最新-2015專八改錯真題及答案

1、精品文檔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 the1. rink, my friend 's mother remarked on the “plush ”seats we had beengiven. I did not know what she meant, and being

2、proud of my2. vocabulary, I tried to infer its meaning from the context. “Plush”was clearly intended as a complimentary, a positive evaluation; that3. 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

3、 ice rink and the costumes of the skaters, aren't 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 u

4、sually acquire both6.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

5、you are 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 consensusamong scholars that second language acquisition (SLA) emerged as a distinct field of research

6、from 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 the same sense one acquires a first language? (3) l What is the explanation

7、for 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 the learning 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 have one thing in common: The perspective adopted to view the acquiring of an additional language is that of an individual a

9、ttempts 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 are involving,

10、 what psychological factors play a role in the learning (9) or acquisition, and whether the target language is learnt in the classroom 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 i

11、n language. 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 a

12、ccurately.(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 relative or c

13、olleague 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(8) of what

14、 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 happening.2012 年

15、The central problem of translating has always been whether to translate literally or freely. The argumenthas been going since at least the first(1) thcentury B.C. Up to the beginning of the 19 century, many writers(3) favoured certain kind of “free”translation: the spirit, not the letter; the(2) sen

16、se not the word; the message rather the form; the matter notthe manner. This is the often revolutionary slogan of writers who (4) wanted the truth to be read and understood. Then in the turn of 19 th (5) (6) century, when the study of cultural anthropology suggested that the linguistic barriers were

17、 insuperable and that the languagewas 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)iteralists ”Walter Benjamin and

18、 Vladimir Nobokov.The argument was theoretical: the purpose of the translation, the nature of the readership, the type of the text, was not discussed. Too often, writer, translator and reader were implicitly identified witheach other. Now, the context has changed, and the basic problem remains.(10)

19、精品文檔精品文檔102011 年專八真題改錯部分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 seventeen and twenty-four I tried to abandon this idea, but I did so with the conscience that I was outraging my true nature and that soon or later I

20、should have to settle down 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 reasons I was somewhat lonely, and I soon developed1234disagreeing mannerisms which made me unpopular throughout my

21、5schooldays. I had the lonely child's habit of making up stories andholding conversations with imaginative persons, and I think from6the very start my literal ambitions were mixed up with the feeling of7being isolated and undervalued. I knew that I had a facility with wordsand a power of facing

22、in unpleasant facts, and I felt that this created8a sort of private world which I could get my own back for my failure9in everyday life. Therefore, the volume of serious i.e. seriously 10intended writing which I produced all through my childhood and boyhood would not amount to half a dozen pages. I

23、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 equallycomplete and perfect as instruments of communication: that is, every language appears to be well equipped as any other to say1the things their spe

24、akers want to say.2There may or may not be appropriate to talk about primitive3peoples 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 fault of their language. The

25、 Eskimos , it is said, can speak about snow with further more precision and subtlety than we can in45English, but this is not because the Eskimo language (one of thosesometimes miscalled 'primitive') is inherently more precise and subtle than English. This example does not come to light a de

26、fect6in English, a show of unexpected 'primitiveness'. The position issimply and obviously that the Eskimos and the English live in similar7environments. The English language will be just as rich in terms for different kinds of snow, presumably, if the environments in which8Englishwas habitu

27、ally used made such distinction as important. Similarly, we have no reason to doubt that the Eskimo language could be as precise and subtle on the subject of motor manufacture9or cricket if these topics formed the part of the Eskimos' life.2009The previous section has shown how quickly a rhyme p

28、asses 精品文檔精品文檔(1)from one school child to the next and illustrates the further difference between school lore and nursery lore. In nursery lore a verse, learnt in early childhood, is not usually passed on again when the little listener has grown up, and has children of their own, or even grandchildr

29、en. The period between learning a nursery rhyme and transmitting it may be something from twenty to seventy years. With the playground lore, therefore, a rhyme may be excitedly passed(2)(3)(4)(5)on within the very hour it is learnt; and in the general, it passes between children of the same age, or

30、nearly so, since it is uncommon for the difference in age between playmates to be more than five(6)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

31、 passed along a chain of two or three hundred young hearers and tellers, and the wonder is that it remains live after so much handling,(8)(9)to let alone that it bears resemblance to the(10)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 l

32、anguage has played a prominent 1part in national moves. Men have often felt the need to cultivate 2a given language to show that they are distinctive from another 3race whose hegemony they resent. At the time the United States 4split off from Britain, for example, there were proposals that independe

33、nce should be linguistically accepted by the use of a 5different language from those of Britain. There was even one 6proposal that Americans should adopt Hebrew. Others favoured the adoption of Greek, though, as one man put it, things would certainly be simpler for Americans if they stuck on to Engl

34、ish 7and made the British learn Greek. At the end, as everyone 8knows, the two countries adopted the practical and satisfactory solution of carrying with the same language as before. 9Since nearly two hundred years now, they have shown the world 10that political independence and national identity ca

35、n be complete without sacrificing the enormous mutual advantages of a common language.customer.20151.looked 改成 looking2.she 后面加 had3.去掉第二個 a4.去掉 it精品文檔精品文檔5. 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 possesse

36、d 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 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. a

37、nyone 改成 pure 老師 someone9. evolved 改成 involved10. were 改成 are2012參考答案：1. going A 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)” 。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題解：at the turn of

38、 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. view A translation 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. culminated A the 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，

39、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，

40、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

41、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 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 lightbring to light the defect of

42、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)改when為until,結(jié)構(gòu)not.until翻譯為

43、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 (與分號前的被動保持一致)(9) live 改為 aliv

44、e 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 different4 在 time 后加 when5 accepted 改成 realized6 those 改成 that7 刪除 on,8 At 改成 In9 carrying with 改成 carrying on

45、 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 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, emph

46、asize sthemphasize 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 ' s dispc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

47、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 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20051. i nvest ing應(yīng)改為in vested,過去分詞作定語2. 在irrespective和fluctuations之間加

48、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el

49、iminating，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。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：con siste

50、d 宀 con sist in g/composed3. 答案：in t 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 t make【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： its t their【詳細解答】此處指代的是 “investigations 故”用,復(fù)數(shù)。7.答案：public t the public【詳細解答】t

51、he +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 t 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 t interest【詳細解答】 此處看成不可數(shù)名詞為佳10. 答案： these t 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：height thig,h high 作為名詞翻譯為“最高水平” ,又如 reach a

52、n 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：high thigher【詳細解答】 后面有than,此處應(yīng)為比較級。5. 答案： Europe Europea n【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cou nterparts。6. 答案：more【詳細解答】由上下文可知，more與equally矛盾，故應(yīng)去掉。7. 答案：nevertheless talso【詳細解答】由上下文

53、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。8 答案：that tthose【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 nee t Although （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：in tto【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：aiidwhilc/wkrcas【詳細解答】前半句意為發(fā)音是在無意識之中學(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

54、接。2答案:willwof【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 當我們說出話后，自己聽起來像什么”。4.答案：【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:whi【詳細解答】在定語從句中，如果先行詞是代詞something, everything , nothing , lit