專八改錯真題及答案

1、2000年-2015年專八短文改錯試卷2015 年 3 月 21 日專業(yè)八級考試改錯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 the1._rink, my friend s mother remarked on the “plush ”seats we had beengiven. I did not know what she meant, and being proud of my2

2、. _vocabulary, I tried to infer its meaning from the context. “Plush” was clearly intended as a complimentary, a positiveevaluation 。 that 3._much I could tell it from the tone of voice and the context. So I4._started to use the word. Yes, I replied, they certainly are plush, and so are the ice rink

3、 and the costumes of the skaters,arent they? Myfriend s mother was very polite to correct me, but I could tell from her5._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 both6

4、._new words and new meanings for familiar words, specially in our7._own first language. But sometimes we need to ask, as I should haveasked for Plush, and this is particularly true in the8._aspect of a foreign language. If you are continually surrounded by9. _speakers of the language you are learnin

5、g, you can ask them directly, but often this opportunity does not exist for thelearner of English.So dictionaries have been developed to mend the gap.10._2014 改錯There is widespread consensus among scholars that second language acquisition (SLA) emergedas a distinct field of research from the late 19

6、50s 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 the same sense one acquires a firstlanguage? (3) _l What is the explanation for the fact a

7、dults 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 studying the

8、 learning of additionallanguages?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 have one thing in common: Theperspective adopted to view the acquiring of an additional language is that of an individualattempts to do (

9、7) _so. Whether one labels it“l(fā)earning”or“acqutiiorinagl”an addilanguage, it is an individual accomplishment or what is under (8) _focus is the cognitive, psychological, and institutional status of an individual. That is, thespotlight is on what mental capabilities are精品文檔involving, what psychologic

10、al factors play a role in the lear ning (9)_or acquisiti on, and whether the target Ian guage is lear nt in the classroom or acquired throughsocial touch with n ative speakers. (10)_2013 專八短文改錯試卷.Psycho-l in guistics is the n ame give n to the study of the psychological processes in volved in Ian gu

11、age. Psycholinguistics study un dersta nding, producti on and rememberi ng Ian guage, and hence are concerned with (1)listening, reading, speaking, writing, and memory for Ianguage.One reas on why we take the Ian guage for gran ted is that it usually(2)_happe ns so effortlessly, and most of time, so

12、 accurately.(3)_In deed, whe n you liste n to some one to speak ing, or look ing at this page, (4)_you no rmally cannot help but un dersta nd it. It is only in exceptio nal circumsta nces we might become aware of thecomplexity(5)_in volved: if we are searchi ng for a word but cannot remember it 。if

13、a relative or colleague has had a stroke which has in flue need(6)_their Ianguage。if we observe a child acquire Ianguage。if(7)_we try to lear n a sec ond Ian guage ourselves as an adult。 or if we are visually impaired or hearing-impaired or if wemeet anyone else who is. As we shall see, all these ex

14、amples(8)_of what might be called “anguage in exceptional circumstances ”reveal a great deal about the processes evolved in speak ing,(9)_listening, writing and reading. But given that Ianguage processes were no rmally so automatic, we also n eed to carry outcareful(10)_experime nts to get at what i

15、s happe ning.2012 年The cen tral problem of tran slat ing has always bee n whether to tran slate literally or freely. The argume nt hasbee n going since at least the first(1)_century B.C. Up to the beginning of the 19thcentury, many writersfavoured certain kind offFee translation: the spirit, not the

16、 letter。the(2)_sense not the word。the message rather the form。 the matter n ot(3)_the manner. This is the ofte n revoluti onary sloga n of writers who(4)_wan ted the truth to be read and un derstood. Then in the tur n of 19th(5)_cen tury, whe n the study of cultural an thropology suggested thatthe l

17、in guistic barriers were in superable and that the Ian guage(6)_was en tirely the product of culture, the view tran slati on was impossible(7)_gained some curre ncy, and with it that, if was attempted at all, it must be as (8)_literal as possible. This view cul min ated the stateme nt of the(9)_extr

18、emefteralistsWalter Benjamin and Vladimir Nobokov.The argume nt was theoretical: the purpose of the tran slati on, then ature of the readership, the type of the text, was not discussed. Toooften, writer, translator and reader were implicitly identified witheach other. Now, the con text has cha nged,

19、 and the basic problem rema ins. (10)_ 2011 年專八真題改錯部分精品文檔From a very early age, perhaps the age of five or six, I knew that when I grew I should be a writer. Betwee n the agesof about seve ntee n and twen ty-four I tried to aba ndon this idea, but I did so with the con scie nee that I was outragi ng

20、my true n ature and that soon or later I should have to settle dow n and write books.I was the child of three, but there was a gap of five years on either side, and I barely saw my father before I was eight.For this and other reas ons I was somewhat Ion ely, and I soon developed disagree ing mann er

21、isms which made me unpopular throughout my schooldays. I had the Ion ely childs habit of making up stories and holdi ng con versatio ns withimagi native pers ons, and I think from the very start my literal ambitions were mixed up with the feeling of being isolatedand un dervalued. I knew that I had

22、a facility with wordsand a power of facing in un pleasa nt 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

23、boyhood would not amount to half a doze n pages.I wrote my first poem at the age of four or five, my mother taking it down to dictation.2010 年專八真題改錯部分So far as we can tell, all huma n Ian guages are equally complete and perfect as in strume nts of com mun icati on: thatis, every Ian guage appears to

24、 be well equipped as any other to say the things their speakers want to say.There may or may not be appropriate to talk about primitive peoples or cultures, but that is another matter. Certainly, notall groups of people are equally compete nt in n uelear physics or psychology or the cultivation of r

25、ice . Whereas this isnot thefault of their Ian guage. The Eskimos , it is said, can speak about snow with further more precisi on and subtlety tha nwe can in En glish, but this is not because the Eskimo Ian guage (one of those sometimes miscalled primitive) is in herently more precise and subtle tha

26、 n En glish. This example does not come to light a defect in English, a show ofunexpected primitiveness. The position is simply and obviously that the Eskimos and the English live in similarenvironmen ts. The En glish Ian guage will be just as rich in terms for differe nt kinds of snow, presumably,

27、if the en vironments in which Englishwas habitually used made such distinction as important.Similarly, we have no reason to doubt that the Eskimo Ianguagecould be as precise and subtle on the subject of motor manufacture or cricket if these topics formed the part of theEskimos life.2009The previous

28、sect ion has show n how quickly a rhyme passes from one school child to the next and illustrates the furtherdifference10_精品文檔betwee n school lore and nu rsery lore. In nu rsery lore a verse, learnt inearly childhood, is not usually passed on aga in whe n the little liste nerhas grow n up, and has ch

29、ildre n of their own, or even gra ndchildre n.The period betwee n lear ning a nu rsery rhyme and tran smitt ing it maybe someth ing from twenty to seve nty years. With the playgro und lore,therefore, a rhyme may be excitedly passed on with in the very hour it islear nt。and in the gen eral, it passes

30、 betwee n childre n of the same age,or n early so, since it is un com mon for the differe nee in age betwee nplaymates to be more tha n five years. If ,therefore, a playgro und rhymecan be show n to have bee n curre ntly for a hun dred years, or eve n justfor fifty, it follows that it has bee n retr

31、a nsmitted over and over。verypossibly it has passed along a cha in of two or three hun dred younghearers and tellers, and the won der is that it rema ins live after so muchhan dli ng,to let alone that it bears resembla nee to the2008 年專八真題短文改錯The desire to use Ian guage as a sig n of n ati onal ide

32、ntity is avery n atural one, and in result Ian guage has played a prominent_1_part in n ati onal moves. Men have often felt the n eed to cultivate_2_a give n Ian guage to show that they are dist in ctive from ano ther_3_race whose hegem ony they rese nt. At the time the Un ited States _4_split off f

33、rom Britain, for example, there were proposals thatin depe ndence should be lin guistically accepted by the use of a_5_differe nt Ian guage from those of Britai n. There was even one_6_proposal that America ns should adopt Hebrew. Others favouredthe adopti on of Greek, though, as one man put it, thi

34、ngs wouldcerta in ly be simpler for America ns if they stuck on to En glish_7_and made the British lear n Greek. At the end, as every one_8_kno ws, the two coun tries adopted the practical and satisfactorysoluti on of carry ing with the same Ian guage as before._9_Since n early two hun dred years no

35、w, they have show n the world _10_that political in depe ndence and n ati onal ide ntity can be complete without sacrifici ng the eno rmous mutual advantages of a com monIan guage.customer.2015l.looked 改成 looking2. she 后面加 had3. 去掉第二個 a4. 去掉 it5. polite 改成 politely_(5)_(8)_(9)_(10)_精品文檔6. which 改成 t

36、hat7. specially 改成 especially8. this 改成 it9. continually 改成 often10. mend 改成 narrow20141. 把 of 去掉。2. 把 possessed 改成 attracted,3. 把 a 改成 the4. 在 facts 和 adults 之間加個 that,5. 把第二個 the 去掉。6. 把第二個 of 改成 in7. 把 attempts 改成 attempt8. 把 or 改成 and9. what 改成 how10.把 touche 改成 touches20131. product ion 改成 prod

37、uc ing2. 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 some one9. evolved 改成 involved10. were 改成 are2012參考答案：1. goingAsince 加入 on題解：go on 的意思是“繼續(xù)”，符合句子表達的含義“爭論一直在繼續(xù)”。2. certain 改為 a certain題解：此處要表達的意思是“很多作家喜歡一種自由的翻譯方法”，第一次出現(xiàn)這種

38、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。4. is 改為 was題解：此句應(yīng)該為過去時。5. in 改為 at精品文檔題解：at the turn of 19thcentury “十九世紀之初”，是固定搭配。6. the 刪去第二個 the題解：這里并沒有特指某種語言，所以不用定冠詞。7.viewAtranslation 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

39、狀語從句?？梢允÷灾髡Z和系動詞。9.culminatedAthe 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 consienee 為 consciousness 考詞語區(qū)別，consienee 翻譯為 良心，道德心”，consiousnes 翻譯為 意 識”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

40、個孩子句中的那位5,改 disagreeing 為 disagreeable , disagreeing 只能作動名詞，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，literal 翻譯為字面的”，literary 翻譯為文學(xué)方面的”8,去掉 face 后的 in, face 接賓語時是及物動詞?？紕釉~的基本用法9,在 world 后加 in 或者改

41、 which 為 where,考定語從句10,改 Therefore 為 However 或者 Nevertheness,考語境。感悟：11 專八改錯相對前幾年專八改錯要簡單一點。本人認為詞義區(qū)別考得過多了。20102010 年專八真題改錯參考答案以及分詞1 be 后插入 as=asas 引導(dǎo)的比較級2 their 改為 its。its 代替 every Ianguage3 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 Whereas 改為 But ;語境需要表示轉(zhuǎn)折的連詞，whereas 表示對比5 further 改為 much further 不能修飾比較

42、級6 come 改為 bring。(sth)come to light , bring sth to lightbring to light the defect of En glish =bri ng the defect of en glish 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 wouldo虛擬語氣9 as important 去掉 as。10 the part 去掉 the 或者改 the 為 a be/become/form (a) part of 是固定短語精品文檔2009答案分析：(1)

43、 the further differenee 改為 a further differenee (此次應(yīng)該用不定冠詞表示泛指)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)something 改為 anything 此處指二十到七十的任何時段(5)therefore 改為 however (根據(jù)上下文邏輯關(guān)系)in the general 去掉 the (習(xí)慣用法 in general 表示總的來說，一般不用冠詞)currently 改為 current (這里起的是

44、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 (與分號前的被動保持一致)(9) live 改為 alive alive 翻譯為鮮活的” 一般作補語；live 翻譯為現(xiàn)場轉(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 consequenee,2moves 改成 movements.3distinctive 改成 distinct 或 different4 在 time 后加 when5 acce

45、pted 改成 realized6 those 改成 that7 刪除 on,8At 改成 In9carrying with 改成 carrying on with10 now 改成 ago20071, 改 and 為 or, any Ianguagages 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 than,應(yīng)該用比較級6， 改 in 為 on, on other

46、 grounds基于其它理由”為固定搭配7，改 return 為 response , in response to 對.作出反應(yīng) ”8，刪除 on, emphasize sth emphasize 是及物動詞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,此處為特指3，改 in 為 at at one

47、 s dispe 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,此處需要比較級精品文檔7, 改 seen 為 understood, system 應(yīng)該是被理解8., 刪除 it take sth for gran tedtake it for gran ted 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,形容詞最高級中 that 一般不能省略20

48、051. i nvest ing 應(yīng)改為 in vested,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)這個抽象意義6.把形容詞 poor 改為其比較級 poorer。這句中的

49、 poor 與后面的 more 形成一對比較關(guān)系，表示越.越”7 .在 ways 和 which 之間加上一個介詞in。8.這里應(yīng)該用動詞的 一 Ing 形式，即 eliminating，以便使句型結(jié)構(gòu)與前面的giving(students a governanee 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。意為實業(yè)公司給最好的客戶提供 優(yōu)惠

50、。 Givediscounts to sb 為固定短語20041.,在 set 后加 up, set up 建立、成立”是固定短語2. 答案：con sisted 宀 con sist in g/composed3. 答案：inTon【詳細解答】固定搭配 on .occasi ons4. 答案 rely 后加 on【詳細解答】固定搭配 rely on sb. to do someth ing5. 答案：make outTmake【詳細解答】make out 意思是 辨認出，而此處意思是 對做詳細的研究”，故用“make detailed studiesof.即可。6.答案：itsTtheir【

51、詳細解答】此處指代的是“investigations 故用復(fù)數(shù)。7.答案：publicTthe public【詳細解答】the +adj.可表示某一類人，此處意思是面向公眾”，故應(yīng)用“thepublic ” 8.答案：n everthelessTtherefore/ thus【詳細解答】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：in terestsTin terest【詳細解答】此處看成不可數(shù)名詞為佳10.答案：theseTthose【詳細解答】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

52、精品文檔20031.答案：heightThig, high 作為名詞翻譯為最高水平” ，又如 reach an all-time high2 .答案：刪除 a【詳細解答】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：we nt 后加 on【詳細解答】go on 為固定搭配，意為持續(xù)”。4.答案：highThigher【詳細解答】后面有 than，此處應(yīng)為比較級。5.答案：EuropeTEuropean【詳細解答】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【詳細解答】由上下文可知，m

53、ore 與 equally 矛盾，故應(yīng)去掉。7.答案：neverthelessTalso【詳細解答】由上下文可知，此處講的內(nèi)容與前部分內(nèi)容之間為遞進關(guān)系，而非轉(zhuǎn)折關(guān)系。&答案： thatTthose【詳細解答】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：Si neeTAlthough （或 While ）【詳細解答】從邏輯上講，此處應(yīng)表達讓步關(guān)系，而非因果關(guān)系。10.答案：inTto【詳細解答】to. . extent 為固定搭配，意為 到程度”2002答案與詳解1. 答案： andTwhile/whereas【詳細解答】前半句意為發(fā)音

54、是在無意識之中學(xué)成的”，后半句意為 拼寫是有意識地學(xué)成的”，它們之間是對比關(guān)系，故應(yīng)該用連詞while 來連接。2. 答案：withTof【詳細解答】be unconscious of 是固定搭配，意為 無意識地，未意識到”。即我們之中很多人一輩子都 不知道自己的話聽起來是什么樣的”。3. 答案：speak 后加 it【詳細解答】speak out 意為 大膽地說出”，在這里句意不通。 在 speak out 中加上 it,指代前面的 speech, 意為 當(dāng)我們說出話后，自己聽起來像什么 ”。4. 答案：firstlyTfirst【詳細解答】firstly 表示順序中的 第一”，first 則表示時間上的第一次，首次”。這里是說 當(dāng)我們第一次聽到自己的錄音時，通常會震驚”。故應(yīng)將 firstly 改為 first 才合乎句意。5. 答案：whichTthat【詳細解答】在定語從句中，如果先行詞是代詞something, everything , nothing , little ,