2008-2015專八改錯(cuò)真題及答案

1、2000 年-2015 年專八短文改錯(cuò)試題2015年3月21日專業(yè)八級(jí)考試改錯(cuò)when i was in my early teens, i was taken to a spectacular showon ice by the mother of a friend. looked round a the luxury of the 1. _rink, my friends mother remarked on the “plush” seats we had beengiven. i did not know what she meant, and being proud of my 2.

2、 _vocabulary, i tried to infer its meaning from the context. “plush”was clearly intended as a complimentary, a positive evaluation; that 3. _much i could tell it from the tone of voice and the context. so i 4. _started to use the word. yes, i replied, they certainly are plush, andso are the ice rink

3、 and the costumes of the skaters, arent they? myfriends mother was very polite to correct me, but i could tell from her 5. _expression that i had not got the word quite right.often we can indeed infer from the context what a word roughlymeans, and that is in fact the way which we usually acquire bot

4、h 6. _new words and new meanings for familiar words, specially in our 7. _own first language. but sometimes we need to ask, as i should haveasked for plush, and this is particularly true in the 8. _aspect of a foreign language. if you are continually surrounded by 9. _speakers of the language you ar

5、e learning, you can ask them directly, but often this opportunity does not exist for the learner of english.so dictionaries have been developed to mend the gap. 10. _2014改錯(cuò) there is widespread consensus among scholars that second language acquisition (sla) emerged as a distinct field of research fro

6、m the late 1950s to early 1960s.there is a high level of agreement that the following questions (1) _have possessed the most attention of researchers in this area: (2) _l is it possible to acquire an additional language in thesame sense one acquires a first language? (3) _l what is the explanation f

7、or the fact adults have (4) _more difficulty in acquiring additional languages than children have?l what motivates people to acquire additional language?l what is the role of the language teaching in the (5) _acquisition of additional languages?l what social-cultural factors, if any, are relevant in

8、 studying thelearning of additional languages?from a check of the literature of the field it is clear that all (6) _the approaches adopted to study the phenomena of sla so far haveone thing in common: the perspective adopted to view the acquiringof an additional language is that of an individual att

9、empts to do (7) _so. whether one labels it “l(fā)earning” or “acquiring” an additionallanguage, it is an individual accomplishment or what is under (8) _focus is the cognitive, psychological, and institutional status of anindividual. that is, the spotlight is on what mental capabilities areinvolving, wh

10、at psychological factors play a role in the learning (9) _or acquisition, and whether the target language is learnt in theclassroom or acquired through social touch with native speakers. (10) _2013 專八短文改錯(cuò)試題psycho-linguistics is the name given to the study of the psychological processes involved in l

11、anguage. psycholinguistics study understanding, production and remembering language, and hence are concerned with (1) _listening, reading, speaking, writing, and memory for language.one reason why we take the language for granted is that it usually (2) _happens so effortlessly, and most of time, so

12、accurately. (3) _indeed, when you listen to someone to speaking, or looking at this page, (4) _you normally cannot help but understand it. it is only in exceptional circumstances we might become aware of the complexity (5) _involved: if we are searching for a word but cannot remember it; if a relati

13、ve or colleague has had a stroke which has influenced (6) _their language; if we observe a child acquire language; if (7) _we try to learn a second language ourselves as an adult; or if we are visually impaired or hearing-impaired or if we meet anyone else who is. as we shall see, all these examples

14、 (8) _of what might be called “l(fā)anguage in exceptional circumstances” reveal a great deal about the processes evolved in speaking, (9) _listening, writing and reading. but given that language processes were normally so automatic, we also need to carry out careful (10) _experiments to get at what is

15、happening.2012年the central problem of translating has always been whether to translate literally or freely. the argument has been going since at least the first (1) _century b.c. up to the beginning of the 19th century, many writersfavoured certain kind of “free” translation: the spirit, not the let

16、ter; the (2) _sense not the word; the message rather the form; the matter not (3) _the manner. this is the often revolutionary slogan of writers who (4) _wanted the truth to be read and understood. then in the turn of 19th (5) _century, when the study of cultural anthropology suggested thatthe lingu

17、istic barriers were insuperable and that the language (6) _was entirely the product of culture, the view translation was impossible (7) _gained some currency, and with it that, if was attempted at all, it must be as (8) _literal as possible. this view culminated the statement of the (9) _extreme “l(fā)i

18、teralists” walter benjamin and vladimir nobokov.the argument was theoretical: the purpose of the translation, thenature of the readership, the type of the text, was not discussed. toooften, writer, translator and reader were implicitly identified witheach other. now, the context has changed, and the

19、 basic problem remains. (10) _2011年專八真題改錯(cuò)部分from a very early age, perhaps the age of five or six, i knewthat when i grew i should be a writer. between the ages of about 1_seventeen and twenty-four i tried to abandon this idea, but i did sowith the conscience that i was outraging my true nature and t

20、hat 2_soon or later i should have to settle down and write books. 3_ i was the child of three, but there was a gap of five years 4_on either side, and i barely saw my father before i was eight. for this and other reasons i was somewhat lonely, and i soon developed disagreeing mannerisms which made m

21、e unpopular throughout my 5_schooldays. i had the lonely childs habit of making up stories andholding conversations with imaginative persons, and i think from 6_the very start my literal ambitions were mixed up with the feeling of 7_being isolated and undervalued. i knew that i had a facility with w

22、ords and a power of facing in unpleasant facts, and i felt that this created 8_a sort of private world which i could get my own back for my failure 9_in everyday life. therefore, the volume of serious i.e. seriously 10_intended writing which i produced all through my childhood and boyhood would not

23、amount to half a dozen pages. i wrote my firstpoem at the age of four or five, my mother taking it down to dictation.2010年專八真題改錯(cuò)部分so far as we can tell, all human languages are equally complete and perfect as instruments of communication: that is, every language appears to be well equipped as any ot

24、her to say 1_the things their speakers want to say. 2_there may or may not be appropriate to talk about primitive3_peoples or cultures, but that is another matter. certainly, not all groups of people are equally competent in nuclear physics or psychology or the cultivation of rice . whereas this is

25、not the 4_fault of their language. the eskimos , it is said, can speak aboutsnow with further more precision and subtlety than we can in 5_english, but this is not because the eskimo language (one of those sometimes miscalled primitive) is inherently more precise and subtle than english. this exampl

26、e does not come to light a defect 6_in english, a show of unexpected primitiveness. the position issimply and obviously that the eskimos and the english live in similar7_ environments. the english language will be just as rich in terms 8_for different kinds of snow, presumably, if the environments i

27、n whichenglishwas habitually used made such distinction as important. 9_ similarly, we have no reason to doubt that the eskimo language could be as precise and subtle on the subject of motor manufacture or cricket if these topics formed the part of the eskimos life. 10_ 2009the previous section has

28、shown how quickly a rhyme passesfrom one school child to the next and illustrates the further difference (1)_between school lore and nursery lore. in nursery lore a verse, learnt in early childhood, is not usually passed on again when the (2)_little listener has grown up, and has children of their o

29、wn, or even (3)_grandchildren. the period between learning a nursery rhyme andtransmittingit may be something from twenty to seventy years. with (4)_the playgroundlore, therefore, a rhyme may be excitedly passed (5)_on within the very hourit is learnt; and in the general, it passes (6)_between child

30、ren of the same age, or nearly so, since it is uncommon for the difference in age between playmates to be more than five years. if ,therefore, a playground rhyme can be shown to have beencurrently for a hundred years, oreven just for fifty, it follows that it (7)_has been retransmitted over and over

31、; very possibly it has passed (8)_along a chain of two or threehundred young hearers and tellers, andthe wonder is that it remains liveafter so much handling, (9)_to let alone that it bears resemblance to the (10)_2008年專八真題 短文改錯(cuò) the desire to use language as a sign of national identity is avery natu

32、ral one, and in result language has played a prominent _1_part in national moves. men have often felt the need to cultivate _2_a given language to show that they are distinctive from another _3_ race whose hegemony they resent. at the time the united states _4_split off from britain, for example, th

33、ere were proposals thatindependence should be linguistically accepted by the use of a _5_different language from those of britain. there was even one _6_ proposal that americans should adopt hebrew. others favouredthe adoption of greek, though, as one man put it, things wouldcertainly be simpler for

34、 americans if they stuck on to english _7_ and made the british learn greek. at the end, as everyone _8_ knows, the two countries adopted the practical and satisfactorysolution of carrying with the same language as before. _9_since nearly two hundred years now, they have shown the world _10_that pol

35、itical independence and national identity can be completewithout sacrificing the enormous mutual advantages of a commonlanguage.customer.20151.looked改成looking2.she后面加had3.去掉第二個(gè)a4.去掉it5.polite改成politely6.which改成that7.specially改成especially8.this改成it9.continually改成often10.mend改成narrow20141. 把of去掉。2. 把p

36、ossessed 改成 attracted，3. 把a(bǔ)改成 the4. 在 facts 和adults之間加個(gè)that，5. 把第二個(gè)the 去掉。6. 把第二個(gè)of 改成in7. 把a(bǔ)ttempts改成attempt8. 把or 改成 and9. what改成 how10. 把touche改成duction改成producing2.去掉the3.去掉accurately前面的so4.looking改為look5.we前面加that6.去掉colleague后面的has7.their改成his8.anyone改成pure老師someone9.evolved改成i

37、nvolved10.were改成are2012參考答案：1going since加入on題解：go on的意思是“繼續(xù)”，符合句子表達(dá)的含義“爭(zhēng)論一直在繼續(xù)”。2certain改為a certain題解：此處要表達(dá)的意思是“很多作家喜歡一種自由的翻譯方法”，第一次出現(xiàn)這種方法應(yīng)該加上不定冠詞。3 rather改為not題解：根據(jù)原句的句子結(jié)構(gòu)，rather應(yīng)改為not。4is 改為was題解：此句應(yīng)該為過去時(shí)。5 in 改為 at題解：at the turn of 19th century“十九世紀(jì)之初”，是固定搭配。6 the 刪去第二個(gè)the題解：這里并沒有特指某種語言，所以不用定冠詞。7

38、 viewtranslation加入that題解：在view和translation之間加上that，可將“translation was impossible”看成view的同位語。8 was刪去was題解：條件狀語從句?？梢允÷灾髡Z和系動(dòng)詞。9 culminatedthe加入in題解：culminate in是“以.告終”的意思，符合上下文含義。10 and 改為but 題解：原句意思“現(xiàn)在背景變化了，但是基本問題依然存在”，兩句話之間應(yīng)該是轉(zhuǎn)折關(guān)系20111， 在grow后加up, 考固定短語2， 改consience為consciousness 考詞語區(qū)別，consience翻譯為“良

39、心，道德心”, consiousness翻譯為“意識(shí)”3， 改soon為sooner，sooner or later是固定短語4， 在child前加middle, 考上下文理解。 作者是三個(gè)孩子句中的那位5， 改disagreeing 為disagreeable ，disagreeing只能作動(dòng)名詞， 不能作形容詞。disagreeable mannernisms 令人討厭的習(xí)慣6， 改imaginative為imaginary, 考詞語區(qū)別 imaginative翻譯為“有想象力的”，imaginary翻譯為“想象的，虛構(gòu)的”7， 改literal 為literary , 考詞義區(qū)別， li

40、teral翻譯為“字面的”，literary 翻譯為“文學(xué)方面的”8， 去掉face后的in，face接賓語時(shí)是及物動(dòng)詞?？紕?dòng)詞的基本用法9， 在world后加in或者改which為where, 考定語從句10， 改therefore為however或者nevertheness, 考語境。感悟：11專八改錯(cuò)相對(duì)前幾年專八改錯(cuò)要簡(jiǎn)單一點(diǎn)。本人認(rèn)為詞義區(qū)別考得過多了。20102010年專八真題改錯(cuò)參考答案以及分詞1 be后插入 as; asas引導(dǎo)的比較級(jí)2 their改為its; its代替every language3 there改為it; it此處作為形式主語，真正的主語是后面的不定式4 w

41、hereas改為but ； 語境需要表示轉(zhuǎn)折的連詞，whereas表示對(duì)比5 further 改為much further不能修飾比較級(jí)6 come改為bring; (sth)come to light , bring sth to light bring to light the defect of english =bring the defect of english to light 揭示英語的缺陷7 similar改為different; 根據(jù)語境應(yīng)該用different8 will改為would; 虛擬語氣9 as important去掉as; 10 the part去掉the或者

42、改the為a be/become/form (a) part of 是固定短語2009答案分析：(1) the further difference改為a further difference（此次應(yīng)該用不定冠詞表示泛指）(2) 改when 為until, 結(jié)構(gòu)not.until翻譯為“直到才”(3)their改為his（代詞與前文a little listener在單復(fù)數(shù)上保持一致）(4)something 改為anything 此處指二十到七十的任何時(shí)段(5)therefore改為however （根據(jù)上下文邏輯關(guān)系）(6) in the general去掉the （習(xí)慣用法in gene

43、ral 表示總的來說，一般不用冠詞）(7) currently 改為current （這里起的是表語的作用，需要形容詞而不是副詞）(8) it has passed改為 it has been passed （與分號(hào)前的被動(dòng)保持一致）(9) live 改為 alive alive翻譯為“鮮活的”，一般作補(bǔ)語；live翻譯為“現(xiàn)場(chǎng)轉(zhuǎn)播的；活的”，一般作定語(10) to let alone改為 let alone (let alone 為習(xí)慣搭配，意思是“更不用說20081. in result 改成in consequence， 2 moves改成movements.3 distinctive

44、改成distinct或different 4 在time后加when 5 accepted 改成realized 6 those改成that 7 刪除on,8 at 改成in9 carrying with 改成 carrying on with10 now改成 ago20071, 改and為or, any languagages today or recordsof ancient languages 是并列成分，在否定句中用or2, 改show為showing, 現(xiàn)在分詞作定語3， 刪除the, 表示泛指4， 改and為but, 根據(jù)語境此處是轉(zhuǎn)折5，改 large為larger, 后面有t

45、han, 應(yīng)該用比較級(jí)6， 改in為on, on other grounds “ 基于其它理由”，為固定搭配7，改return為response , in response to “對(duì)作出反應(yīng)”8，刪除on, emphasize sth emphasize是及物動(dòng)詞 9，在large前加a, extent 是可數(shù)名詞，前面要加冠詞。 to a large extent翻譯為“在很大程度上”10，改 these為 those those that/who為固定形式20061, 改agreeing為agreed agreed conventions翻譯為“習(xí)俗”2，words前加the, 此處為特

46、指3，改in為at at ones disposal為固定短語，翻譯為“由某人做主”4， 改enables為enable，定語從句與先行詞vocabulary and a set of grammatical rules保持一致5，刪除the, 此處需要泛指6，改 old為older, 此處需要比較級(jí)7， 改seen為understood，system應(yīng)該是被理解8， 刪除it take sth for granted take it for granted that9, 改 or為and ,語境需要并列關(guān)系而不需選擇關(guān)系10， most前加the, 形容詞最高級(jí)中that一般不能省略 200

47、51. investing應(yīng)改為invested，過去分詞作定語2. 在irrespective和fluctuations之間加上介詞of。irrespectiveof是一固定用法，意指“不論，不管，不顧，”等，此處指公司不顧收入的波動(dòng)變化。3. 把those改為that， that此處代替outlook4在fact和economic之間力口上關(guān)系代詞that。這是一個(gè)同位語從語，that在同位語從句中是不能省略的.5把定冠詞the去掉, in school表示上學(xué)這個(gè)抽象意義6把形容詞poor改為其比較級(jí)poorer。這句中的poor與后面的more形成一對(duì)比較關(guān)系，表示“越越”7在ways

48、和which之間加上一個(gè)介詞in。8這里應(yīng)該用動(dòng)詞的lng形式，即eliminating，以便使句型結(jié)構(gòu)與前面的giving(students a governance role)保持一致，否則句子結(jié)構(gòu)和意思都顯得不正確。9將shorten(縮短；使變短)改為reduce/lesson/weaken。此處屬于用詞不當(dāng)。10將to give discounts on改為to give discounts to their best customer。意為實(shí)業(yè)公司給最好的客戶提供優(yōu)惠。 give discounts to sb為固定短語 20041.,在set 后加up, set up“建立、成立

49、”是固定短語2.答案：consisted consisting/composed3.答案：in on【詳細(xì)解答】固定搭配on .occasions4.答案 rely后加on【詳細(xì)解答】固定搭配rely on sb. to do something5.答案：make out make【詳細(xì)解答】make out 意思是“辨認(rèn)出”，而此處意思是“對(duì).做詳細(xì)的研究”，故用“make detailed studies of.” 即可。6.答案：its their【詳細(xì)解答】此處指代的是“investigations”, 故用復(fù)數(shù)。7.答案： public the public【詳細(xì)解答】the +ad

50、j. 可表示某一類人，此處意思是“面向公眾”，故應(yīng)用“the public”。8.答案：nevertheless therefore/ thus【詳細(xì)解答】此處不是表示意思的轉(zhuǎn)折，而是與前文構(gòu)成因果關(guān)系，故可改為therefore 或thus。9.答案：interests interest【詳細(xì)解答】 此處看成不可數(shù)名詞為佳10.答案：these those【詳細(xì)解答】those 指代witnesses , 即指代名詞復(fù)數(shù)做定語從句的先行詞，而these不行20031. 答案： heighthigh， high 作為名詞翻譯為“最高水平”，又如reach an all-time high2 答

51、案：刪除a【詳細(xì)解答】 此處steady decline指穩(wěn)定下降的行為、過程而不是其結(jié)果，為不可數(shù)名詞，故應(yīng)去掉定冠詞a。3 答案：went后加on【詳細(xì)解答】 go on為固定搭配，意為“持續(xù)”。4 答案：highhigher【詳細(xì)解答】 后面有than，此處應(yīng)為比較級(jí)。5 答案：europeeuropean【詳細(xì)解答】 根據(jù)上下文，此處應(yīng)用形容詞作定語修飾名詞counterparts。6 答案： more【詳細(xì)解答】 由上下文可知，more與equally矛盾，故應(yīng)去掉。7 答案：neverthelessalso【詳細(xì)解答】 由上下文可知，此處講的內(nèi)容與前部分內(nèi)容之間為遞進(jìn)關(guān)系，而非轉(zhuǎn)折關(guān)系。8 答案： thatthose【詳細(xì)解答】 由上下文可知，此處所指代的應(yīng)為前面復(fù)數(shù)形式的marriages，故指示代詞也應(yīng)該用復(fù)數(shù)形式。9 答案： sincealthough（或while）【詳細(xì)解答】 從邏輯上講，此處應(yīng)表達(dá)讓步關(guān)系，而非因果關(guān)系。10 答案：into【詳細(xì)解答】 toextent為固定搭配，意為“到程度”2002答案與詳解1.答案：andwhile/whereas【詳細(xì)解答】前半句意為“發(fā)音是在無意識(shí)之中學(xué)成的”，后半