專八改錯真題及答案

1、2000 年-2015 年專八短文改錯試題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 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 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年專八真題改錯部分From a very early age, perhaps the age of five or six, I knew that 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 so 

20、with the conscience that I was outraging my true nature and that          2_soon or later I should have to settle down and write books.                 3_  I was the child of

21、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 me unpopular throughout my     5_scho

22、oldays. I had the lonely child's habit of making up stories and holding 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 facil

23、ity with words 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 whic

24、h I produced all through my childhood and boyhood would not amount to half a dozen 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 human languages are equally complete and perfect as instruments of communicat

25、ion: that is, every language appears to be well equipped as any other to say          1_the things their speakers want to say.                      &#

26、160;                             2_There may or may not be appropriate to talk about primitive           

27、     3_ 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 not the           

28、0; 4_ fault of their language. The Eskimos , it is said, can speak about snow 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

29、'primitive') is inherently more precise and subtle than English. This example does not come to light a defect       6_in English, a show of unexpected 'primitiveness'. The position is simply and obviously that the Eskimos and the English live in sim

30、ilar  7_ environments. The English language will be just as rich in terms         8_for different kinds of snow, presumably, if the environments in which Englishwas habitually used made such distinction as important.      

31、60;    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.            

32、; 10_  2009The previous section has 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,        

33、   learnt in early childhood, is not usually passed on again when the               (2)_ little listener  has grown up, and has children of their own, or even          (3)_gra

34、ndchildren.  The period between learning a nursery rhyme and transmitting it may be something from twenty to seventy years. With       (4)_the playground lore, therefore, a rhyme may be excitedly passed        

35、    (5)_ on within the very hour it is learnt; and in the general, it passes             (6)_ between children of the same age, or nearly so, since it is uncommon for the difference in age between playmates to

36、be more than five years. If ,therefore, a playground rhyme can be shown to have been currently for a hundred years, or even just for fifty, it follows that it         (7)_has been retransmitted over and over; very possibly it has passed    

37、      (8)_along a chain of two or three hundred young hearers and tellers, and the wonder is that it remains live after so much handling,                     &#

38、160;   (9)_to let alone that it bears resemblance to the                                            (10)_

39、2008年專八真題  短文改錯  The desire to use language as a sign of national identity is avery natural one, and in result language has played a prominent         _1_part in national moves. Men have often felt the need to cultivate         _2

40、_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, there were proposals thatindependence should be ling

41、uistically 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 on

42、e man put it, things wouldcertainly be simpler for 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 sati

43、sfactorysolution of carrying with the same language as before.                   _9_Since nearly two hundred years now, they have shown the world     _10_that political independence and national identity can be completew

44、ithout sacrificing the enormous mutual advantages of a commonlanguage.customer.20151.looked改成looking 2.she后面加had 3.去掉第二個a 4.去掉it 5.polite改成politely 6.which改成that 7.specially改成especially 8.this改成it 9.continually改成often 10.mend改成narrow20141. 把of去掉。2. 把posse

45、ssed 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. production改成producing 2. 去掉the 3. 去掉accurately前面的so 4. looking改為look 5. we前面加that 6. 去掉

46、colleague后面的has 7. their改成his 8. anyone改成 pure老師someone 9. evolved改成involved10. were改成are 2012參考答案：1going since加入on題解：go on的意思是“繼續(xù)”，符合句子表達的含義“爭論一直在繼續(xù)”。2certain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no

47、t。4is 改為was題解：此句應(yīng)該為過去時。5 in 改為 at題解：at the turn of 19th century“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 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

48、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“良心，道德心”, consiousness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。 作者是三個孩子句中的那位5，  改disagreeing 為disagreeable ，dis

49、agreeing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which為where, 考定

50、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。2010 2010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 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 Whereas改為But ； 語境

51、需要表示轉(zhuǎn)折的連詞，whereas表示對比5 further 改為much    further不能修飾比較級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

52、 will改為would;         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,&#

53、160;   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 general 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 （與分號前的被動

54、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 consequence， 2 moves改成movements.3 distinctive改成distinct或different     4 在time后加when   5 accepted 改成realized&#

55、160; 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than,  應(yīng)該用比較級6，

56、60; 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

57、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 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7， 改seen為understood，system應(yīng)該是被理解8， 刪除it    take sth fo

58、r 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, 形容詞最高級中that一般不能省略  20051. 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變化。3. 把those改為that， that此處代替outlook4在fact和

59、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)。

60、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。  Give discounts 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：consisted consisting/composed3.答案：in on【詳細解答】固定搭配on .occasions4.答案 rely后加on【詳細解答】固定搭配rely on sb. to do something5.答案：make out make【詳細解答】make ou

61、t 意思是“辨認出”，而此處意思是“對.做詳細的研究”，故用“make detailed studies of.” 即可。6.答案：its their【詳細解答】此處指代的是“investigations”, 故用復(fù)數(shù)。7.答案： public the 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“the public”。8.答案：nevertheless therefore/ 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：interests interest【詳細解答】 此處

62、看成不可數(shù)名詞為佳10.答案：these those【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20031. 答案： heighthigh， 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：went后加on【詳細解答】 go on為固定搭配，意為“持續(xù)”。4 答案：highhigher【詳細解答】 后面有than，此處應(yīng)為比較級。5 答案：EuropeEuropean【詳細解答】 根據(jù)上下文，此處應(yīng)用形容詞作定