英語(yǔ)專業(yè)八級(jí)真題完整答案及詳細(xì)解析word版

1、螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄

2、袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄

3、衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅

4、蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃

5、薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃

6、蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄

7、薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)

8、蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃

9、蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃

10、蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁

11、螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂

12、螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂

13、袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀

14、衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁

15、蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁

16、薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆螅螂肈薅蒄羈羄薄薇螁莂薃蝿羆羋薂袁衿膄薁薁肄肀薁蚃袇荿薀螅肅芅蠆袈袆膁蚈薇肁肇芄蝕襖羃芄袂腿莂芃薂羂羋節(jié)蚄膈膄芁螆羀肀芀衿螃莈荿薈罿芄莈蟻螁膀莈螃羇膆莇薃螀肂莆蚅肅莁蒞螇?mèng)缕P莄衿肄膃莃蕿袆聿蒃蟻肂羅蒂螄裊芃蒁蒃肀艿蒀蚆袃膅葿螈膈肁蒈袀羈莀蕆薀螄芆蕆螞羀膂薆膇膅蒁羇袇莀莆羇聿膃螅羆膂葿蟻羅芄節(jié)薇羄羄蕆蒃羃肆芀螂肂膈蒅蚈肂芀羋薄肁羀蒄蒀蚇膂芆蒆蚆芅薂螄蚅羄蒞蝕蚅肇薀薆蚄腿莃蒂蚃芁膆螁螂

17、羈莁蚇螁肅膄薃螀芆莀蕿蝿羅節(jié)蒅蝿肈蒈螃螈膀芁蠆螇節(jié)蒆薅螆羂艿蒁裊肄蒄莇襖膆芇蚆袃袆蒃螞袃肈莆薈袂膁薁蒄袁芃莄螃袀羃膇蠆衿肅莂薅羈膇膅蒁羇袇莀莆羇聿膃螅羆膂葿蟻羅芄節(jié)薇羄羄蕆蒃羃肆芀螂肂膈蒅蚈肂芀羋薄肁羀蒄蒀蚇膂芆蒆蚆芅薂螄蚅羄蒞蝕蚅肇薀薆蚄腿莃蒂蚃芁膆螁螂羈莁蚇螁肅膄薃螀芆莀蕿蝿羅節(jié)蒅蝿肈蒈螃螈膀芁蠆螇節(jié)蒆薅螆羂艿蒁裊肄蒄莇襖膆芇蚆袃袆蒃螞袃肈莆薈袂膁薁蒄袁芃莄螃袀羃膇蠆衿肅莂薅羈膇膅蒁羇袇莀莆羇聿膃螅羆膂葿蟻羅芄節(jié)薇羄羄蕆蒃羃肆芀螂肂膈蒅蚈肂芀羋薄肁羀蒄蒀蚇膂芆蒆蚆芅薂螄蚅羄蒞蝕蚅肇薀薆蚄腿莃蒂蚃芁膆螁螂羈莁蚇螁肅膄薃螀芆莀蕿蝿羅節(jié)蒅蝿肈蒈螃螈膀芁蠆螇節(jié)蒆薅螆羂艿蒁裊肄蒄莇襖膆芇蚆袃袆蒃螞袃

18、肈莆薈袂膁薁蒄袁芃莄螃袀羃膇蠆衿肅莂薅羈膇膅蒁羇袇莀莆羇聿膃螅羆膂葿蟻羅芄節(jié)薇羄羄蕆蒃羃肆芀螂肂膈蒅蚈肂芀羋薄肁羀蒄蒀蚇膂芆蒆蚆芅薂螄蚅羄蒞蝕蚅肇薀薆蚄腿莃蒂蚃芁膆螁螂羈莁蚇螁肅膄薃螀芆莀蕿蝿羅節(jié)蒅蝿 TEST FOR ENGLISH MAJORS (2011)GRADE EIGHT TIME LIMIT: 195 MINPART I LISTENING COMPREHENSIONSECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the lecture ONCE ONLY. Whi

19、le listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSW

20、ER SHEET ONE. Some of the gaps may require a maximum of THREE words. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may refer to your notes while completing the task. Use the blank sheet for note-taking. Now, listen to the mini-lecture.Classifications

21、of CulturesAccording to Edward Hall, different cultures result in different ideas about the world. Hall is an anthropologist. He is interested in relations between cultures.I. High-context culture A. feature - context: more important than the message - meaning: (1)_ i.e. more attention paid to (2) _

22、 than to the message itself B. examples - personal space - preference for (3)_ - less respect for privacy / personal space - attention to (4)_ - concept of time - belief in (5)_ interpretation of time - no concern for punctuality - no control over timeII. Low-context culture A. feature - message: se

23、parate from context - meaning: (6)_ B. examples - personal space - desire / respect for individuality / privacy - less attention to body language - more concern for (7)_ - attitude toward time - concept of time: (8)_ - dislike of (9)_ - time seen as commodityIII. Conclusion Awareness of different cu

24、ltural assumptions - relevance in work and life e.g. business, negotiation, etc. - (10)_ in successful communication(1) context of message(2) whats happening / the context(3) closeness to people(4) body language(5) poly-chronic(6) message itself(7) the message(8) mono-chronic(9) lateness(10) great i

25、nfluence / significance (1) 根據(jù)原文中一句“A high-context culture is a culture in which the context of the message, or the action, or an event carries a large part of its meaning and significance.”可知答案。(2) 根據(jù)原文“What this means is that in a high-context culture, more attention is paid to whats happening in

26、and around the message than to the message itself.”可知答案。(3) 根據(jù)原文“Generally speaking, in a high-context culture, because this greater dependency on group thinking, people lean towards heavier sense of involvement or closeness to people.”可得出(4) 根據(jù)原文“And also people from a high-context culture pay atte

27、ntion to body language.”可得(5) 根據(jù)原文“People in high-context cultures, are considered to have, what is called a poly-chronic attitude toward time.”可得出答案。(6) 根據(jù)原文“A low-context culture is one in which the message, the event or the action is a separate entity, having meaning onto itself, regardless of th

28、e surroundings or the context.”可得出(7) 根據(jù)原文“And youll also see that people might pay less attention to body language, because as I said, the message is, the message is everything.”可得出答案。(8) 原文提到在low-context culture中，人們對(duì)時(shí)間的態(tài)度可稱為mono-chronic。(9) 根據(jù)原文“People in a low-context culture would be much more u

29、pset with lateness, because they feel that everyone should follow the same time.”可得出答案。(10) 根據(jù)文章末尾部分“If youre in business, negotiations, interpersonal relations, if youre dealing with people from different cultures in any way, its going to affect every part of your life. In any multi-cultural situat

30、ion, these assumptions need to be taken into account for successful interactions.”可知，在商務(wù)活動(dòng)、談判、人際交往中，與來(lái)自不同文化的人打交道時(shí)，這些想法對(duì)成功的交際起著非常重要的作用。script: Classifications of Cultures Good morning, everyone! Today, well look at culture or rather classifications of cultures. Usually, when we deal with different pe

31、ople, we deal with them as if we were all members of the same culture. However, its possible that people from different cultures have different assumptions about the world. We got in such important and basic ideas as time, personal space. And this is the view of Edward Hall. And Edward Hall is an an

32、thropologist who spent a large part of his life studying American Indians, their culture, their language. But he was different from a lot of other anthropologists who just study one culture. He was interested in the relations between cultures, how cultures interact. What Hall believes is that cultur

33、es can be classified by placing them on a continuum, ranging from what he called high-context to low-context. OK, what is a high-context culture? A high-context culture is a culture in which the context of the message, or the action, or an event carries a large part of its meaning and significance.

34、What this means is that in a high-context culture, more attention is paid to whats happening in and around the message than to the message itself. Now, let me give you examples. First, in terms of personal space. Generally speaking, in a high-context culture, because this greater dependency on group

35、 thinking, people lean towards heavier sense of involvement or closeness to people. And they have less respect for privacy, for personal space. If you go into that culture, people might stand closer when theyre talking to you. They might touch more. And if theyre jostled in a crowd, they wont feel v

36、iolated. And also people from a high-context culture pay attention to body language. Because remember what I said, the definition of a high-context culture is that more attention is paid to the context of the message than to the message itself. And part of the context is body language. Second, in te

37、rms of time. People in high-context cultures, are considered to have, what is called a poly-chronic attitude toward time. Here, poly means multiple and chronic means time. What this means is that they believe people, things, events have their own time. And there cant be a standard system of time for

38、 everything. What this leads them to believe is that you cant emphasize punctuality. Things happen when they are supposed to happen. So, theres a different attitude toward time; theres no set standard of time; you cant control time; everything has its own sense of time. So its a culture that pays li

39、ttle attention to time, to clock time. Now, lets move on to low-context culture. A low-context culture is just the opposite. A low-context culture is one in which the message, the event or the action is a separate entity, having meaning onto itself, regardless of the surroundings or the context. Tha

40、t the message, the event, the action has meaning in itself. So what this means in a low-context culture, is that people pay more attention to the event itself rather than to the context which surrounds the event or the message. For example, in terms of personal space again, theres more emphasis on i

41、ndividuality. So the concept of privacy is very, very important. Whereas before, as I said, in a high-context culture, they might not even be concerned with privacy or personal space. But in a low-context culture, theres a feeling that we each have our own personal space. If you get too close, if yo

42、u dont knock on doors before entering, thats an invasion of privacy. People feel violated. Theres a respect and a desire for privacy. And youll also see that people might pay less attention to body language, because as I said, the message is, the message is everything. They are not going to worry ab

43、out all the details around it. What you say is the important thing, or what you do is the important thing. Another example of a low-context culture is peoples attitude towards time. In terms of time, I said before, there was a poly-chronic sense of time in a high-context culture. What do you think t

44、here would be in a low-context culture? Mono-chronic? Right! A mono-chronic sense of time and by that we mean that theres one time. And that concept means that people in a low-context culture believe that theres one standard of time. And that should be for everything. And so I am not willing to hear

45、 Oh, the traffic was heavy. Thats why Im late or Oh, I slept late. People in a low-context culture would be much more upset with lateness, because they feel that everyone should follow the same time. There shouldnt be all this flexibility with time and they expect punctuality. And they look at time

46、as almost a commodity that they use expressions like use time, to waste time, to spend time or time is money. All of these expressions reinforce the concept that time is actually something you can hold on to. So, what this is all about is that, Hall stresses that people need to be aware of these dif

47、ferent assumptions or concepts about reality. And he thinks that this has all kinds of relevance no matter what youre doing. If youre in business, negotiations, interpersonal relations, if youre dealing with people from different cultures in any way, its going to affect every part of your life. In a

48、ny multi-cultural situation, these assumptions need to be taken into account for successful interactions. OK, today weve taken a brief look at Edward Halls view of culture, mainly his classification of high- or low-context culture with some examples. Next week, well look at some more examples of cul

49、tures on a continuum between high-context and low-context cultures.SECTION B INTERVIEW/CONVERSATIONIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the best answer to each question on ANSWER SHEET TWO.Questions 1 to 5 are based on a

50、n interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.Now, listen to the interview.1. According to Dr. Harley, what makes language learning more difficult after a certain age?A. Differences between two languages. B. Declining capacity to

51、 learn syntax. C. Lack of time available. D. Absence of motivation.參考答案： B Harley博士提到有研究表明，語(yǔ)言特別是句法方面的學(xué)習(xí)在12歲以后更難。2. What does the example of Czech speakers show?A. Its natural for language learners to make errors. B. Differences between languages cause difficulty.C. There exist differences between En

52、glish and Czech. D. Difficulty stems from either difference or similarity.TIP：答案選D。Harley博士提到有研究發(fā)現(xiàn)學(xué)習(xí)英語(yǔ)的捷克人會(huì)在相同的捷克語(yǔ)和英語(yǔ)句法上犯錯(cuò)，因此證明了語(yǔ)言學(xué)習(xí)者的困難也可能來(lái)自相似性。3. Which of the following methods does NOT advocate speaking?A. The traditional method. B. The audiolingual method.C. The immersion method.D. The direct me

53、thod.TIP：答案選A。因?yàn)槠渌N方法都要求或強(qiáng)調(diào)口語(yǔ)，而傳統(tǒng)方法強(qiáng)調(diào)語(yǔ)法教學(xué)。4. Which hypothesis deals with the role of language knowledge in the learning process?A. The acquisition and learning distinction hypothesis.B. The comprehensible input hypothesis.C. The monitor hypothesis.D. The active filter hypothesis.TIP：答案選C。當(dāng)Harley博士在

54、解釋monitor hypothesis時(shí)，他提到monitor會(huì)使用語(yǔ)法規(guī)則，電臺(tái)主持人向他確認(rèn)是否這意味著學(xué)習(xí)者運(yùn)用語(yǔ)言知識(shí)確保所說(shuō)和所寫(xiě)的正確無(wú)誤，Harley博士的回答是肯定的。5. Which of the following topics is NOT discussed during the interview?A. Causes of language learning difficulties.B. Differences between mother tongue and a second language. C. Theoretical conceptualization

55、 of second language learning.D. Pedagogical implementation of second language teaching.TIP：答案選B。其他三項(xiàng)在對(duì)話中均有提及，D項(xiàng)沒(méi)有提及。Woman: Good morning, Dr. Harley! Thank you very much for coming on our radio talk. We know that youre an applied linguist specializing in second language acquisition.Dr. Harley: Right!

56、Woman: So, today, um, well look at this issue. Now, first, Dr. Harley, could you please tell us what is second language acquisition? Dr. Harley: Well, second language acquisition is . happens when a child or adult has already become competent at a language. And then, um, they attempt to learn anothe

57、r.Woman: OK, most people think, including me, it is difficult to learn another language. What are the reasons? Why is it so?Dr. Harley: Well, there are a number of reasons for this. Huh, first, there have been research studies. They have shown that some aspects of language learning especially syntax

58、 are more difficult beyond a certain age, say, after around 12 years of age.Woman: So, age plays an important role in language learning?Dr. Harley: Yes. But thats not the only reason.Woman: Oh, is that so?Dr. Harley: Yes, for example, huh, time and interest. All children and adults often have less t

59、ime and motivation to learn a second language.Woman: Mm Dr. Harley: Another is related to the similarities and differences between ones mother tongue and a second language. We find the learners will experience difficulty when their mother tongue and the second language theyre learning differ. In gen

60、eral, the more idiosyncratic a feature is in a particular language relative to other languages, the more difficult it will be to acquire.Woman: Perhaps this is the key issue. Differences between languages cause language learning problems. Dr. Harley: Well, this may be one of the issues here. But thi