2017英语专业八级真题及答案

2017专八真题2017年QUESTIONBOOKLETTESTFORENGLISHMAJORS(2017)-GRADEEIGHT-TIMELIMIT:150MINPARTI LISTENINGCOMPREHENSION [25MIN]SECTIONAMINI-LECTUREInthissectionyouwillhearamini-lecture.Youwillhearthemini-lectureONCEWhilelisteningtothemini-lecture,pleasecompletethegap-fillingtaskonANSWERSHEETONEandwriteNOMORETHANTHREEWORDSforeachgap.Makesuretheword(s)youfillinis(are)bothgrammaticallyandsemanticallyacceptable.Youmayusetheblanksheetfornote-taking.YouhaveTHIRTYsecondstopreviewthegap-fillingtask.Nowlistentothemini-lecture.Whenitisover,youwillbegivenTHREEminutestocheckyourwork.SECTIONBINTERVIEWInthissectionyouwillhearTWOinterviews.Attheendofeachinterview,fivequestionswillbe asked about what was said. Both theinterviews and the questions will be spokenONCEONLY.Aftereachquestiontherewillbeaten-secondpause.Duringthepause,youshouldreadthefourchoicesofA,B,CandD,andmarkthebestanswertoeachquestiononANSWERSHEETTWO.220173PAGEPAGE33.i题217.D.Creatingthingsfromchangesinbehavior,media,etc.A.Knowingprevioussuccessstories.Beingbraveandwillingtotakearisk.Beingsensitivetobusinessdata.Beingawareofwhatisinteresting.A.Havingpeopletakearisk.Aimingataconsumerleek.Usingmessagestodothings.Focusingondata-basedideas.A.Lookingforopportunities.Consideringastartingpoint.Establishingthefocalpoint.Examiningthefuturecarefully.A.Amediaagency.AnInternetcompany.Aventurecapitalfirm.Abehavioralstudycenter.PARTII READINGCOMPREHENSION [45SECTIONA MULTIPLECHOICEQUESTIONSInthissectiontherearethreepassagesfollowedbyfourteenmultiplechoicequestions.Foreachmultiplechoicequestion,therearefoursuggestedanswersmarkedA,B,CandD.ChoosetheonethatyouthinkisthebestanswerandmarkyouranswersonANSWERSHEETTWO.PASSAGEONE专八真题17年s7pmonabalmySaturdaynightinJune,andIhavejustorderedmyfirstbeerinICervejaria,arestaurantinZambujeiradoone of the prettiest villages on Portugal’ssouth-westcoast.Theplaceisempty,butthisdoesn’tsurprisemeatall.Ihavespenttwoweeksinthisarea,drivingalongemptyroads,playingwithmysononemptybeaches,andstayinginB&Bswherewearetheonlyguests.Nodoubttherestaurant,runbytwobrothersforthepast28years,isbuzzinginJulyandAugust,whenPortugueseholidaymakersdescendontheAlentejocoast.Butfortheother10monthsoftheyear,thetrickleofdinerswhocometofeastonfantasticallyfreshseafoodreflectsthegeneralpaceoflifeintheAlentejo:sleepy,borderingcomatose.One of the poorest, least-populatedregionsinwesternEurope,theAlentejohasbeendubbedboththeProvenceand the Tuscany of Portugal. Neither isaccurate.Itssceneryisnotasprettyand,apartfrom in the capital Evora, itsfoodisn’tassophisticated.Thecharmsofthislandofwheatfields, cork oak forests,wildflowermeadowsandtinywhite-washedvillages,aremoresubtlethaninFranceorItaly’sposterregions.Totravelhereistostepbackintime40or50years.Liferollsalongatatreaclypace;there’sanunnervingstillnesstothelandscape.ButthatstillnessendsabruptlyattheAtlanticOcean, where there is drama in spades.ProtectedbytheSouthWestAlentejoandVicentinanationalpark,the100kmofcoastlinefromPortoCovointheAlentejotoBurgauint真题207arveisthemoststunninginEurope.Andyetfewpeopleseemtoknowaboutit.WalkerscometoadmiretheviewsfromtheFisherman’sWay,surferstoridethebestwavesinEurope,butdayafterdaywehadspectacularbeachestoourselves.The lack of awareness is partly amatterofaccessibility(thesebeachesareagoodtwohours’drivefromeitherFaroorLisbonairports) and partly to do with a lack ofbeachside accommodation. There are gorgeous,independentguesthousesinthisarea,buttheyarehiddeninvalleysorattheendofdirttracks.Our base was a beautiful 600-acreestateofuncultivatedlandcoveredinrock-rose,eucalyptusandwildflowers13kminlandfromZambujeira.Ourone-bedroomhome,Azenha,wasoncehometothemillerwhotendedthenow-restoredwatermillnexttoit.Akilometreawayfromthemainhouse,poolandrestaurant,itisgloriouslyisolated.Stepping out of the house in themorningtogreetourneighbours–wildhorsesononeside,donkeysontheother–withnothingbutbirdsongfillingtheair,Ifeltasenseofadventureyounormallyonlygetwithwildcamping.“Whenpeoplefirstarrive,theyfeelalittleanxiouswonderingwhattheyaregoingtodothewholetime,”SarahGredley,theEnglishownerofestate,toldme.“Butitdoesn’tusuallytakethemlongtorealisethatthewholepointbeinghereistoslowdown,toenjoynature.”Wefollowedheradvice,walkingdownt01treaminsearchofterrapinsandotters,orthroughclustersofcorkoaktrees.Onsomedays,wetrampeduphilltothewindmill,nowaromantichousefortwo,forpanoramicacrosstheestateandbeyond.Whenweventuredout,wewerealwaysdrawnbacktothecoast–thegentlesandsandshallowbayofFarolbeach.Attheendoftheday,wewouldhead,sandy-footed,tothenearestrestaurant,knowingthatateveryonetherewouldbeacabinetfulloffreshseafoodtochoosefrom–bass,salmon,lobster,prawns,crabs,goosebarnacles,clams…Weneveratethesamethingtwice.AkilometreorsofromICervejaria,onZambujeira’sidyllicnaturalharbourisOSacas,originallybuilttofeedthefishermenbutnow popular with everyone. After scarfingplatefuls of seafood on the terrace, wewandered down to the harbour where fishermen,inwetsuits,weresettingoutbyboatacrosstheclearturquoisewatertocollectgoosebarnacles. Other than them, the place deserted – just another empty beauty whereIwonderedforthehundredthtimethatweek how this pristinestretchofcoastremainedsoundiscovered.ThefirstpartofPara.4referstothethat .lifethereisquietandslowtheplaceislittleknowntheplaceisleastpopulatedtherearestunningviews.21年kofawareness”n.5sto .A.differentholidayingpreferencesB.difficultyoffindingC.littleknowledgeofthebeautyofthebeachD.longdistancefromtheairportsTheauthoruses“gloriously”inPara.6to .describethesceneryoutsidethehouseshowappreciationofthesurroundingscontrastgreenerywithisolationpraisetheregion’suniquefeatureThesentence“Weneveratethesamethingtwice”inPara.10reflectsthe seafoodthere.B.delicacyC.tasteD.variety

oftheWhichofthefollowingthemesisrepeatedinbothParas.1and11?Publicity.B.Landscape.C.Seafood.D.Accommodation.PASSAGETWOIcanstillrememberthefaceswhenIsuggestedamethodofdealingwithwhatteachersofEnglishconsideredoneoftheirpet07,extendedreading.Theroomwasfulloftiredteachers,and many werequite cynicalabouttheoffertoworktogethertocreateanewanddynamicapproachtotheplaceofstoriesintheclassroom.Theyhadseenpromisescomeandgoandmerewordsweren'tgoingtoconvincewhichwasashameasitwasmerewordsthatwewereprincipallydealingwith.Mostteacherswere unimpressed by the extended readingchallengefromtheMinistry,andtheirlackofenthusiasmfortheratherdrylistofsuggestedtales was passed on to their students andeveryonewaspleasedwhenthatpartofthesyllabuswasover.Itwassimplyaboxtickingexercise.Weneededtodosomethingmore.Weneededaverydifferentapproach.Thatwastenyearsago.Nowwehaveadifferentapproach,anditworks.Here’showithappened(or,likemostgoodstories,herearethe mainparts.Youhavetofillinsomeofyourselfemployingthatunderusedclassroomdevice,theimagination.)Westartedwiththreemainprecepts:First,itisimportanttorealizethatallofusarestorytellers,tellersoftales.Weallhaveourownnarratives–therealstoriessuchaswhathappenedtousthismorningorlastnight,andtheoneswehavebeentoldbyothersandwehaven’texperiencedpersonally.Wecouldsaythatourentirelivesareconstructedasnarratives.Asaresultweallunderstandandinstinctivelyfeelnarrativestructure.Binaryopposites–forexample,thetensioncreatedbetweengoodandbadtogetherwiththeresolutionofthattensionthroughtheinterventionoftime,resourcefulnessandvirtue207nceptunderstoodbyeventheyoungestchildren.ProfessorKieranEgan,inhisseminalbook‘TeachingasStorytelling’warnsusnottoignorethisinnateskill,foritisaremarkabletoolforlearning.Weneedtounderstandthatwritingandreadingaretwosidesofthesamecoin:anauthorhasnotcompletedthetaskifthebookisnotread:thecreativecircleisnot completewithoutthereader,whowillsupplytheirowncreativeinputtotheprocess.SamuelJohnsonsaid:Awriteronlybeginsabook.Areaderfinishesit.Inteachingterms,weoftenforgetthatreadingitselfcanbeacreativeprocess,justaswritingis,andwetoooftenrelegateittoameansofdatacollection.Wefrequentlyto make that distinction when presentingnarratives or poetry, and often askcomprehension questions which relate tofactualinformation–whosaidwhatandwhen,ratherthanspeculatingon‘why’,forexample,orexaminingthecontextoftheaction.Thethirdpartofthereasoningthatweadopted relates to the need to engage thestudentsasreadersintheirownright,notassimply as language learners; learning thelanguageispartoftheprocess,notthereasonforreading.Whattheyreadmustbecomeandhaveitsownspecialandsecretlifeintheirheads,aplacewhereteacherscanonlygoifinvited.Wequicklyfoundthatoneofthemostimportant ways of making all the happenwastoengagethecreativetalentsoftheclassbeforetheyreadawordofthetext.Thepre-reading activities become the mostimportant part of the teaching process; thet题217readingpartcanalmostbeseenasthecreamonthecake,andtheprincipleaimofpre-readingactivitiesistogetstudentstowantto read the text. We developed a series ofactivitieswhichusescluesorfragmentsthetextyettoberead,andwhichrelyonthestudent’sinnateknowledgeofnarrative,sothattheycantobuildtheirownstoriesbeforetheyread the key text. They have enoughinformationtogenerateideasbutnotsomuchthatitbecomessimplyanexerciseinguidedwriting; releasing a free imagination is theobjective.Movingfrompre-readingtoreading,wemayintroducetextualinterventionactivities.‘TextualIntervention’isatermusedbyRobPopetodescribetheprocessofquestioningatextnotsimplyasaguidetocomprehensionbutasawayofexploringthecontextofthestoryatanyonetime,andexaminingpointsatwhichthe narrative presents choices, points ofdivergence,ornarrativecrossroads.Wedon’tdothisforalltexts,however,astheshorteronesdonotseemtogainmuchfromthisprocessanditsimplybreaksupthereadingpleasure.Follow-upactivitiesareneeded,attheleast,toroundofftheactivity,tobringsomesenseofclosurebuttheyalsoofferanopportunitytolinkthereadingexperiencemoredirectlytotherequirementsofthesyllabus.Indeed,thestorymayhavechoseninthefirstplacebecausethecontextsupportsoneofthethemesthatteachersrequiredtoexamineaspartofthesyllabusforexample,‘families’,‘scienceandtechnology’, ‘communications’, environment’andalltheotherfamiliarthemes.017areveryfewsthattexploredwithoutsomepartofthesyllabusbeingsupported.Formanyteachersthisisanessentialrequirementiftheyaretoengagesuchextensivereadingatall.Thewholeprocess–pre-,whilepostreading–couldbejustanhour’sactivity,oritcouldlastformorethanonelesson.Whenwearedesigningthematerialsforexploringstoriesclearlyitisisn’tpossibleforustoknowhowmuchtimeanyteacherwillhaveavailable,whichiswhyweconstructtheactivitiesintoaseriesofindependentunitswhichwecallkits.Theyarecalledkitsbecauseweexpectteacherstobuildtheirownlessonsoutofthematerialsweprovide,whichimpliesthatlargeamountsmaybediscarded.What wedoask, though,thatthepre-readingactivitiesbeincluded,nothingelse.Thatisessentialfortheprocesstoengagethestudentasacreativereader..Oneofthepurposesofencouragingacreative reading approach in the languageclassroom is to do with the dynamics weperceiveintheclassroom.Strategictheoriststell us of the social trinity, whereby threeelementsarerequiredtoachieveadynamicinanysocialsituation.Inthelanguageclassroomthesemightbeseenasconsistingofthestudent,theteacherandthelanguage.Certainlyfromtheperspectiveofthestudent–andusuallyfrom the perspective of the teacher – therelationship is an unequal one, withthelanguagebeingperceivedasplacedclosertotheteacherthanthestudent.Thiswillresultinlessdynamicbetweenlanguageandstudentthanbetweenlanguageandteacher.However,ifwereplace‘language’withnarrativeandespeciallyi217sapproachedasacreativeprocessthatdrawsthestudentinsothattheyfeelthey‘own’therelationshipwiththetext,thenthiswillshiftthe dynamic in the classroom so that thestudent,whohasnowbecomeareader,ismuchclosertothelanguage–ornarrative–thanpreviously.Thiscreatesamuchmoreeffectivedynamicoflearning.However,someteachersfeelthreatenedbythisapparentlossofoverallcontrolandmastery.Indeed,thewholeofopenendedcreativityandalackofboxestotickforthecorrectanswerisquiteunsettlingterritoryforsometofindthemselvesin.ItcanbeinferredfromParas.1and2teachersusedto .opposestronglytheteachingofextendedreadingbeconfusedoverhowtoteachextendedreadingbe against adopting new methods teachingteachextendedreadinginaperfunctorywayThesentence“weallunderstandandinstinctivelyfeelnarrativestructure”inPara.4indicatesthat .wearegoodattellingstoriesweallliketellingstorieswearebornstory-tellerswealllikelisteningtostoriesSamuelJohnsonregardstherelationshipbetweenawriterandareaderas (Para.5).independentB.collaborativeC.contradictoryD.reciprocal.题07年.7,theauthors“pr-asthemostimportantpartofreadingbecause.itencouragesstudents’imaginationitlaysagoodfoundationforreadingitcanattractstudents’attentionitprovidescluestothetexttoberead“TextualIntervention”suggestedbyRobPope(inPara.8)isexpectedtofulfillallthefollowingfunctionsEXCEPT .exploringthecontextB.interpretingambiguitiesC.stretchingtheimaginationD.examiningthestructurePASSAGETHREEOnce again, seething,residualhasburstforthinanAmericancity.Andtheriots that overtook Los Angeles were areminder of what knowledgeable observershave been saying for a quarter century:Americawillcontinuepayingahighpriceincivil and ethnic unrest unless the nationcommitsitselftoprogramsthathelptheurbanpoorleadproductiveandrespectablelives.Onceagain,aprovenprogramispondering:nationalservice.SomewhatakintothemilitarytrainingthatgenerationsofAmericanmalesreceivedinthe armed forces, a 1990s version wouldprepare thousands of unemployable andundereducatedyoungadultsforqualitylivesinourincreasinglyglobalandtechnology-driveneconomy.Nationalserviceopportunitiesbeavailabletoanywhoneededitand,makenomistake,theproblemsarenowsostructural,toi07ble,thatanysolutionwillrequiremassivefederalintervention.Inhismuchquotedbook,“TheTrulyDisadvantaged,”sociologistWilliamJuliusWilsonwrotethat“onlyamajorprogramofeconomicreform”willpreventtheriot-proneurbanunderclassfrombeingpermanentlylockedoutofAmericaneconomiclife.wesimplyhavenochoice.Theenemywithinandamongourseparateethnicselvesisasdauntingasanyforeignfoe.Familieswhoarerentapartbywelfaredependency,jobdiscriminationandintensefeelingsofalienationhaveproducesminorityteenagerswithverylittleself-disciplinelittlefaiththatgoodgradesandtheAmericanworkethicwillpayoff.Aenvironmentforthemwithpracticaldomesticobjectivescouldproducestartlingresults.Militaryservicehasbeenthemostsuccessfulcareertrainingprogramwe’veknown,andAmericanchildrenbornintheyearssincetheall-volunteerArmywasinstitutedmakeupalargeproportionofthistargetedgroup.Butthisopportunitymaydisappearforeveriftoomanyofourmilitarybasesaresummarilyclosedandconvertedorsoldtotheprivatesector.Thefacilities,manpower,traditions,andcapacityarealreadyinplace.Don’tdismantleit:rechannelit.Disciplineisacornerstoneofresponsiblecitizen’slife.Iwastaughtitbymyf21,whowasapoliceman.Mayoftheriotershaveneverhadanyatall.AsanathleteformerArmyofficer,Iknowthatdisciplinecanbelearned.Moreimportantly,itmustlearnedoritdoesn’ttakehold.Aprecedentforthisapproach wastheCivilian Conservation Corps that worked sowellduringtheGreatDepression.MyenlistedintheCCCasayoungmanwithanelementary school education and he learnedinvaluable skills that served him throughouthislife.Thekeywasthatajobwaswaitingforhimwhenhefinished.Thecertaintyofthatfirstentry-levelpositionisessentialifseverely alienated young minority men andwomenaretokeepthefaith.Weallknowthesearedifficultforthepublicsector,buthere’sthechancetoaddenergeticandablemanpowertoAmerica’sworkforce. They could be prepared for theworldofworkorcollege–anoffersimilartothatmadetoreturningGIafterWordWarII.Itwouldbeachancefor16-to21-year-oldstoliveamongothercultures,religions,racesandin different geographical areas. And theseyoungpeoplecouldbetaughttorallyaroundcommongoalsandfriendshipsthatevolveoutof pride one’ssquad, platoon, battalion–orcommander.We saw such images during PersianGulfWarandduringtheNACCFinalFour basketball games. In military life competitive sports, this camaraderie doesn’tjust happen; it is taught and learned in anatmosphere of discipline and earned respectforeachother’scapabilities.专八真题17)AnationalserviceprogramwouldalsohelpovercometwodamagingperceptionsheldbyAmerica’sdisaffectedyouth:thesocietyjustdoesn’tcareaboutminorityyoungstersandthatone’spersonal best efforts will not berewarded in our discriminatory job market.HarvardprofessorRobertReich’sresearchhasshownthaturbansocialillsaresopervasivethattheupper20percentofAmericans–the“fortunate fifth” as he calls them – havedecidedquietlyto“secede”fromthebottomfour-fifthsandthelowestfifthinparticular.cannot accept such estrangement on apermanent basis. And what better way toanswer skeptics from any groupthanbycertifyingthetechnicalskillsofgraduatesfromanationalservicetrainingprogram?Now,wemustactdecisivelytoforestallfutureurbanunrest.Republicansputasidetheiraversiontofundingprogramsaimedatcertainculturalgroups.DemocratsmustforgetlabelsandrecognizethatageographicallyisolatedsubgroupofAmericans–theirchildreninparticular–needsystematicandsubstantiveassistanceforatleastanother20years.The ethnic taproots of minorityAmericansaredeeplyburiedinasoiloffaithand loyalty to traditional values. With emphasis on discipline, teamwork, resolution, personal responsibility andmarketableskillsdevelopment,nationalservicecanprovideboththetrainingandthatvitalfirstjobthatwillreconnecttheseAmericanstotherestofus.Let’sdoitbeforethefirenexttime.According to the author, “national专八217”seto“militarytraining”because they both cultivate .goodgradesselfdisciplinemutualtrustworkethicTheauthorcitestheexampleofhisinordertoshow .theimportanceofdisciplinetheimportanceofeducationthenecessityofhavingstrongfaiththeeffectivenessoftheprogramAccordingtotheauthor,anationalserviceprogramcanbringthefollowingbenefitsAmerica’syoungstersEXCEPT .increaseinincomeB.asenseofresponsibilityC.confidenceandhopeD.practicalworkskillsAccordingtothecontext,whatdoes“thefire”referto(Para.14)?A.Discrimination.B.Anger.C.Riots.D.Aversion.SECTIONB SHORTANSWERQUESTIONSInthissectionthereareeightshortanswerquestionsbasedonthepassagesinSECTIONA.21eachquestioninNOMORETHANTENWORDSinthespaceprovidedonSHEETTWO.PASSAGEONEWhatdoesPara.2tellusaboutrestaurantbusinessontheAlentejothroughouttheyear?AccordingtoPara.5,whatarethetwomainreasonsoftheinaccessibility?PASSAGETWOWhatdoes“Itwassimplyaboxtickingexercise”meaninPara.2?Paras.4-6proposethreemainpreceptsthenowapproach.PleaseuseONEphrasetosummarizeeachofthethreeprecepts.Whatdoestheauthorsuggesttoshiftdynamicintheclassroom(Para.11)?PASSAGETHREEWhatisthepurposeoftheproposedbytheauthor(Paras.1-3)?What does the word “it” in “Don’tdismantleit:rechannelreferto(Para.7)?What do Robert Reich’sfindingsimply(Para.12)?专八真题2017年专八真题2017年PARTIII LANGUAGEUSAGE [15MIN]ThepassagecontainsTENerrors.EachindicatedlinecontainsamaximumofONEIneachcase,onlyONEwordisinvolved.Youshouldproof-readthepassageandcorrectitinthefollowingway:Forawrongunderline the wrong word word, writethecorrectoneintheblankprovidedattheendoftheline.For amarkthepositionofthemissingmissing wordwithasignandword, the word you believe to missingintheblankprovidedtheendoftheline.2017

ancrosstheunnecessarywordwithunnecessary aslash“/”andputthewordword, theblankprovidedattheendoftheline.Examplemuseumwantsanewexhibit, an itneverbuysthingsinfinishedformandhangs never them on the wall. When a natural museumwantsanexhibition,itmustoftenbuildit. exhibit ProofreadthegivenpassageonANSWERSHEETTHREEasinstructed.PARTIVTRANSLATION [20MIN]TranslatetheunderlinedpartofthefollowingtextfromChineseintoEnglish.WriteyourtranslationonANSWERSHEETTHREE.017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。 专八真题2017年PARTV WRITING [45MIN]Thefollowingaretwoexcerptsaboutjobhopping.ReadthetwoexcerptscarefullyandwriteanarticleofNOLESSTHAN300WORDS,inwhichyoushould:summarizethemainargumentsintheexcerpts,andthenexpressyouropiniontowardsjobhopping,especiallyonwhetherjobhoppingbenefityourcareerdevelopment.Youcansupportyourselfwithinformationfromtheexcerpts.Markswillbeawardedforcontentrelevance,contentsufficiency,organizationandlanguagequality.Failuretofollowtheaboveinstructionsmayresultinalossofmarks.WriteyourarticleonANSWERSHEETFOUR.Excerpt1UntilUntilrecently,jobhoppingwasconsideredcareersuicide.Butthingshavechanged.AsjobTheProsofJobHoppinglongevityemployersandrecruitersarebeginningtohavebecomesathingofthepast,adifferentoutlookonjobhopping.Statistics,theaveragenumberofyearsthatAccordingtotheBureauofLaborU.S. workers have been with their currente八题01er is 4.6. Tenureof young (ages20to34)isonlyhalfthat(2.3years).As it turns out, job hopping can beextremely advantageous for certain types ofpeople–iftheydoitfortherightreasons,saysLaurie Lopez, a partner and senior generalmanager in the IT Contracts division atWinterWyman.“Forthoseintechnology,forexample,itallowsthemtheopportunitytogainvaluable technical knowledge in differentenvironmentsandcultures.ThiscanbemorecommonforthosespecializinginIT.Inorderkeep their skills fresh, itisnecessaryfortechnologiststoremaincurrentinahighlycompetitivemarket.Jobhoppingismorecommonwithemployeesthatarelesstenured,andfeelconfidentintheirskillstobeabletomoveonandcanaddvalueimmediatelyinanewopportunity.Withemployersbeingmoreopentohiringjobhoppers,weexpectthetrendtocontinue.”Excerpt2JobJobhoppingbecomesmoredifficultasemployersseeksolidcredentialsAmideconomicaslowdowningrowth,thegoodthetimescountry’sforjobhoppersmightbecomingtoanend,saidAngelLam,associatedirectorofcommerceandfinance, human resources,supply chain and专八真题2017年operationbusinessofRobertWalters.Job hoppers are those who frequentlychangejobsinatwo-yearspan,accordingtoglobalrecruitmentconsultancyRobertEmployersstartedtoshunthejobhoppersin2012,andthetrendbecamemoreapparentin2013andthisyear.“About90percentofourclientswillsimplyrejectthecandidateiftheyfindtracesindicatingjobhoppingintheresumes.wouldn’tevengiveanshesaid.Theusualtimespanforcandidatestochangeajobshouldbebetweenfourtosixyears,especiallyformiddletomanagementcandidates,astheyhavetodemonstrateprogresstotheiremployersthisperiodoftime,accordingtoLam.Usually,thecandidatewilladapttoallchangesinthejobinthefirstyear,makesomefinefinetuninginthesecondyear,speeduphisorherprogressinthethirdyearandstarttoseekmorestabledevelopmentintheensuingyears.Onlyinthiswaycantheemployeeadaptability,gainpersistenceandgraspbasicskillsetsrequiredforthejob,Lamsaid.--THEEND--专八真题2017年【星火英语版】2017年英语专业八级考试参考答案PartⅠPartⅠLISTENINGCOMPREHENSIONSECTIONAMINI-LECTUREsigningprimaryliteracydifferentbutcomplementaryavoidingmanyothercontextscharacteristics/featuresreactiondistanceemotiondeliberateintimacyandimmediacycontinuumtypesoflanguagetheusageSECTIONSECTIONB INTERVIEWWhatisinternationalleaders’assessmentofthecurrentbattleagainstEbola?专八真题2017年答案：B.Disheartening.HowmanypeoplearenowworkinginthetreatmentunitinLiberia?答案：A.200.AccordingtoMary,whatisthechallengeinthebattleagainstEbola?答案：D.

Insufficientoperationaleffortsontheground.Whydohealthworkersneedcasemanagementprotocoltraining?答案：B.

Theycanopenupmoretreatmentunits.Whatdoesthisinterviewmainlytalkabout?答案：C.

Ebolaoutpacingoperationalefforts.WhatisTom’smainroleinhisnewposition?答案：C.Usingmediainformationtoinspirenewideas.AccordingtoTom,whatdoesinnovationrequireofpeople?答案：B.BeingbraveandwillingtotakeariskWhatdoesTomseeasgame-changingchancesinthefuture?答案：B.Aimingataconsumerlevel.WhatdoesTomdofirsttodealwiththetoughestpartofhiswork?答案：D.Examiningthefuturecarefully.WhichofthefollowingmightTomworkfor?答案：A.Amediaagency.PartⅡPartⅡREADINGCOMPREHENSIONSECTIONAMULTIPLECHOICEQUESTIONSPASSAGEONEThefirstpartofPara.4referstothefactthat .

[A]

lifethereisquietandslow“Thelackofawareness”inPara.5refersto .答案：［C］littleknowledgeofthebeautyofthebeachTheauthoruses“gloriously”inPara.6to .答案：［C］contrastgreenerywithisolationThesentence“Weneveratethesamethingtwice”inPara.10reflectstheoftheseafoodthere.［］varietyWhichofthefollowingthemesisrepeatedinbothParas.1and11?［］Publicity.PASSAGETWOItcanbeinferredfromParas.1and2thatteachersusedto .［］teachextendedreadinginaperfunctorywayThesentence“weallunderstandandinstinctivelyfeelnarrativestructure”专八真题2017年inPara.4indicatesthat .［］wearebornstory-tellersSamuelJohnsonr