconfusedoverhowtoteachextendedreading
C.beagainstadoptingnewmethodsofteaching
D.teachextendedreadinginaperfunctoryway
17.Thesentence“weallunderstandandinstinctivelyfeelnarrativestructure”inPara.4indicates
that______.
A.wearegoodattellingstories B.weallliketellingstories
C.wearebornstory-tellers D.wealllikelisteningtostories
18.SamuelJohnsonregardstherelationshipbetweenawriterandareaderas______(Para.5).
A.Independent B.collaborative C.contradictory D.reciprocal
19.InPara.7,theauthorsees“pre-reading”asthemostimportantpartofreadingbecause_____.
A.itencouragesstudents’imagination B.itlaysagoodfoundationforreading
C.itcanattractstudents’attention D.itprovidescluestothetexttoberead
20. “Textual Intervention” suggested by Rob Pope (in Para. 8) is expected to fulfill all the
followingfunctionsEXCEPT______.
A.exploringthecontext B.interpretingambiguitiesC.stretchingtheimagination D.examiningthestructure
PASSAGETHREE
(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)Onceagain,aprovenprogramisworthpondering:nationalservice.
(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, so intractable, that any solution will require massive federal
intervention.
(4)Inhis muchquotedbook,“TheTrulyDisadvantaged,”sociologistWilliam JuliusWilson
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
foreignfoe.
(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 theAmerican work ethic will pay off.Amilitary-like environment for
themwithpracticaldomesticobjectivescouldproducestartlingresults.
(6)Militaryservicehasbeenthemostsuccessfulcareertrainingprogramwe’veeverknown,
andAmerican children born in the years since the all-volunteer Army was instituted make up a
largeproportionofthistargetedgroup.Butthisopportunitymaydisappearforeveriftoomanyof
ourmilitarybasesaresummarilyclosedandconvertedorsoldtotheprivatesector.Thefacilities,
manpower,traditions,andcapacityarealreadyinplace.
(7)Don’tdismantleit:rechannelit.
(8) Discipline is a cornerstone of any responsible citizen’s life. Iwas 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 elementaryschool 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
positionisessentialifseverelyalienatedyoungminoritymenandwomenaretokeepthefaith.
(10)Weall 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
friendshipsthatevolveoutofprideinone’ssquad,platoon,company,battalion–orcommander.
(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’tjust happen; it
is taught and learned in an atmosphere of discipline and earned mutual respect for each other’s
capabilities.
(12)Anational service program would also help overcome two damaging perceptions held
byAmerica’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
professorRobertReich’sresearchhas shownthaturbansocialills areso pervasive thatthe upper
20 percent of Americans – that “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
estrangementonapermanentbasis.Andwhatbetter waytoanswerskepticsfromanygroupthan
bycertifyingthetechnicalskillsofgraduatesfromanationalservicetrainingprogram?
(13) Now, we must act decisively to forestall future urban unrest. Republicans must put
aside their aversion to fundingprograms aimed atcertain culturalgroups. Democrats mustforget
labels and recognize that a geographically isolated subgroup of Americans – their children in
particular–needsystematicandsubstantiveassistanceforatleastanother20years.
(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
beforethefirenexttime.
21.According to the author,“national service” is comparable to “military training” because they
bothcultivateyoungsters’______.
A.goodgrades B.selfdiscipline C.mutualtrust D.workethic
22.Theauthorcitestheexampleofhisfatherinordertoshow______.
A.theimportanceofdiscipline B.theimportanceofeducation
C.thenecessityofhavingstrongfaith D.theeffectivenessoftheprogram
23. According to the author, a national service program can bring the following benefits toAmerica’syoungstersEXCEPT______.
A.increaseinincome B.asenseofresponsibility
C.confidenceandhope D.practicalworkskills
24.Accordingtothecontext,whatdoes“thefire”referto(Para.14)?
A.Discrimination. B.Anger. C.Riots. D.Aversion.
SECTIONB SHORTANSWERQUESTIONS
InthissectionthereareeightshortanswerquestionsbasedonthepassagesinSECTIONA.
Answer each question in NO MORE THAN TEN WORDS in the space provided onANSWER
SHEETTWO.
PASSAGEONE
25. What does Para. 2 tell us about the restaurant business on theAlentejo coast throughout the
year?
26.AccordingtoPara.5,whatarethetwomainreasonsoftheAlentejo’sinaccessibility?
PASSAGETWO
27.Whatdoes“Itwassimplyaboxtickingexercise”meaninPara.2?
28. Paras. 4-6 propose three main precepts for the now approach. Please use ONE phrase to
summarizeeachofthethreeprecepts.
29.Whatdoestheauthorsuggesttoshiftthedynamicintheclassroom(Para.11)?
PASSAGETHREE
30.Whatisthepurposeoftheprogramproposedbytheauthor(Paras.1-3)?
31.Whatdoestheword“it”in“Don’tdismantleit:rechannelit”referto(Para.7)?
32.WhatdoRobertReich’sfindingsimply(Para.12)?
PART Ⅲ LANGUAGE USAGE（15MIN）
ThepassagecontainsTENerrors.EachindicatedlinecontainsamaximumofONEerror.
In each case, only ONE word is involved. You should proof-read the passage and correct it in
thefollowingway:
Forawrongword, underline the wrong word and write the correct one in the blank
providedattheendoftheline.
Foramissingword, mark the position of the missing word with a “∧” sign and write
the wordyou believe to bemissingin the blankprovided attheend
oftheline.Foranunnecessaryword, cross the unnecessary word with a slash “/”and putthe word in the
blankprovidedattheendoftheline.
EXAMPLE
When∧artmuseumwantsanewexhibit, (1) _____an_____
itneverbuysthingsinfinishedformandhangs (2) ___n_e_v_e_r___
themonthewall.Whenanaturalhistorymuseum
wantsanexhibition,itmustoftenbuildit. (3) ___e_x_h_ib_i_t__
ProofreadthegivenpassageonANSWERSHEETTHREEasinstructed.
PART Ⅳ TRANSLATION（20MIN）
Translate the underlined part of the following text from Chinese into English. Write your
translationonANSWERSHEETTHREE.
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。
PART Ⅴ WRITING（45MIN）
The following are two excerpts about job hopping. Read the two excerpts carefully and
writeanarticleofNOLESSTHAN300WORDS,inwhichyoushould:
1.summarizethemainargumentsinthetwoexcerpts,andthen
2. express your opinion towards job hopping, especially on whether job hopping would
benefityourcareerdevelopment.
Youcansupportyourselfwithinformationfromtheexcerpts.
Markswillbeawardedforcontentrelevance,contentsufficiency,organizationandlanguage
quality.Failuretofollowtheaboveinstructionsmayresultinalossofmarks.
WriteyourarticleonANSWERSHEETFOUR.
Excerpt1
ThePros ofJobHopping
Until recently,job hopping was considered career suicide. But things have changed.As job
longevity becomes athingofthe past,employers andrecruiters arebeginningto havea different
outlookonjobhopping.
According to the Bureau ofLabor Statistics, the average number of years thatU.S. workershave beenwith their currentemployer is 4.6.Tenure ofyoung employees (ages 20to 34)is only
halfthat(2.3years).
As it turns out, job hopping can be extremely advantageous for certain types of people – if
theydoitfortherightreasons,saysLaurieLopez,apartnerandseniorgeneralmanagerintheIT
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
opentohiringjobhoppers,weexpectthetrendtocontinue.”
Excerpt2
Job hoppingbecomes more difficultas employers seek solidcredentials
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,supplychainandoperationbusinessofRobertWalters.
Job hoppers are those who frequently change jobs in a two-year span, according to global
recruitmentconsultancyRobertWalters.
Employers started to shun the job hoppers in 2012, and the trend became more apparent in
2013andthisyear.
“About 90 percent of our clients will simply reject the candidate if they find traces
indicatingjobhoppingintheresumes.Theywouldn’tevengiveaninterview,”shesaid.
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
theiremployersoverthisperiodoftime,accordingtoLam.
Usually, the candidate will adapt to all the changes in the job in the first year, make some
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,gainpersistenceandgraspbasicskillsetsrequiredforthejob,Lamsaid.ANSWERSHEET1(TEM8)
PARTⅠ LISTENING COMPREHENSION
SECTIONA MINI-LECTURE
下列各题必须使用黑色字迹签字笔在答题区域内作答，超出红色矩形边框限定区域的答案
无效。
TheModesofLanguage
Threemodesoflanguage
speech
writing
（1）________ (1)________
Speechandwriting
speechisconsidered（2）________because (2)________
—alllanguagesarespoken
—childrenacquirespokenlanguagefirst
—（3）________requiresreadingandwriting (3)________
speechandwritinghave（4）________roles (4)________
—legalcontractsarewrittenfor
—providingpermanentrecords
—（5）________disputesoveroralcontracts (5)________
speechismoreappropriatein（6）________ (6)________
—face-to-facecasualconversations
—businesstransactionsinstores
—discussionsinaclassroom
（7）________ofspeechandwriting (7)________
—immediateclarificationinspeech
—visible（8）________inconversation (8)________
—senseof（9）________inwriting (9)________
—useofintonationtoexpress（10）________ (10)________
—writingseentobemore(11)________ (11)________
—lackof(12)________inon-linewritten“chat” (12)________
(13)________betweenspeechandwriting (13)________
—linguisticmarkersofinteractivityvarywith(14)________ (14)________
—howlanguageisstructureddependsmoreon(15)________ (15)________
Conclusion
Astwodifferentmodesoflanguage,speechandwritinghavetheirown
characteristics.ANSWERAHEET2(TEM8)
PARTⅠ LISTENING COMPREHENSION
SECTIONB 1.[A][B][C][D] 6.[A][B][C][D]
2.[A][B][C][D] 7.[A][B][C][D]
3.[A][B][C][D] 8.[A][B][C][D]
4.[A][B][C][D] 9.[A][B][C][D]
5.[A][B][C][D] 10.[A][B][C][D]
PARTⅡ PEADING COMPREHENSION
SECTIONA 11.[A][B][C][D] 16.[A][B][C][D] 21.[A][B][C][D]
12.[A][B][C][D] 17.[A][B][C][D] 22.[A][B][C][D]
13.[A][B][C][D] 18.[A][B][C][D] 23.[A][B][C][D]
14.[A][B][C][D] 19.[A][B][C][D] 24.[A][B][C][D]
15.[A][B][C][D] 20.[A][B][C][D]
SECTIONBSHORT-ANSWERQUESTIONS
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无效。
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32..........................................................................................................................................................................ANSWERSHEET3(TEM8)
PARTⅢ LANGUAGE USAGE
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无效。
Theabilitytocommunicateistheprimaryfactorthatdistinguishes
humanbeingsfromanimals.Anditistheabilitytocommunicatewellwhich` (1)__________
distinguishesoneindividualfromanother.
Thefactisthatapartfromthebasicnecessities,oneneedstobe
equippedwithhabitsforgoodcommunicationskills,thusthisiswhatwill (2)__________
makeoneahappyandsuccessfulsocialbeing.
Inordertodevelopthesehabits,oneneedstofirstacknowledgethefact
thattheyneedtoimprovecommunicationskillsfromtimetotime.Theyneed
totakestockofthewayhowtheyinteractandthedirectioninwhichtheir (3)__________
workandpersonalrelationsaregoing.Theonlyconstantinlifeischange,
themoreoneacceptsone’sstrengthsandworkstowardsdealingwiththeir (4)__________
shortcomings,speciallyintheareaofcommunicationskills,thebetterwillbe (5)__________
theirinteractionsandthemoretheirsocialpopularity.
Thedominatedquestionthatcomeshereis:Howtoimprove
communicationskills?Theanswerissimple.Onecanfindplentyofliterature (6)__________
onthis.Therearealsoexperts,whoconductworkshopsandseminarsbased
oncommunicationskillsofmenandwomen.Infact,alargenumberof
companiesarebringingintrainerstoregularlymakesessionsonthesubject, (7)__________
inordertohelptheirworkforcemaintainbetterinterpersonalworkrelations.
Today,effectivecommunicationskillshavebecomeapredominant
factorevenwhilerecruitingemployees.Whileinterviewingcandidates,most
interviewersjudgethemonthebasisoftheskillstheycommunicatewith.
Theybelievethatsomeskillscanbeimprovisedonthejob;butabilityto (8)__________
communicatewellisimportant,aseveryemployeebecomestherepresenting
faceofthecompany.
Therearetrainers,whospecializedindeliveringcustom-madeprograms (9)__________
onthesubject.Throughthesessionstheynotonlyfacilitatebetter
communicationskillsintheworkplace,butalsolookintotheproblemsinthe
manner of being able to convey messages effectively. (10)__________
