专业八级真题专八2015年真题

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TEST FOR ENGLISH MAJORS(2015)

-GRADE EIGHT-

TIME LIMIT: 115 MIN

PART ⅠLISTENING COMPREHENSION（25 MIN）

SECTION A MINI-LECTURE

In this section you will hear a mini-lecture. You will hear the 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 ONE interview. The interview will be divided into TWO parts. At the end of

each part, five questions will be asked about what was said. Both the interview 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 questions.

Now, listen to Part One of the interview.

1. [A] Satisfying. [B] Not good enough. [C] Dissatisfying. [D] Extremely bad.

2. [A] We should create more jobs for university students.

[B] We should encourage state school pupils to apply universities.

[C] We should give more money to schools.

[D] We should give people opportunity schools.

3. [A] Doing what they have promised to schools.

[B] Creating opportunities for leading universities.

[C] Considering removing barriers for state school pupils.

[D] Reducing opportunities for state school pupils.

4. [A] It increases from 1/8 to 1/3. [B] It increases from 1/8 to 1/6.

[C] It increases from 1% to 4.5%. [D] It increases from 1% to 3.5%.

5. [A] Universities are not working hard to accept state school pupils.

[B] The number of state pupils applying to Oxford fails to increase.

[C] The government has lowered state pupils’ expectations.

[D] Leading universities are rejecting state school pupils.

Mow, listen to Part Two of the interview.

6. [A] Schools should be given more funding from education authorities.

[B] Schools should be given all the money and decide how to spend it.

[C] Schools should be granted greater power to run themselves.

[D] Schools should be given more opportunities and choices.

7. [A] 85 pence in a pound will go to the schools.

[B] Every pound will be spent in schools.

[C] Most money is spent on schools, others for bureaucracy.

[D] Local education authorities should decide money allocation.

8. [A] Because money investment should be originally owned by schools.

[B] Because know what’s in the interest of their pupils.

[C] Because the government also wants the money to go to schools.

[D] Because schools are in a situation of lacking money.

9. [A] Local education authorities and the central government.

[B] Local education authorities and secondary schools together.

[C] Local education authorities only.

[D] The central government only.

10. [A] Ask for clarification. [B] Challenge the interviewee.

[C] Support the interviewee. [D] Initiate topics.

PART ⅡREADING COMPREHENSION（45 MIN）

SECTION A MULTIPLE-CHOICE QUESTIONS

In this section there are several 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

In 2011, many shoppers opted to avoid the frantic crowds and do their holiday shopping from the comfort of

their computer. Sales at online retailers gained by more than 15%, making it the biggest season ever. But people are

also returning those purchases at record rates, up 8% from last year.

What went wrong? Is the lingering shadow of the global financial crisis making it harder to accept extravagant

indulgences? Or that people shop more impulsively —and therefore make bad decisions —when online? Both

arguments are plausible. However, there is a third factor: a question of touch. We can love the look but, in an online

environment, we cannot feel the quality of a texture, the shape of the fit, the fall of a fold or the weight of an

earring. And physically interacting with an object makes you more committed to your purchase.

When my most recent book Brandwashed was released, I teamed up with a local bookstore to conduct an

experiment about the differences between the online and offline shopping. I carefully instructed a group of

volunteers to promote my book in two different ways. The first was a fairly hands-off approach. Whenever a

customer would inquire about my book, the volunteer would take them over to the shelf and point to it. Out of 20

such requests, six customers proceeded with the purchase.

The second option also involved going over to the shelf but, this time, removing the book and then subtly

holding onto it for just an extra moment before placing it in the customer's hands. Of the 20 people who were

handed the book. 13 ended up buying it. Just physically passing the book showed a big difference in sales. Why?

We feel something similar to a sense of ownership when we hold things in our hand. That’s why we establish or

reestablish connection by greeting strangers and friends with a handshake. In this case, having to then let go of the

book after holding it might generate a subtle sense of loss, and motivate us to make the purchase even more.

A recent study conducted by Bangor University together with the United Kingdom’s Royal Mail service also

revealed the power of touch, in this case when it came to snail mail. A deeper and longer-lasting impression of a

message was formed when delivered in a letter, as opposed to receiving the same message online. FMRLs（功能性

磁共振成像）showed that, on touching the paper, the emotional center of the brain was activated, thus forming a

stronger bond. The study also indicated that once touch becomes part of the process, it could translate into a sense

of possession. In other words, we simply feel more committed to possess and thus buy an item when we’ve first

touched it. This sense of ownership is simply not part of the equation in the online shopping experience.

As the rituals of purchase in the lead-up to Christmas change, not only do we give less thought to the type of

gifts we buy for our loved ones but, through our own digital wish lists, we increasingly control what they buy for us.

The reality, however, is that no matter how convinced we all are that digital is the way to go, finding real

satisfaction will probably take more than a few simple clicks.

11. According to the author, shoppers are returning their purchases for all the following reasons EXCEPT that ____.

[A] they are unsatisfied with the quality of the purchase

[B] they eventually find the purchase too expensive

[C] they change their mind out of uncertainty

[D] they regret making the purchase without forethought

12.Why does the author cite the study by Bangor University and the Royal Mail Service?

[A] To compare similar responses in different settings.

[B] To provide further evidence for his own observation.

[C] To offer a scientific account of the brain’s functions.

[D] To describe emotional responses in online shopping.

13. What can be inferred from the last paragraph?

[A] Real satisfaction depends on factors other than the computer.

[B] Despite online shopping we still attach importance to gift buying.

[C] Some people are still uncertain about the digital age.

[D] Online shopping offers real satisfaction to shoppers.

PASSAGE TWO

My professor brother and I have an argument about head and heart, about whether he overvalues IQ while I

learn more toward EQ. We typically have this debate about people—can you be friends with a really smart jerk（怪

物）?—but there’s corollary to animals as well. I’d love it if our dog could fetch the morning paper and then read it

to me over coffee, but I actually care much more about her loyal and innocent heart. There’s already enough

thinking going on is our house, and we probably spend too much time in our heads. Where we need some role

modeling is in instinct, and that’s where a dog is a roving revelation.

I did not grow up with dogs, which meant that my older daughter’s respectful but unyielding determination to

get one required some adjustment on my part. I often felt she was training me: from ages of 6 to 9, she gently

schooled me in various breeds and their personalities, whispered to the dogs we encountered so they would charm

and persuade me, demonstrated by her self-discipline that she was ready for the responsibility. And thus came our

dog Twist, whom I sometimes mistake for a third daughter.

At first I thought the challenge would be to train her to sit, to heel, to walk calmly beside us and not go wildly

chasing the neighbourhood rabbits. But I soon discovered how much more we had to learn from her than she from

us.

If it is true, for example, that the secret to a child’s success is less rare genius than raw persistence, Twist’s

ability to stay on task is a model for us all, especially if the task is trying to capture the sunbeam that flicks around

the living room as the wind blows through the branches outside. She never succeeds, and she never gives up. This

includes when she runs square into walls.

Then there is her unfailing patience, which breaks down only when she senses that dinnertime was 15 minutes

ago and we have somehow failed to notice. Even then she is more eager than indignant, and her refusal to whine

shows a restraint of which I’m not always capable when hungry.

But the lesson I value most is the one in forgiveness, and Twist first offered this when she was still very young.

When she was about 7 months old, we took her to the vet to be sprayed( 切除卵巢 ). We turned her over to a

stranger, who proceeded to perform a procedure that was probably not pleasant. But when the vet returned her to us,

limp and tender, there was no recrimination(反责)，no How could you do that to me? It was as though she really

knew that we could not intentionally cause her pain, and while she did not understand, she forgave and curled up

with her head on my daughter’s lap.

I suppose we could have concluded that she was just blindly loyal and docile. But eventually we knew better.

She is entirely capable of disobedience, as she has proved many times. She will ignore us when there are more

interesting things to look at, rebuke us when we are careless, bark into the twilight when she has urgent messages to

send. But her patience with our failings and fickleness and her willingness to give us a second chance are a daily

lesson in gratitude.

My friends who grew up with dogs tell me how when they were teenagers and trusted no one in the world,

they could tell their dog all their secrets. It was the one friend who would not gossip or betray, could provide in the

middle of the night the soft, unbegrudging comfort and peace that adolescence conspires to disrupt. An age that is

all about growth and risk needs some anchors and weights, a model of steadfastness when all else is in flux.

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摘要：

TESTFORENGLISHMAJORS(2015)-GRADEEIGHT-TIMELIMIT:115MINPARTⅠLISTENINGCOMPREHENSION（25MIN）SECTIONAMINI-LECTUREInthissectionyouwillhearamini-lecture.YouwillhearthelectureONCEONLY.Whilelisteningtothemini-lecture,pleasecompletethegap-fillingtaskonANSWERSHEETONEandwriteNOMORETHANTHREEWORDSforeachgap.Makes...

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