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1、QUESTIONBOOKLETTESTFORENGLISHMAJORS(2017)-GRADEEIGHT-TIMELIMIT:150MINPARTILISTENINGCOMPREHENSION25MINSECTIONAMINI-LECTUREInthissectionyouwillhearamini-lecture.Youwillhearthemini-lectureONCEONLY.Whilelisteningtothemini-lecture,pleasecompletethegap-fillingtaskonANSWERSHEETONEandwriteNOMORETHANTHREEWOR

2、DSforeachgap.Makesuretheword(s)youfillinis(are)bothgrammaticallyandsemanticallyacceptable.Youmayusetheblanksheetfornote-taking.YouhaveTHIRTYsecondstopreviewthegap-fillingtask.Nowlistentothemini-lecture.Whenitisover,youwillbegivenTHREEminutestocheckyourwork.SECTIONBINTERVIEWInthissectionyouwillhearTW

3、Ointerviews.Attheendofeachinterview,fivequestionswillbeaskedaboutwhatwassaid.BoththeinterviewsandthequestionswillbespokenONCEONLY.Aftereachquestiontherewillbeaten-secondpause.Duringthepause,youshouldreadthefourchoicesofA,B,CandD,andmarkthebestanswertoeachquestiononANSWERSHEETTWO.YouhaveTHIRTYseconds

4、topreviewthechoices.Now,listentothefirstinterview.Questions1to5arebasedonthefirstinterview.1.A.Comprehensive.B.Disheartening.C.Encouraging.D.Optimistic.2.3.A.200.B.70.C.10.D.500.4.5.A.Lackofinternationalfunding.B.Inadequatetrainingofmedicalpersonnel.C.Ineffectivenessoftreatmentefforts.D.Insufficient

5、operationaleffortsontheground.A.Theycanstarteducationprogramsforlocalpeople.B.Theycanopenupmoretreatmentunits.C.Theycanprovidepropertreatmenttopatients.D.Theycanbecomeprofessional.15.A.Provisionofmedicalfacilities.B.Assessmentfrominternationalagencies.C.Ebolaoutpacingoperationalefforts.D.Effectivetr

6、eatmentofEbola.Now,listentothesecondinterview.Questions6to10arebasedonthesecondinterview.A.Interpretingthechangesfromdifferentsources.B.AnalyzingchangesfromtheInternetforcustomers.C.Usingmediainformationtoinspirenewideas.D.Creatingthingsfromchangesinbehavior,media,etc.A.Knowingprevioussuccessstories

7、.B.Beingbraveandwillingtotakearisk.C.Beingsensitivetobusinessdata.D.Beingawareofwhatisinteresting.A.Havingpeopletakearisk.B.Aimingataconsumerleek.C.Usingmessagestodothings.D.Focusingondata-basedideas.A.Lookingforopportunities.B.Consideringastartingpoint.C.Establishingthefocalpoint.D.Examiningthefutu

8、recarefully.A.Amediaagency.B.AnInternetcompany.C.Aventurecapitalfirm.D.Abehavioralstudycenter.PARTIIREADINGCOMPREHENSION45MINSECTIONAMULTIPLECHOICEQUESTIONSInthissectiontherearethreepassagesfollowedbyfourteenmultiplechoicequestions.Foreachmultiplechoicequestion,therearefoursuggestedanswersmarkedA,B,

9、CandD.ChoosetheonethatyouthinkisthebestanswerandmarkyouranswersonANSWERSHEETTWO.PASSAGEONE(1)Itpms7onabalmySaturdaynightinJune,andIhavejustorderedmyfirstbeerinICervejaria,arestaurantinZambujeiradoMar,oneoftheprettiestvillagesonPortugalssouth-westcoast.Theplaceisempty,butthisdoesntsurprisemeatall.Iha

10、vespenttwoweeksinthisarea,drivingalongemptyroads,playingwithmysononemptybeaches,andstayinginB&Bswherewearetheonlyguests.Nodoubttherestaurant,runbytwobrothersforthepast28years,isbuzzinginJulyandAugust,whenPortugueseholidaymakersdescendontheAlentejocoast.Butfortheother10monthsoftheyear,thetrickleofdin

11、erswhocometofeastonfantasticallyfreshseafoodreflectsthegeneralpaceoflifeintheAlentejo:sleepy,borderingoncomatose.Oneofthepoorest,least-developed,least-populatedregionsinwesternEurope,theAlentejohasbeendubbedboththeProvenceandtheTuscanyofPortugal.Neitherisaccurate.Itssceneryisnotasprettyand,apartfrom

12、inthecapitalEvora,itsfoodisntassophisticated.Thecharmsofthislandofwheatfields,corkoakforests,wildflowermeadowsandtinywhite-washedvillages,aremoresubtlethaninFranceorItalysposterregions.Totravelhereistostepbackintime40or50years.Liferollsalongatatreaclypace;thereansunnervingstillnesstothelandscape.But

13、thatstillnessendsabruptlyattheAtlanticOcean,wherethereisdramainspades.ProtectedbytheSouthWestAlentejoandCostaVicentinanationalpark,the100kmofcoastlinefromPortoCovointheAlentejotoBurgauintheAlgarveisthemoststunninginEurope.Andyetfewpeopleseemtoknowaboutit.WalkerscometoadmiretheviewsfromtheFishermansW

14、ay,surferstoridethebestinwaveEurope,butdayafterdaywehadspectacularbeachestoourselves.Thelackofawarenessispartlyamatterofaccessibility(thesebeachesareagoodtwohoursdrivefromeitherFaroorLisbonairports)andpartlytodowithalackofbeachsideaccommodation.Therearesomegorgeous,independentguesthousesinthisarea,b

15、uttheyarehiddeninvalleysorattheendofdirttracks.Ourbasewasabeautiful600-acreestateofuncultivatedlandcoveredinrock-rose,eucalyptusandwildflowers13kminlandfromZambujeira.Ourone-bedroomhome,Azenha,wasoncehometothemillerwhotendedthenow-restoredwatermillnexttoit.Akilometreawayfromthemainhouse,poolandresta

16、urant,itisgloriouslyisolated.(7)Steppingoutofthehouseinthemorningtogreetourneighbourswildhorsesononeside,donkeysontheotherwithnothingbutbirdsongfillingtheair,Ifeltasenseofadventureyounormallyonlygetwithwildcamping.“Whenpeoplefirstarrive,theyfeelalittleanxiouswonderingwhattheyaregoingtodothewholetime

17、,”SarahGredley,theEnglishownerofestate,toldme.“Butitdoesnusuallyttakethemlongtorealisethatthewholepointofbeinghereistoslowdown,toenjoynature.Wefollowedheradvice,walkingdowntothestreaminsearchofterrapinsandotters,orthroughclustersofcorkoaktrees.Onsomedays,wetrampeduphilltothewindmill,nowaromantichous

18、efortwo,forpanoramicviewsacrosstheestateandbeyond.(10)Whenweventuredout,wewerealwaysdrawnbacktothecoastthegentlesandsandshallowbayofFarolbeach.Attheendoftheday,wewouldhead,sandy-footed,tothenearestrestaurant,knowingthatateveryonetherewouldbeacabinetfulloffreshseafoodtochoosefrombass,salmon,lobster,p

19、rawns,crabs,goosebarnacles,clamsWeneveratethethingtwice.(11)AkilometreorsofromICervejaria,onZambujeirasidyllicnaturalharbourisOSoriginallybuilttofeedthefishermenbutnowpopularwitheveryone.Afterscarfingplatefulsofseafoodontheterrace,wewandereddowntotheharbourwheretwofishermen,inwetsuits,weresettingout

20、byboatacrosstheclearturquoisewatertocollectgoosebarnacles.Otherthanthem,theplacewasdesertedjustanotheremptybeautyspotwhereIwonderedforthehundredthtimethatweekhowthispristinestretchofcoasthasremainedsoundiscovered.ThefirstpartofPara.4referstothefactthat_.lifethereisquietandslowtheplaceislittleknownth

21、eplaceisleastpopulatedtherearestunningviewsE.45.“Thelackofawareness”inPara.5refersto.differentholidayingpreferencesdifficultyoffindingaccommodationlittleknowledgeofthebeautyofthebeachlongdistancefromtheairports46.Theauthoruses“gloriously”inPara.6.todescribethesceneryoutsidethehouseshowappreciationof

22、thesurroundingscontrastgreenerywithisolationD.praisetheregionsuniquefeatureE.Thesentence“WeneveratethesamethingtwiceinPara.10”reflectsthe_oftheseafoodthere.freshnessdelicacytastevarietyWhichofthefollowingthemesisrepeatedinbothParas.1and11?Publicity.Landscape.Seafood.Accommodation.PASSAGETWOIcanstill

23、rememberthefaceswhenIsuggestedamethodofdealingwithwhatmostteachersofEnglishconsideredoneoftheirpethorrors,extendedreading.Theroomwasfulloftiredteachers,andmanywerequitecynicalabouttheoffertoworktogethertocreateanewanddynamicapproachtotheplaceofstoriesintheclassroom.Theyhadseenpromisescomeandgoandmer

24、ewordswerentgoingtoconvincethem,whichwasashameasitwasmerewordsthatwewereprincipallydealingwith.MostteacherswereunimpressedbytheextendedreadingchallengefromtheMinistry,andtheirlackofenthusiasmfortheratherdrylistofsuggestedtaleswaspassedontotheirstudentsandeveryonewaspleasedwhenthatpartofthesyllabuswa

25、sover.Itwassimplyaboxtickingexercise.Weneededtodosomethingmore.Weneededaverydifferentapproach.Thatwastenyearsago.Nowwehaveadifferentapproach,anditworks.Herehappened(or,likemostgoodstories,herearethemainparts.Youhavetofillinsomeofyourselfemployingthatunderusedclassroomdevice,theimagination.)Westarted

26、withthreemainprecepts:First,itisimportanttorealizethatallofusarestorytellers,tellersoftales.Weallhaveourownnarrativestherealstoriessuchaswhathappenedtousthismorningorlastnight,andtheoneswehavebeentoldbyothersandwehaventexperiencedpersonally.Wecouldsaythaourentirelivesareconstructedasnarratives.Asare

27、sultweallunderstandandinstinctivelyfeelnarrativestructure.Binaryoppositesforexample,thetensioncreatedbetweengoodandbadtogetherwiththeresolutionofthattensionthroughtheinterventionoftime,resourcefulnessandvirtueisaconceptunderstoodbyeventheyoungestchildren.ProfessorKieranEgan,inhisseminalbookTeachinga

28、sStorytellingwarnsusnottoignorethisinnateskill,foritisaremarkabletoolforlearning.Weneedtounderstandthatwritingandreadingaretwosidesofthesamecoin:anauthorhasnotcompletedthetaskifthebookisnotread:thecreativecircleisnotcompletewithoutthereader,whowillsupplytheirowncreativeinputtotheprocess.SamuelJohnso

29、nsaid:Awriteronlybeginsabook.Areaderfinishesit.Inteachingterms,weoftenforgetthatreadingitselfcanbeacreativeprocess,justaswritingis,andwetoooftenrelegateittoameansofdatacollection.Wefrequentlyforgettomakethatdistinctionwhenpresentingnarrativesorpoetry,andoftenaskcomprehensionquestionswhichrelatetofac

30、tualinformationwhosaidwhatandwhen,ratherthanspeculatingonwhy,forexample,orexaminingthecontextoftheaction.Thethirdpartofthereasoningthatweadoptedrelatestotheneedtoengagethestudentsasreadersintheirownright,notassimplyaslanguagelearners;learningthelanguageispartoftheprocess,notthereasonforreading.Whatt

31、heyreadmustbecometheirsandhaveitsownspecialandsecretlifeintheirheads,aplacewhereteacherscanonlygoifinvited.Wequicklyfoundthatoneofthemostimportantwaysofmakingalltheforegoinghappenwastoengagethecreativetalentsoftheclassbeforetheyreadawordofthetext.Thepre-readingactivitiesbecomethemostimportantpartoft

32、heteachingprocess;theactualreadingpartcanalmostbeseenasthecreamonthecake,andtheprincipleaimofpre-readingactivitiesistogetstudentstowanttoreadthetext.Wedevelopedaseriesofactivitieswhichusescluesorfragmentsfromthetextyettoberead,andwhichrelyonthestudentinnatesknowledgeofnarrative,sothattheycantobuildt

33、heirownstoriesbeforetheyreadthekeytext.TheyhaveenoughinformationtogenerateideasbutnotsomuchthatitbecomessimplyanexerciseinMovingfrompre-readingtoreading,wemayintroducetextualinterventionactivities.TextualInterventionisatermusedbyRobPopetodescribetheprocessofquestioningatextnotsimplyasaguidetocompreh

34、ensionbutasawayofexploringthecontextofthestoryatanyonetime,andexaminingpointsatwhichthenarrativepresentschoices,pointsofdivergence,ornarrativecrossroads.Wedontdothisforalltexts,however,astheshorteronesdonotseemtogainmuchfromthisprocessanditsimplybreaksupthereadingpleasure.Follow-upactivitiesareneede

35、d,attheleast,toroundofftheactivity,tobringsomesenseofclosurebuttheyalsoofferanopportunitytolinkthereadingexperiencemoredirectlytotherequirementsofthesyllabus.Indeed,thestorymayhavebeenchoseninthefirstplacebecausethecontextsupportsoneofthethemesthatteachersarerequiredtoexamineaspartofthesyllabusforex

36、ample,familiesscience,andtechnology,communicationsthe,environmentandalltheotherfamiliarthemes.Thereareveryfewstoriesthatcanwithoutsomepartofthesyllabusbeingsupported.Formanyteachersthisisanessentialrequirementiftheyaretoengageinsuchextensivereadingatall.(10)Thewholeprocesspre-,whileandpostreadingcou

37、ldbejustanhoursactivity,oritcouldlastformorethanonelesson.Whenwearedesigningthematerialsforexploringstoriesclearlyitisisntpossibletoknowforushowmuchtimeanyteacherwillhaveavailable,whichiswhyweconstructtheactivitiesintoaseriesofindependentunitswhichwecallkits.Theyarecalledkitsbecauseweexpectteacherst

38、obuildtheirownlessonsoutofthematerialsweprovide,whichimpliesthatlargeamountsmaybediscarded.Whatwedoask,though,isthatthepre-readingactivitiesbeincluded,ifnothingelse.Thatisessentialfortheprocesstoengagethestudentasacreativereader.Oneofthepurposesofencouragingacreativereadingapproachinthelanguageclass

39、roomistodowiththedynamicsweperceiveintheclassroom.Strategictheoriststellusofthesocialtrinity,wherebythreeelementsarerequiredtoachieveadynamicinanysocialsituation.Inthelanguageclassroomthesemightbeseenasconsistingofthestudent,theteacherandthelanguage.Certainlyfromtheperspectiveofthestudentandusuallyf

40、romtheperspectiveoftheteachertherelationshipisanunequalone,withthelanguagebeingperceivedasplacedclosertotheteacherthanthestudent.Thiswillresultinlessdynamicbetweenlanguageandstudentthanbetweenlanguageandteacher.However,ifwereplacelanguagewithnarrativeandespeciallyifthatisapproachedasacreativeprocess

41、thatdrawsthestudentinsothattheyfeeltheyowntherelationshipwiththetext,thenthiswillshiftthedynamicintheclassroomsothatthestudent,whohasnowbecomeareader,ismuchclosertothelanguageornarrativethanpreviously.Thiscreatesamuchmoreeffectivedynamicoflearning.However,someteachersfeelthreatenedbythisapparentloss

42、ofoverallcontrolandmastery.Indeed,thewholebusinessofopenendedcreativityandalackofboxestotickforthecorrectanswerisquiteunsettlingterritoryforsometofindthemselvesin.ItcanbeinferredfromParas.1and2thatteachersusedto_.opposestronglytheteachingofextendedreadingbeconfusedoverhowtoteachextendedreadingbeagai

43、nstadoptingnewmethodsofteachingteachextendedreadinginaperfunctorywayE.50.Thesentence“weallunderstandandinstinctivelyfeelnarrativestructurein”Para.4indicatesthat_.wearegoodattellingstoriesweallliketellingstorieswearebornstory-tellerswealllikelisteningtostoriesSamuelJohnsonregardstherelationshipbetwee

44、nawriterandareaderas_(Para.5).independentcollaborativecontradictoryreciprocalE.52.InPara.7,theauthorsees“pre-reading”asthemostimportantpartofreadingbecause_.A.itencouragesstudentsimaginationitlaysagoodfoundationforreadingitprovidescluestothetexttobereadE.53.“TextualInterventionsuggested”byRobPope(in

45、Para.8)isexpectedtofulfillallthefollowingfunctionsEXCEPT_.exploringthecontextinterpretingambiguitiesstretchingtheimaginationexaminingthestructurePASSAGETHREEOnceagain,seething,residualangerhasburstforthinanAmericancity.AndtheriotsthatovertookLosAngeleswereareminderofwhatknowledgeableobservershavebee

46、nsayingforaquartercentury:Americawillcontinuepayingahighpriceincivilandethnicunrestunlessthenationcommitsitselftoprogramsthathelptheurbanpoorleadproductiveandrespectablelives.Onceagain,aprovenprogramisworthpondering:nationalservice.SomewhatakintothemilitarytrainingthatgenerationsofAmericanmalesrecei

47、vedinthearmedforces,a1990sversionwouldpreparethousandsofunemployableandundereducatedyoungadultsforqualitylivesinourincreasinglyglobalandtechnology-driveneconomy.Nationalserviceopportunitieswouldbeavailabletoanywhoneededitand,makenomistake,theproblemsarenowsostructural,tointractable,thatanysolutionwi

48、llrequiremassivefederalintervention.Inhismuchquotedbook,“TheTrulyDisadvantaged,”sociologistWilliamJuliusWilsonwrotethat“onlyamajorprogramofeconomicreform”willpreventtheriot-proneurbanunderclassfrombeingpermanentlylockedoutofAmericaneconomiclife.Today,wesimplyhavenochoice.Theenemywithinandamongoursep

49、arateethnicselvesisasdauntingasanyforeignfoe.Familieswhoarerentapartbywelfaredependency,jobdiscriminationandintensefeelingsofalienationhaveproducesminorityteenagerswithverylittleself-disciplineandlittlefaiththatgoodgradesandtheAmericanworkethicwillpayoff.Amilitary-likeenvironmentforthemwithpractical

50、domesticobjectivescouldproducestartlingresults.(6)Militaryservicehasbeenthemostsuccessfulcareertrainingprogramweveverknown,andAmericanchildrenbornintheyearssincetheall-volunteerArmywasinstitutedmakeupalargeproportionofthistargetedgroup.Butthisopportunitymaydisappearforeveriftoomanyofourmilitarybases

51、aresummarilyclosedandconvertedorsoldtotheprivatesector.Thefacilities,manpower,traditions,andcapacityarealreadyinplace.(7)Dontdismantleit:rechannelit.(8)Disciplineisacornerstoneofanyresponsiblecitizenslife.Iwastaughtitbymwhowasapoliceman.Mayoftheriotershaveneverhadanyatall.AsanathleteandformerArmyoff

52、icer,Iknowthatdisciplinecanbelearned.Moreimportantly,itmustbelearnedoritdoesnttakehold.AprecedentforthisapproachwastheCivilianConservationCorpsthatworkedsowellduringtheGreatDepression.MyfatherenlistedintheCCCasayoungmanwithanelementaryschooleducationandhelearnedinvaluableskillsthatservedhimwellthrou

53、ghouthislife.Thekeywasthatajobwaswaitingforhimwhenhefinished.Thecertaintyofthatfirstentry-levelpositionisessentialifseverelyalienatedyoungminoritymenandwomenaretokeepthefaith.(10)Weallknowthesearedifficulttimesforthepublicsector,butheresthenergeticandablemanpowertoAmericasworkforce.Theycouldbeprepar

54、edfortheworldofworkorcollegeanoffersimilartothatmadetoreturningGIafterWordWarII.Itwouldbeachancefor16-to21-year-oldstoliveamongothercultures,religions,racesandindifferentgeographicalareas.Andtheseyoungpeoplecouldbetaughttorallyaroundcommongoalsandfriendshipsthatevolveoutofprideinonessquad,platoon,co

55、mpany,battalionorcommander.(11)WesawsuchimagesduringthePersianGulfWarandduringtheNACCFinalFourbasketballgames.Inmilitarylifeandcompetitivesports,thiscamaraderiedoesnistaughtandlearnedinanatmosphereofdisciplineandearnedmutualrespectforeachothercapabilities.(12)Anationalserviceprogramwouldalsohelpover

56、cometwodamagingperceptionsheldbyAmericasdisaffectedyouth:thesocietyjustdoesnminorityyoungsterscareaboutandthatonepersonalbesteffortswillnotberewardedinourdiscriminatoryjobmarket.HarvardprofessorRobertReichsresearchhasshownthaturbansocialillsaresopervasivethattheupper20percentofAmericansthe“fortunate

57、fifthas”hecallsthemhavedecidedquietlyto“secede”fromthebottomfour-fifthsandthelowestfifthinparticular.Wecannotacceptsuchestrangementonapermanentbasis.Andwhatbetterwaytoanswerskepticsfromanygroupthanbycertifyingthetechnicalskillsofgraduatesfromanationalservicetrainingprogram?Now,wemustactdecisivelytof

58、orestallfutureurbanunrest.Republicansmustputasidetheiraversiontofundingprogramsaimedatcertainculturalgroups.DemocratsmustforgetlabelsandrecognizethatageographicallyisolatedsubgroupofAmericanstheirchildreninparticularneedsystematicandsubstantiveassistanceforatleastanother20years.Theethnictaprootsofmi

59、norityAmericansaredeeplyburiedinasoiloffaithandloyaltytotraditionalvalues.Withitsemphasisondiscipline,teamwork,conflictresolution,personalresponsibilityandmarketableskillsdevelopment,nationalservicecanprovideboththetrainingandthatvitalfirstjobthatwillreconnecttheseAmericanstotherestofus.Letbeforethe

60、firenexttime.sd54.Accordingtotheauthor,“nationalserviceis”comparableto“militarytrainingbecause”theybothcultivateyoungsters_.goodgradesselfdisciplinemutualtrustworkethicTheauthorcitestheexampleofhisfatherinordertoshow_.theimportanceofdisciplinetheimportanceofeducationthenecessityofhavingstrongfaithth