英语专业八级考试(TEM-8)讲座
TEM-8 阅读理解测试内容效度分析(2010)
TEM-8 阅读理解测试内容效度分析(2010)摘要：本文从选材、阅读速度、阅读能力和试题形式四方面，依据《英语专业八级考试大纲》，对2010年tem8阅读理解部分的内容效度进行了分析，表明tem-8阅读理解测试内容具有一定效度，但仍有提高的可能，并提出了一些建议。
关键词：tem-8；阅读理解；内容效度；考试大纲中图分类号：g42 文献标识码：a 文章编号：1009-0118（2011）-11-0-02一、引言英语专业八级考试(tem-8) 是以《高等学校英语专业教学大纲》（以下简称《大纲》）为基准的大规模标准化的语言测试。
从1991 年至今, 《高校英语专业八级考试大纲》( 以下简称《考纲》) 几经变化,2004年作了相应的修订并与2005年正式实施。
作为高等学校英语专业最高级别的考试，考试范围包括听、读、写、方面的能力及英语专业知识，其中阅读理解所占的比重由原来的15%增加到20%。
作为科学的语言测试，信度和效度是语言测试的两大重要指标。
”效度是指测试者能测试出所希望测试到的东西的程度。
”“根据评价方法的不同，效度可以分为内部效度、外部效度和结构效度，而内容效度是内部效度的一种。
”所谓内容效度是指“测试是否考了考试大纲规定要考的，或者说考试的题目在多大程度上能代表了它所要测量的内容。
”二、tem-8 阅读理解测试内容效度分析2005 年起实施的新版《考纲》对tem-8 阅读理解测试部分的材料选择原则、阅读速度、阅读能力和试题形式都重新进行了界定。
下面就围绕这几方面对2010年tem-8阅读理解测试的具体内容进行分析看看实际测试是否充分体现这了新《考纲》要求。
( 一) 选材是否符合测试要求根据新《考纲》，tem8阅读理解材料的选择应该符合以下原则：1.题材广泛，包括社会、科技、文化、经济、日常知识、人物传记；2.体裁多样，包括记叙文、描写文、说明文、议论文、广告、说明书、图表等。
3. 阅读材料的语言难度中等, 关键词汇基本上不超出《大纲》规定的范围。
TEM-8听力理解测试内容效度分析——以2016、2017年TEM-8考试为例
痫狂英语 理论版圆CRAZY ENGLISH PROTEM-8听力理解测试内容效度分析以2016、2017年TEM-8考试为例王晓霜!湖北工业大学，湖北武汉430064)摘要：效度是衡量测试有效性的重要标准，英语专业八级考试作为检查英语专业学生英语能力的测试，自1991年开始实行以来，其效度一直是人们关注的焦点。
国内对T E M<效度的研究主要集中在阅读理解方面，关于听力效度的研究较少。
2016年教育部发布的新考纲对T E M<)题型进行了调整。
文章对实施新考纲之后的2016年2017年的T E M<测试中听解部分的效度进行了分析，以期对T E M<测试的命题有所帮助。
关键词：TEM< $听力理解；有效性；内容效度[中图分类号]H319.6[文献标识码]A[文章编号]1006-2831 (2018)02-0022-2 doi% 10. 3969/j. issn. 1006-2831.2018.01.008!研究背景TEM-8(Test for English Majors-Band8 )，全国高校英 语专业八级考试，是1991年起由教育部实行的：参 性教学检查 试。
其目的是检测英语专业学生运用英语获取、和处理一般或与专业相 以达到的能力。
TEM-8自问世以来，经历了多次改革。
2015年8月的《英语专业八级考试（TEM-8)题调整说》中，再 TEM-8了改革和调整。
具体调整如下:Mini lecture即讲座长度增加，从10题 15 题，改为提前发卷;Conversation or Interview即会话题目 数量不变，问题消失，问题在听力中 ,新闻听力取消。
听力 试时间由35 改为25。
TEM-8取之后，听力 数百比由原先的20%升到了 25%。
TEM-8的研究从未间断过，其中关于效度的 研究也不在少数，然而大 研究都集中在阅读理解方，听力 效度的研究较少。
种象，分析了 2016年及2017年听力测试效度。
TEM-8二十年写作试题内容分析
TEM-8二十年写作试题内容分析河南师范大学外语学院孟凡娜【内容摘要】本文以1996-2015年英语专业八级考试(TEM-8)写作试题为研究对象,分别从题材、体裁和信息提供形式三方面对其试题内容分析,旨在检测TEM-8写作试题的命题质量,并为其以后试题的命制提供一些建议。
研究结果表明:TEM-8写作试题题材丰富,体裁集中于议论文和说明文;试题信息提供形式较单一,局限于文字形+提纲形,题材集中于学校生活和社会文化。
【关键词】TEM-8写作试题内容1.引言TEM-8(高校英语专业八级考试)是由国家教育部委托全国高校外语专业教学指导委员会组织的统一考试,其目的在于全面检查已完成英语专业高年级阶段课程的学生是否达到了《教学大纲》所规定的英语语言综合运用能力标准以及英语专业知识的要求(高等学校外语专业教学指导委员会英语组,2004:1)。
TEM-8考试中,写作测试所占比重最大,达20%,值得引起研究者的关注。
但是纵观国内现有文献,对TEM-8写作测试的研究尚比较欠缺。
笔者通过CNKI检索论文题目含有“TEM-8写作”和“专八写作”的文献,发现自1999年以来相关文献只有17篇,而发表在外语类核心期刊的只有5篇。
这些文献大多通过分析考生在TEM-8写作测试中存在的问题,对英语专业写作教学提出建议(黄洁,2012);邹申(1999)介绍了TEM-8写作测试的功能、存在问题及对策;修旭东(2004)通过有声思维法探究TEM-8考生的写作认知过程;张艳莉和彭康洲(2012)探析了TEM-8评分员差异。
但是针对TEM-8写作试题本身的研究极为鲜见。
TEM-8写作试题内容呈现什么特点?对此问题进行探究不仅能够检测TEM-8写作测试的命题质量,而且对今后写作试题的命制和写作教学的提高也能提供参考。
2.分析框架目前国内关于TEM-8写作测试的研究比较欠缺,因此缺乏全面的、科学的理论框架。
辜向东、杨志强(2009)曾构建了CET 写作试题分析框架,本文以他们的框架为理论基础,对TEM-8写作试题内容,即题材、体裁和信息提供形式进行分析。
专八改革新政及备考建议
专八改革新政及备考建议作者：纪军来源：《新东方英语》2016年第03期2015年8月，高校外语专业教学测试办公室发布了《关于英语专业八级考试（TEM 8）题型调整方案》，并宣布从2016年起对专八考试的试卷结构和测试题型做局部调整。
试卷共包含五部分：听力理解、阅读理解、语言知识、翻译和写作。
考试时间为155分钟。
改革后的专八题型有以下调整：取消新闻听力和人文知识;取消翻译的英译汉，保留汉译英;听力理解讲座部分的长度变长，题量增多，由原来的10道题变为15道题;写作部分不再考查话题作文，而是要求考生先阅读1000词左右的文章，然后再做摘要型议论文写作。
改革后的专八考试更注重语言的灵活运用，侧重考查考生综合运用英语进行交际的能力。
新专八究竟有何具体变化？面对新变化应如何备考？如何在冲刺阶段做到有的放矢，事半功倍？本文笔者将结合新专八各部分题型介绍改革内容，并为考生提供冲刺阶段的备考建议。
听力理解改革后的听力理解包含两项：讲座（Mini-lecture）和会话/访谈（Conversation or Interview）。
考试时间为25分钟，原有的新闻听力取消。
下面笔者分别介绍讲座和会话/访谈的题型特点及备考建议。
1 讲座该部分由一个约900词的讲座和一项填空任务组成，考查形式为听录音填空。
要求考生边听边记笔记，然后完成填空任务。
讲座录音只播放一遍。
每道题需填答案的长度不超过三个单词。
根据官方样题中的讲座“Understanding Academic Lectures”，考生可以看出改革后该部分录音的选材并未改变。
备考建议不少考生觉得该题型很难，其实并非如此。
考生在听录音之前有30秒的预读时间，可以提前浏览答题卡上的填空任务，了解自己要重点听哪些信息，答题难度由此减半。
此外，根据题目要求，该部分题目答案并不唯一，考生只要填入语义和语法都正确的答案即可得分。
例如，官方样卷第1题需要考生填入“意义载体”的对应英文，无论考生填入carriers of meaning、meaning carriers还是parts of language皆可得分。
TEM8翻译策略的有声思维研究
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种策略 的使用上存在显著 差异 ， 它们与语篇 、 境和语感有关 ， 语 并对成绩有显著 的预 测性。 关键词 ：翻译策略 ； 声思维 ； 有 英语 专业八级考试
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2005-2006年专八（TEM8）真题、答案及听力原文（整理打印版）
TEST FOR ENGLISH MAJORS (2006)-GRADE EIGHT-TIME LIMIT: 195 MIN PART I LISTENING COMPREHENSION (35MIN)SECTION A MINI-LECTUREIn this section you sill hear a mini-lecture. You. will hear the lecture ONCE ONLY. While 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 ANSWER SHEET ONE. Use the blank sheet for note-taking.Complete the gap-filling task, some of the gaps below 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.Meaning in Literature (2006)In reading literary works, we are concerned with the ―meaning‖ of one literary piece or another. However, finding out what something really means is a difficult issue. There are three ways to tackle meaning in literature.I. Meaning is what is intended by (1) _________. (1) _________Apart from reading an author‘s work in question, readers need to1) read (2) __________by the same author; (2) _________2) get familiar with (3) __________ at the time; (3) _________3) get to know cultural values and symbols of the time.II. Meaning exists ―in‖ the text itself.1) some people‘s vi ew: meaning is produced by the formal propertiesof the text like (4)_______, etc. (4) _________2) speaker‘s view: meaning is created by both conventions of meaning and (5)______. (5) _________ Therefore, agreement on meaning could be created by common traditionsand conventions of usage. But different time periods and different(6) _____ perspectives could lead to different interpretations of meaning in a text. (6) _________III. Meaning is created by (7) __________. (7) _________1) meaning is (8) ___________; (8) _________2) meaning is contextual;3) meaning requires (9) ___________; (9) _________----practicing competency in reading ----practicing other competencies----background research in (10) ___________, etc. (10) _________ SECTION B INTERVIEWIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your colored answer sheet.Questions 1 to 5 are based on an 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. Which of the following statements is TRUE about Miss Green‘s university days?A. She felt bored.B. She felt lonely.C. She cherished them.D. The subject was easy.2. Which of the following is NOT part of her job with the Department of Employment?A. Doing surveys at workplace.B. Analyzing survey results.C. Designing questionnaires.D. Taking a psychology course.3. According to Miss Green, the main difference between the Department of Employment and the advertising agency lies in___.A. the nature of work.B. office decoration.C. offi ce location.D. work procedures.4. Why did Miss green want to leave the advertising agency?A. She felt unhappy inside the company.B. She felt work there too demanding.C. She was denied promotion in the company.D. She longed for new opportunities.5. How did Miss Green react to a heavier workload in the new job?A. She was willing and ready.B. She sounded mildly eager.C. She a bit surprised.D. She sounded very reluctant. SECTION C NEWS BROADCASTIn this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the correct answer to each question on your coloured answer sheet.Questions 6 and 7 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.6. The man stole the aircraft mainly because he wanted to ______.A. destroy the European Central Bank.B. have an interview with a TV station.C. circle skyscrapers in downtown Frankfurt.D. remember the death of a US astronaut.7. Which of the following statements about the man is TRUE?A. He was a 31-year-old student from Frankfurt.B. He was piloting a two-seat helicopter he had stolen.C. He had talked to air traffi c controllers by radio.D. He threatened to land on the European Central Bank.Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.8. The news is mainly about the city government‘s plan to ______.A. expand and improve the existing subway system.B. build underground malls and parking lots.C. prevent further land subsidence.D. promote advanced technology.Questions 9 and 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each of the two questions. Now listen to the news.9. According to the news, what makes thi s credit card different from conventional ones is ______.A. that it can hear the owner‘s voice.B. that it can remember a password.C. that it can identify the owner‘s voi ce.D. that it can remember the owner‘s PIN.10. The newly developed credit card is said to said to have all the following EXCEPT ______.A. switch.B. battery.C. speaker.D. built-in chip.PART II READING COMPREHENSION (30MIN)In this section there are four reading passages followed by a total of 20 multiple-choice questions.Read the passages and then mark your answers on your coloured answer sheet.TEXT AThe University in transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow‘s universities by writers representing both Western and mon-Western perspectives. Their essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.The most widely discussed alternative to the traditional campus is the Internet University –a voluntary community to scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized university could have many advantages, such as easy scheduling, effi cient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world‘s great libraries.Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a ―college education in a box‖ could undersell the offerings of many traditional brick and mortar institutions, effectively driving then out of business and throwing thousands of career academics out of work, note Australian communications professors David Rooney and Greg Hearn.On the other hand, while global connectivity seems highly likely to play some significant role in future higher education, that does not mean greater uniformity in course content – or other dangers – will necessarily follow. Counter-movements are also at work.Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become ―if we believed that child-care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?‖Co-editor Jennifer Gidley shows how tomorrow‘s university faculty, instead of giving lectures and conducting independent research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would fu nction much like today‘s faculty advisers, but are likely to be working with many more students outside their own academic specialty. This would require them to constantly be learning from their students as well as instructing them.A third new role for fa culty, and in Gidley‘s view the most challenging and rewarding of all, would be as meaning-makers: charismati c sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as rational and technological solutions to specifi c real-world problems.Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be ―enrolled‖ in courses offered at virtual campuses on the Internet, between–or even during –sessions at a real-world problem-focused institution.As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into practical, sustainable realities.11. When the book reviewer discusses the Internet University, ______.A. he is in favor of it.B. his view is balanced.C. he i s slightly critical of it.D. he is strongly critical of it.12.Whi ch of the following is NOT seen as a potential danger of the Internet University?A. Internet-based courses may be less costly than traditional ones.B. Teachers in traditional institutions may lose their jobs.C. Internet-based courseware may lack variety in course content.D. The Internet University may produce teachers with a lot of publicity.13. According to the review, what is the fundamental mi ssion of traditional university education?A. Knowledge learning and career building.B. Learning how to solve existing social problems.C. Researching into solutions to current world problems.D. Combining research efforts of teachers and students in learning.14. Judging from the Three new roles envisioned for tomorrow's university faculty, university teachers ______.A. are required to conduct more independent research.B. are required to offer more course to their students.C. are supposed to assume more demanding duties.D. are supposed to supervise more students in their specialty.15.Whi ch category of writing does the review belong to?A. Narration.B. DescriptionC. persuasionD. Exposition.TEXT BEvery street had a story, every building a memory. Those blessed with wonderful childhoods can drive the streets of their hometowns and happily roll back the years. The rest are pulled home by duty and leave as soon as possible. After Ray Atlee had been in Clanton (his hometown) for fifteen minutes he was anxious to get out.The town had changed, but then it hadn't. On the highways leading in, the cheap metal buildings and mobile homes were gathering as tightly as possible next to the roads for maximum visibility. This town had no zoning whatsoever. A landowner could build anything wiih no permit no inspection, no noti ce to adjoining landowners. nothing. Only hog farms and nuclear reactors required approvals and paperwork. The result was a slash-and-build clutter that got uglier by the year.But in the older sections, nearer the square, the town had not changed at all The long shaded streets were as clean and neat as when Kay roamed them on his bike. Most of the houses were still owned by people he knew, or if those folks had passed on the new owners kept the lawns clipped and the shutters painted. Only a few were being neglected. A handful had been abandoned. This deep in Bible country, it was still an unwritten rule in the town that little was done on Sundays except go to church, sit on porches, visit neighbors, rest and relax the way God intended.It was cloudy, quite cool for May, and as he toured his old turf, killing time until the appointed hour for the family meeting, he tried to dwell on the good memories from Clanton. There was Dizzy Dean Park where he had played little League for the Pirates, and (here was the public pool he'd swum in every summer except 1969 when the city closed it rather than admit black children. There were the churches - Baptist, Methodist, and Presbyterian - facing each other at the intersection of Second and Elm like wary sentries, their steeples competing for height. They were empty now, hut in an hour or so the more faithful would gather for evening servi ces.The square was as lifeless as the streets leading to it. With eight thousand people, Clanton was just large enough to have attracted the discount stores that had wiped out so many small towns. But here the people had been faithful to their downtown merchants, and there wasn‘t s single empty or boarded-up building around the square – no small miracle. The retail shops were mixed in with the banks and law offices and cafes, all closed for the Sabbath.He inched through the cemetery and surveyed the Atlee section in the old part, where the tombstones were grander. Some of his ancestors had built monuments for their dead. Ray had always assumed that the family money he‘d never seen must have been buried in those graves. He parked and walked to his mot her‘s grave, something he hadn‘t done in years. She was buried among the Atlees, at the far edge of the family plot because she had barely belonged.Soon, in less than an hour, he would be sitting in his father‘s study, sipping bad instant tea and receivi ng instructions on exactly how his father would be laid to rest. Many orders were about to be give, many decrees and directions, because his father(who used to be a judge) was a great man and cared deeply about how he was to be remembered.Moving again, R ay passed the water tower he‘d climbed twi ce, the second time with the police waiting below. He grimaced at his old high school, a place he‘d never visited since he‘d left it. Behind it was the football field where his brother Forres t had romped over opponents and almost became famous before getting bounced off the team.It was twenty minutes before five, Sunday, May 7. Time for the family meeting.16. From the first paragraph, we get the impression that ______.A. Ray cherished his childhood memories.B. Ray had something urgent to take care of.C. Ray may not have a happy childhood.D. Ray cannot remember his childhood days.17. Which of the following adjectives does NOT describe Ray‘s hometown?A. Lifeless.B. Religious.C. Traditional.D. Quiet.18. Form the passage we can infer that the relationship between Ray and his parents was ______.A. close.B. remote.C. tense.D. impossible to tell.19. It can be inferred from the passage that Ray‘s father was all EXCEPT ______.A. considerate.B. punctual.C. thrifty.D. dominant.TEXT CCampaigning on the Indian frontier is an experience by itself. Neither the landscape nor the people find their counterparts in any other portion of the globe. Valley walls rise steeply five or six thousand feet on every side. The columns crawl through a maze of giant corridors down whi ch fierce snow-fed torrents foam under skies of brass. Amid these scenes of savage brilliancy there dwells a race whose qualities seem to harmonize with their environment. Except at harvest-time, when self-preservation requires a temporary truce, the Pathan tribes are al ways engaged in private or public war. Every man is a warrior, a politician and a theologian. Every large house is a real feudal fortress made, it is true, only of sun-baked clay, but with battlements, turrets, loopholes, drawbridges, etc. complete. Every village has its defence. Every family cultivates its vendetta; every clan, its feud. The numerous tribes and combinations of tribes all have their accounts to settle with one another. Nothing is ever forgotten, and very few debts are left unpaid. For the purposes of social life, in addition to the convention about harvest-time, a most elaborate code of honour has been established and is on the whole faithfully observed. A man who knew it and observed it faultlessly might passunarmed from one end of the frontier to another. The slightest technical slip would, however, be fatal. The life of the Pathan is thus full of interest; and hi s valleys, nourished alike by endless sunshine and abundant water, are fertile enough to yield with little labour the modest material requirements of a sparse population.Into this happy world the nineteenth century brought two new facts: the rifle and the British Government. The first was an enormous luxury and blessing; the second, an unmitigated nuisance. The convenience of the rifle was nowhere more appreciated than in the Indian highlands. A weapon which would kill with accuracy at fifteen hundred yards opened a whole new vista of delights to every family or clan which could acquire it. One could actually remain in one's own house and fire at one's neighbour nearly a mile away. One could lie in wait on some high crag, and at hitherto unheard-of ranges hit a horseman far below. Even villages could fire at each other without the trouble of going far from home. Fabulous prices were therefore offered for thes e glorious products of science. Rifle-thieves scoured all India to reinforce the efforts of the honest smuggler. A steady flow of the coveted weapons spread its genial influence throughout the frontier, and the respect which the Pathan tribesmen entertained for Christian civilization was vastly enhanced.The action of the British Government on the other hand was entirely unsatisfactory. The great organizing, advancing, absorbing power to the southward seemed to be little better than a monstrous spoil-sport. If the Pathan made forays into the plains, not only were they driven back (which after all was no more than fair), but a whole series of subsequent interferences took place, followed at intervals by expeditions which toiled laboriously through the valleys, scolding the tribesmen and exacting fines for any damage which they had done. No one would have minded these expeditions if they had simply come, had a fight and then gone away again. In many cases this was their practice under what was called the "butcher and bolt policy"to which the Government of India long adhered. But towards the end of the nineteenth century these intruders began to make roads through many of the valleys, and in particular the great road to Chitral. They sought to ensure the safety of these roads by threats, by forts and by subsidies. There was no objection to the last method so far as it went. But the whole of this tendency to road-making was regarded by the Pathans with profound distaste. All along the road people were expected to keep quiet, not to shoot one another, and above all not to shoot at travellers along the road. It was too much to ask, and a whole series of quarrels took their origin from this source.20.The word debts in "very few debts are left unpaid" in the first paragraph means ______.A. loans.B. accountsC. killingsD. bargains.21.Whi ch of the following is NOT one of the geographical facts about the Indian frontier?A. Melting snows.B. Large population.C. Steep hillsides.D. Fertile valleys.22. According to the passage, the Pathans welcomed ______.A. the introduction of the rifle.B. the spread of British rule.C. the extension of luxuriesD. the spread of trade.23. Building roads by the BritishA. put an end to a whole series of quarrels.B. prevented the Pathans from earning on feuds.C. lessened the subsidies paid to the Pathans.D. gave the Pathans a much quieter life.24. A suitable title for the passage would be ______.A. Campaigning on the Indian frontier.B. Why the Pathans resented the British rule.C. The popularity of rifles among the Pathans.D. The Pathans at war.TEXT D"Museum" is a slippery word. It first meant (in Greek) anything consecrated to the Muses: a hill, a shrine, a garden, a festival or even a textbook. Both Plato's A cademy and Aristotle's Lyceum had a mouseion, a muses' shrine. Although the Greeks already collected detached works of art, many temples - notably that of Hera at Olympia (before whi ch the Olympic flame is still lit) - had collections of objects, some of which were works of art by well-known masters, while paintings and sculptures in the Alexandrian Museum were incidental to its main purpose.The Romans also collected and exhibited art from disbanded temples, as well as mineral specimens, exotic plants, animals; and they plundered sculptures and paintings (mostly Greek) for exhibition. Meanwhile, the Greek word had slipped into Latin by transliteration (though not to signify picture galleries, which were called pinacothecae) and museum still more or less meant "Muses' shrine".The inspirational collections of precious and semi-precious objects were kept in larger churches and monasteries - which focused on the gold-enshrined, bejewelled relics of saints and martyrs. Princes, and later merchants, had similar collections, whi ch became the deposits of natural curiosities: large lumps of amber or coral, irregular pearls, unicorn horns, ostri ch eggs, fossil bones and so on. They also included coins and gems - often antique engraved ones - as well as, increasingly, paintings and sculptures. As they multiplied and expanded, to supplement them, the skill of the fakers grew increasingly refined.At the same time, visitors could admire the very grandest paintings and sculptures in the churches, palaces and castles; they were not "collected" either, but "site-specific", and were considered an integral part both of the fabric of the buildings and of the way of life which went on inside them - and most of the buildings were public ones. However, during the revival of antiquity in the fifteenth century, fragments of antique sculpture were given higher status than the work of any contemporary, so that displays of antiquities would inspire artists to imitation, or even better, to emulation; and so could be considered Muses' shrines in the former sense. The Medici garden near San Marco in Florence, the Belvedere and the Capitol in Rome were the most famous of such early "inspirational" collections. Soon they multiplied, and, gradually, exemplary "modern" works wereIn the seventeenth century, scientific and prestige collecting became so widespread that three or four collectors independently published directories to museums all over the known world. But it was the age of revolutions and industry which produced the next sharp shift in the way the institution was perceived: the fury against royal and church monuments prompted antiquarians to shelter them in asylum-galleries, of which the Musee des Monuments Francais was the most famous. Then, in the first half of thenineteenth century, museum funding took off, allied to the rise of new wealth:London acquired the National Gallery and the British Museum, the Louvre was organized, the Museum-Insel was begun in Berlin, and the Munich galleries were built. In Vienna, the huge Kunsthistorisches and Naturhistorisches Museums took over much of the imperial treasure. Meanwhile, the decline of craftsmanship (and of public taste with it) inspired the creation of "improving" collections. The Victoria and Albert Museum in London was the most famous, as well as perhaps the largest of them.25.The sentence "Museum is a slippery word" in the first paragraph means that ______.A. the meaning of the word didn't change until after the 15th century.B. the meaning of the word had changed over the years.C. the Greeks held different concepts from the Romans.D. princes and merchants added paintings to their collections.26.The idea that museum could mean a mountain or an object originates from ______.A. the Romans.B. Florence.C. Olympia.D. Greek.27. "... the skill of the fakers grew increasingly refined" in the third paragraph means that ______.A. there was a great demand for fakers.B. fakers grew rapidly in number.C. fakers became more skillful.D. fakers became more polite.28. Painting and sculptures on display in churches in the 15th century were ______.A. collected from elsewhere.B. made part of the buildings.C. donated by people.D. bought by churches.29. Modern museums came into existence in order to ______.A.protect royal and church treasures.B.improve existing collections.C.stimulate public interest.D.raise more funds.30. Which is the main idea of the passage?A. Collection and collectors.B. The evolution of museums.C. Modern museums and their functions.D. The birth of museums.PART III GENERAL KNOWLEDGE(10 MIN)There are ten multiple-choice questions in this section. Choose the best answers to each question. Mark your answers on your colored answer sheet.31.The Presidents during the American Civil War was______.A. Andrew JacksonB. Abraham LincolnC. Thomas JeffersonD. George Washington32.The capital of New Zealand is______.A. ChristchurchB. AucklandC. WellingtonD. Hamilton33. Who were the natives of Australia before the arrival of the British settlers?A. The AboriginesB. The MaoriC. The IndiansD. The Eskimos34. The Prime Minister in Britain is head of______.A. the Shadow CabinetB. the ParliamentC. the OppositionD. the Cabinet35. Which of the following writers is a poet of the 20th century?A. T. S. EliotB. D. H. LawrenceC. Theodore DreiserD. James Joyce36. The novel For Whom the Bell Tolls is written by______.A. Scott FitzgeraldB. William FaulknerC. Eugene O'NeilD. Ernest Hemingway37. _____ i s defined as an expression of human emotion which is condensed into fourteen linesA. Free verseB. SonnetC. OdeD. Epigram38. What essentially distinguishes semanti cs and pragmatics i s the notion of______.A. referenceB. meaningC. antonymyD. context39. The words "kid, child, offspring" are examples of______.A. dialectal synonymsB. stylistic synonymsC. emotive synonymsD. collocational synonyms40. The distinction between parole and langue was made by______.A. HallidayB. ChomskyC. BloomfieldD. SaussurePART IV PROOFREADING & ERROR CORRECTION (15 MIN)The passage contains TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE wor d is involved You should proof, read the passage and correct it in the following way:For a wrong word, underline the wrong word and write the correct one in the blank pro-vided at the end of the line.For a missing word, mark the position of the missing word with a "^" sign and write the word you believe to be mi ssing in the blank provided at the end of the line.For an unnecessary word, cross the unnecessary word with a slash "/" and put the word in the blank provided at the end of the line.EXAMPLEWhen ^ art museum wants a new exhibit, (1)________it never buys things in finished form and hangs (2)________them on the wall. When a natural history museumwants an exhibition, it must often build it. (3)________We use language primarily as a means of communication withother human beings. Each of us shares with the community in which welive a store of words and meanings as well as agreeing conventions as (1)________。
英语专八报考条件
英语专八报考条件
英语专业八级考试（TEM-8，Test for English Majors-8）的报考条件包括以下几个方面：
1. 考生必须是已通过全国高考的英语专业的本科在校学生。
2. 考生必须满足经教育部备案或批准的高等院校中的英语专业四年级本科生。
3. 考生必须满足经教育部批准有学历的成人高等教育学院中完成四年制即脱产学习的英语专业（第四学年）本科生；五年制即不脱产学习英语专业（第五学年）的本科生。
4. 考生必须满足重点外语类院校中，以专业英语作为第二学位且CET6达600分或以上（相当于优秀）的四年级本科生。
需要注意的是，凡未通过基础阶段（TEM4）统测的考生，也可参加高年级阶段（TEM8）的统测，但是补考机会只有一次。
TEM 8考试流程
10点钟
提交答题卡2
9:35----9:45
PartIII.General Knowledge
（10分钟）
9:45----10:00
PartIV.Proof-reading & Error correction
（15分钟）
10:00----11:00
10点钟发放答题卡3
PartV.Translation Chinese-English;
English-Chinese
（60分钟）
11点钟
提交答题卡3
答题卡3
11:00-11:45
11点钟发放答题卡4
PartVI. Writing (大作文)自拟题目
(45分钟)
提交试卷册
答题卡4
收回空白记录纸
答题卡4
合计答题时间
195分钟
答题卡1
(只有正面)
约8ection A Mini-lecture
答题卡2
(只有正面)
10点钟
Part I Listening Comprehension
Section B & C (1-10题)
Part II Reading Comprehension
(11-30题)
Part III General Knowledge
(31-40题)
Part IV Proof-reading &
Section A(Note-taking & Gap filling)
约20分钟
约8:50
提交答题卡1
答题卡1
PartI.Listening Comprehension
Section B & C
英语专八等级划分
英语专八等级划分摘要：一、英语专八等级划分简介二、英语专八考试内容与要求三、英语专八备考建议四、英语专八证书的价值与认可度五、总结正文：一、英语专八等级划分简介英语专业八级（TEM-8）是我国高校英语专业最高级别的考试，旨在评估英语专业毕业生的综合英语能力。
英语专八等级划分是根据《英语专业八级考试大纲》进行的，分为四个类别：听力、阅读、语法与写作、翻译。
通过英语专八考试，不仅可以检验学生在校期间的英语学习成果，还能为就业和职业发展增加竞争力。
二、英语专八考试内容与要求1.听力：英语专八听力部分要求考生具备较高的英语听力水平，能听懂英语广播、电视、电影等多种语境下的英语材料，并准确理解其内容。
2.阅读：阅读部分要求考生具备快速阅读和深度理解英语文章的能力，能准确理解文章主旨、作者观点和细节信息。
3.语法与写作：这部分包括语法和写作两个部分。
语法部分要求考生掌握英语语法规则，能在实际语境中灵活运用。
写作部分要求考生具备较强的英语写作能力，能撰写各类文章，包括议论文、报告等。
4.翻译：翻译部分考察考生的英汉互译能力，要求译文准确、流畅、达意。
考生需要具备一定的跨文化交际能力，能在翻译过程中处理好文化差异。
三、英语专八备考建议1.夯实基础知识：专八考试要求考生具备扎实的英语基础知识，因此在校期间要重视语法、词汇、听力、阅读等课程的学习。
2.增加实践经验：参加英语角、辩论赛等活动，提高自己的英语实际运用能力。
3.制定合理的学习计划：合理安排时间，有针对性地进行听力、阅读、写作、翻译等方面的训练。
4.模拟考试：进行模拟考试，熟悉考试题型和流程，增强应试信心。
四、英语专八证书的价值与认可度英语专八证书在我国英语教育领域具有很高的认可度，是许多企事业单位、高校和政府部门招聘时的加分项。
拥有英语专八证书，意味着具备较高的英语能力，有利于在国际交流、翻译、教育等领域的发展。
五、总结英语专八等级划分旨在评估英语专业毕业生的综合英语能力，考试内容包括听力、阅读、语法与写作、翻译四个方面。
浅析TEM-8阅读测试的特点与阅读策略——以2005-2013年真题为例
难 度在逐年增加 ， 造成考生在此方 面大量失分 。因此 ， 我们在分析 ２ ０ ０ ５ － ２ ０ １ ３年真题 的基础上 ， 详 细剖 析Ｔ Ｅ Ｍ－ ８阅读 的测试特点 ， 并据此提 出相应 的阅读策略 ， 以解决考生普遍反映的文章篇 幅过长 、 时间不 够用以及对所选 的答案不确信等 困难 。 ［ 关键词 ］ Ｔ Ｅ Ｍ－ ８阅读 ； 测试特点 ； 应试策略 ［ 中图分类号 ］Ｈ ３ １ ９ ． ３ ７ ［ 文献标识码 ］Ａ ［ 文章编号］ １ ０ ０ ９ — ９ ０ ４ ２ （ ２ ０ １ ６ ） ０ ７ — ０ ０ ５ ０ ・ ０ ３
阅读 是 英 语 学 习者 进 行输 人 的重 要途 径 之 一 ， 阅读 能力 是衡量 英语 学 习者掌 握语 言 综合 能 力 的一
度 也在增 加 ： 从２ ０ ０ ９年开 始 ， Ｔ Ｅ Ｍ－ ８阅读测 试 的文
本 段落数 明显 增 多 ， 篇 幅 加 长 。以 ２ ０ １ １ 年的Ｔ ｅ ｘ ｔ Ｂ 和２ ０ １ ２年 的 Ｔ ｅ ｘ ｔ Ｃ为例 ， 这两 篇文本 的段落 分别 多
８阅读 测 试 的特 点 ， 探讨 如何 在 短 时 间 内获 取关 键
（ 大于或 等于 １ ０ ０ ０字 ） 更 多 地测 量 读 者 的语 篇 处 理 能力 ， 而 不是其 句法 和词 汇知识 。
二、 阅读 策略
笔 者通 过对 ２ ０ ０ ５ － ２ ０ １ ３年 Ｔ Ｅ Ｍ一 ８阅读 题 目的 分析 ， 总结 出以下 四点 阅读 策 略 ， 供广 大考 生参考 。
－
８ ） 也设立了阅读理解部分， 且 占整 个 考 试 比重 的
２ ０ ％。 自２ ０ ０ ５ 年起 ， 新版 的《 高校英语专业八级考 试大纲》 要求考生在 ３ ０分钟 内阅读 四篇共计 ３ ０ ０ ０ 个 单词 左右 的短 文 ， 并完 成 ２ ０道 选 择 题 ， 这 就 意 味 着 考生 平均要 在 ７ ， ５分钟 内读 完一 篇短 文 ， 并完 成其 后 的选 择题 。多 年来 ， 很多 考生 反映 Ｔ Ｅ Ｍ－ ８阅读部 分难度大 ， 主要体现在篇章太长 、 时间不够用等 。本 文 将在 分析 ２ ０ ０ ５ － ２ ０ １ ３年真 题 的基 础上 ， 总结 Ｔ Ｅ Ｍ一