专八改错真题及答案

1、2000 年-2015 年专八短文改错试题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 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改错 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 “learning” 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 专八短文改错试题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 “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

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 “li

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年专八真题改错部分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年专八真题改错部分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         _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.去掉第二个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producing 2. 去掉the 3. 去掉accurately前面的so 4. looking改为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老师someone 9. evolved改成involved10. were改成are 2012参考答案：1going 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”。2certain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no

47、t。4is 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：这里并没有特指某种语言，所以不用定冠词。7 viewtranslation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 culminatedthe加入in题解：culminate in是“以.告终”的意思，符合上下文含义。10 and 改

48、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, 考固定短语2，  改consience为consciousness   考词语区别，consience翻译为“良心，道德心”, consiousness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 ，dis

49、agreeing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   imaginative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

50、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。2010 2010年专八真题改错参考答案以及分词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

51、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 light  bring to light the defect of English =bring the defect of english to light 揭示英语的缺陷7 similar改为different;    根据语境应该用different8

52、 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,&#

53、160;   结构not.until翻译为“直到才”(3)their改为his（代词与前文a 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

54、保持一致）(9) live 改为 alive    alive翻译为“鲜活的”，一般作补语；live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different     4 在time后加when   5 accepted 改成realized&#

55、160; 6 those改成that  7 删除on, 8 At 改成In9 carrying with 改成 carrying on with10 now改成 ago20071, 改and为or,  any languagages 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，

56、60; 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

57、agreed   agreed conventions翻译为“习俗”2，words前加the,  此处为特指3，改in为at   at ones disposal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it    take sth fo

58、r granted     take it for granted 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. investing应改为invested，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，此处指公司不顾收入的波动变化。3. 把those改为that， that此处代替outlook4在fact和

59、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lng形式，即eliminating，以便使句型结构与前面的giving(students a governance role)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。

60、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：consisted consisting/composed3.答案：in on【详细解答】固定搭配on .occasions4.答案 rely后加on【详细解答】固定搭配rely on sb. to do something5.答案：make out make【详细解答】make ou

61、t 意思是“辨认出”，而此处意思是“对.做详细的研究”，故用“make detailed studies of.” 即可。6.答案：its their【详细解答】此处指代的是“investigations”, 故用复数。7.答案： public 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“the public”。8.答案：nevertheless therefore/ 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 interest【详细解答】 此处

62、看成不可数名词为佳10.答案：these 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： heighthigh， 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，为不可数名词，故应去掉定冠词a。3 答案：went后加on【详细解答】 go on为固定搭配，意为“持续”。4 答案：highhigher【详细解答】 后面有than，此处应为比较级。5 答案：EuropeEuropean【详细解答】 根据上下文，此处应用形容词作定