完整word专八改错真题及答案推荐文档

1、2000 年 -2015 年专八短文改错试卷2015 年 3 月 21 日专业八级考试改错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 m

2、y2. 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 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 learning, y

5、ou 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 改错There is widespread consensus among scholars that second language acquisition (SLA) emerged as a distinct field of research from the late 1950s

6、 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 for the fact adults

7、 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 learni

8、ng 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 attempts to do (7) so

9、. Whether one labels it“learning ” 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, the spotlight is on what mental capabilities areinvolving, what psychological f

10、actors 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 专八短文改错试卷 Psycho-linguistics is the name given to the study of the psychological processes involved in language. Psycholin

11、guistics 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 accurately.(3) Indeed,

12、 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 colleague has had a

13、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 might be called

14、“language 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The central probl

15、em 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 19 th century, many writers favoured certain kind of “free”translation: the spirit, not the letter 。 the (2) sense not the word。

16、 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 19 th(5) century, when the study of cultural anthropology suggested that the linguistic barriers were insuperable and t

17、hat 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 “literalists ”Walter Benjamin and Vladimir Nobok

18、ov.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 basic problem remains. (10) 2011 年专八真题改错部分2

19、/ 10From 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 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 should have to sett

20、le down and write books.123I was the child of three, but there was a gap of five years4on either side, and I barely saw my father before I was eight. Forthis and other reasons I was somewhat lonely, and I soon developeddisagreeing mannerisms which made me unpopular throughout my5schooldays. I had th

21、e lonely childs habit of making up stories and holding conversations with imaginative persons, and I think from the very start my literal ambitions were mixed up with the feeling of67being isolated and undervalued. I knew that I had a facility with wordsand a power of facing in unpleasant facts, and

22、 I felt that this created a sort of private world which I could get my own back for my failure in everyday life. Therefore, the volume of serious i.e. seriously intended writing which I produced all through my childhood and8910boyhood would not amount to half a dozen pages. I wrote my first poem at

23、the age of four or five, my mother taking it down to dictation.2010 年专八真题改错部分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 speakers want to say.2There

24、 may or may not be appropriate to talk about primitive 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 the34fault of their language. The Eskimos , it is said,

25、can speak about snow with further more precision and subtlety than we can in English, but this is not because the Eskimo language (one of those5sometimes miscalled primitive) is inherently more precise and subtle than English. This example does not come to light a defect6in English, a show of unexpe

26、cted 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 which Englishwas habitually used made such distinction as importan

27、t.89Similarly, 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.2009The previous section has shown how quickly a rhyme passesfrom one school child to the next and illu

28、strates the further difference(1)104 / 10between 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 own, or even grandchildren. The period between learning a nursery rhyme

29、and transmitting it may be something from twenty to seventy years. With the playground lore, therefore, a rhyme may be excitedly passed on within the very hour it is learnt 。 and in the general, it passes between children of the same age, or nearly so, since it is uncommon for the difference in age

30、between playmates to 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 has been retransmitted over and over。 very possibly it has passed along a chain of two or three hundred young hearers an

31、d tellers, and the wonder is that it remains live after so much handling, to let alone that it bears resemblance to the(3)(4)(5)(6)(7)(8)(9)(10)2008 年专八真题 短文改错The desire to use language as a sign of national identity is avery natural one, and in result language has played a prominent 1part in nation

32、al 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 independence should be linguistically accepted by the u

33、se 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 English 7and made the British learn Greek. At the

34、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 can be complete without sacrificing the enormous

35、 mutual advantages of a commonlanguage.customer.20151.looked 改成 looking 2.she 后面加 had 3.去掉第二个 a 4.去掉 it5.polite 改成 politely6.which 改成 that12 / 107. 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

36、 之间加个 that ，5. 把第二个 the 去掉。6. 把第二个 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 改为 look5. we 前面加 that6. 去掉 colleague 后面的 has7. their 改成 his8. anyone 改成 pure 老师 someone9. evolved 改成 involved

37、10. were 改成 are2012参考答案：1. going A since 加入 on题解： go on 的意思是“继续” ，符合句子表达的含义“争论一直在继续” 。2. certain 改为 a certain题解：此处要表达的意思是“很多作家喜欢一种自由的翻译方法” ，第一次出现这种方法应该加上不定 冠词。3. rather 改为 not题解：根据原句的句子结构， rather 应改为 not。4 is 改为 was题解：此句应该为过去时。5 in 改为 at题解：at the turn of 19th century “十九世纪之初”，是固定搭配。6 the 删去第二个 the题解

38、：这里并没有特指某种语言，所以不用定冠词。7. view A translation 加入 that题解：在 view 和 translation 之间加上 that，可将 “ translation was impossible ”看成 view 的同位语。8. was删去 was题解：条件状语从句常可以省略主语和系动词。9. culminated A the 加入 in题解： culminate in 是“以 告终”的意思，符合上下文含义。10 and 改为 but 题解：原句意思“现在背景变化了，但是基本问题依然存在”，两句话之间应该是转折关系20111， 在 grow 后加 up, 考

39、固定短语2, 改consienee为consciousness 考词语区别，consienee翻译为 良心，道德心”，consiousnes翻译为 意 识”3， 改 soon 为 sooner， sooner or later 是固定短语4， 在 child 前加 middle， 考上下文理解。 作者是三个孩子句中的那位5， 改 disagreeing 为 disagreeable ， disagreeing 只能作动名词， 不能作形容词。 disagreeable mannernisms 令人讨厌的习惯6， 改 imaginative 为 imaginary， 考词语区别 imaginati

40、ve 翻译为 “有想象力的 ”， imaginary 翻译为 “想象 的，虚构的 ”7， 改 literal 为 literary ， 考词义区别， literal 翻译为 “字面的 ”， literary 翻译为 “文学方面的 ”8, 去掉face后的in, face接宾语时是及物动词。考动词的基本用法9， 在 world 后加 in 或者改 which 为 where， 考定语从句10， 改 Therefore 为 However 或者 Nevertheness， 考语境。感悟： 11 专八改错相对前几年专八改错要简单一点。本人认为词义区别考得过多了。20102010 年专八真题改错参考答

41、案以及分词1 be后插入 as=asas引导的比较级2 their 改为 its。its 代替 every language3 There 改为 It。 It 此处作为形式主语，真正的主语是后面的不定式4 Whereas改为But ; 语境需要表示转折的连词，whereas表示对比5 further 改为 much further 不能修饰比较级6 come 改为 bring。 (sth)come to light ， bring sth to lightbring to light the defect of English =bring the defect of english to l

42、ight 揭示英语的缺陷7 similar 改为 different 。 根据语境应该用 different8 will 改为 would 。虚拟语气9 as important 去掉 as。10 the part 去掉 the 或者改 the 为 a be/become/form (a) part of 是固定短语2009答案分析：(1) the further difference 改为 a further difference (此次应该用不定冠词表示泛指)(2) 改 when 为 until， 结构 not.until 翻译为 “直到 才”(3) their改为his (代词与前文 a

43、 little listener在单复数上保持一致)(4) something 改为 anything 此处指二十到七十的任何时段(5) therefore 改为 however (根据上下文逻辑关系)(6) in the general 去掉 the (习惯用法 in general 表示总的来说，一般不用冠词)(7) currently 改为 current (这里起的是表语的作用，需要形容词而不是副词)(8) it has passed改为it has been passed (与分号前的被动保持一致)(9) live 改为 alive alive 翻译为“鲜活的”，一般作补语； liv

44、e 翻译为“现场转播的；活的 ”，一般作定语(10) to let alone 改为 let alone (let alone 为习惯搭配，意思是 “更不用说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 删除 on,8 At 改成 In9 carrying with 改成 carrying on with10 now 改成 ago20071, 改

45、and 为 or, any Ianguagages today or recordsof ancient languages 是并列成分，在否定句中用or2, 改 show 为 showing, 现在分词作定语3，删除 the, 表示泛指4，改and为but,根据语境此处是转折5，改large为larger,后面有than,应该用比较级6，改 in 为 on, on other grounds 基于其“它理由”，为固定搭配7，改 return 为 response , in response to 对作出反应 ”8，删除 on, emphasize sth emphasize 是及物动词9，在

46、large前加a, extent是可数名词，前面要加冠词。to a large extent翻译为 在很大程度上”10, 改 these 为 those those that/who 为固定形式20061, 改 agreeing 为 agreed agreed conventions 翻译为 习俗”2, words 前加 the, 此处为特指3，改in为at at one s dispc为固定短语，翻译为由某人做主”4, 改 enables 为 enable，定语从句与先行词vocabulary and a set of grammatical rules 保持一致5, 删除 the, 此处需

47、要泛指6, 改 old 为 older, 此处需要比较级7, 改seen为 understood, system 应该是被理解8., 删除 ittake sth for gran tedtake it for gran ted that9, 改 or 为 and ,语境需要并列关系而不需选择关系10, most前加the,形容词最高级中that 一般不能省略20051. i nvest ing应改为in vested,过去分词作定语2. 在irrespective和fluctuations之间加上介词 of。irrespectiveOf是一固定用法，意指 不论，不管，不顾，” 等，此处指公司不

48、顾收入的波动变化。3. 把 those 改为 that, that 此处代替 outlook4. 在fact和economic之间力口上关系代词that。这是一个同位语从语，that在同位语从句中是不能省 略的 .5 .把定冠词the去掉,in school表示上学这个抽象意义6. 把形容词poor改为其比较级poorer。这句中的poor与后面的more形成一对比较关系，表示越越”7. 在 ways 和 which 之间加上一个介词 in。8. 这里应该用动词的 一Ing形式，即eliminating，以便使句型结构与前面的giving(students a governanee role)

49、 保持一致，否则句子结构和意思都显得不正确。9 .将shorten(缩短；使变短)改为reduce/lesson/weaken。此处属于用词不当。10.将 to give discounts on 改为 to give discounts to their best customer 。意为实业公司给最好的客户提供 优惠。 Give discounts to sb 为固定短语20041.,在set后加up, set up 建立、成立”是固定短语2. 答案：con sisted 宀 con sist in g/composed3. 答案：in t on【详细解答】固定搭配 on .occasio

50、ns4. 答案 rely 后加 on【详细解答】固定搭配 rely on sb. to do something5. 答案： make out t make【详细解答】make out意思是 辨认出，而此处意思是 对做详细的研究”，故用“make detailed studiesof. 即”可。 6.答案： its t their【详细解答】此处指代的是 “investigations 故”用,复数。 7.答案：public t the public【详细解答】the +adj.可表示某一类人，此处意思是面向公众”，故应用“thepublic ” 8.答案：nevertheless t the

51、refore/ thus【详细解答】此处不是表示意思的转折，而是与前文构成因果关系，故可改为therefore或thus。9.答案： interests t interest【详细解答】此处看成不可数名词为佳 10.答案： these t those【详细解答】those指代witnesses ,即指代名词复数做定语从句的先行词，而these不行20031. 答案： height thig，h high 作为名词翻译为“最高水平” ，又如 reach an all-time high2. 答案：删除 a【详细解答】此处 steady decline 指稳定下降的行为、过程而不是其结果，为不可数

52、名词，故应去掉 定冠词a。3.答案：we nt后加on【详细解答】 go on 为固定搭配，意为 “持续”。4.答案： highthigher【详细解答】后面有 than，此处应为比较级。5.答案：Europe European【详细解答】根据上下文，此处应用形容词作定语修饰名词counterparts。 6.答案： more【详细解答】由上下文可知， more 与 equally 矛盾，故应去掉。 7.答案： nevertheless talso&答【详细解答】由上下文可知，此处讲的内容与前部分内容之间为递进关系，而非转折关系。案： that tthose【详细解答】由上下文可知，此处所指代

53、的应为前面复数形式的marriages,故指示代词也应该用复数形式。9.答案：Si nee t Although （或While ）【详细解答】从逻辑上讲，此处应表达让步关系，而非因果关系。10.答案：in tto【详细解答】to. . extent为固定搭配，意为 到程度”2002答案与详解1. 答案： and t while/whereas【详细解答】前半句意为发音是在无意识之中学成的”，后半句意为 拼写是有意识地学成的”，它们之间是对比关系，故应该用连词while来连接。2. 答案：with t of【详细解答】be unconscious of是固定搭配，意为 无意识地，未意识到”。即

54、我们之中很多人一辈子都 不知道自己的话听起来是什么样的”。3. 答案：speak后加it【详细解答】speak out意为 大胆地说出”，在这里句意不通。 在speak out中加上it,指代前面的speech, 意为 当我们说出话后，自己听起来像什么 ”。4. 答案：firstly t first【详细解答】firstly表示顺序中的 第一”，first则表示时间上的第一次，首次”。这里是说 当我们第一次听到自己的录音时，通常会震惊”。故应将firstly改为first才合乎句意。5. 答案：which t that【详细解答】在定语从句中，如果先行词是代词something, everything , nothing , little , few等时，关系词应用that而不是which，故此处应将 which改