2000 年-2018 年英语专八改错真题及答案解析

2000 年-2018 年英语专八改错真题及答案解析

2018

Mass media is media that is intended for a large audience. It may

take the form of broadcast media, as in case of television and radio, or (1) print media, as newspapers and magazines. (2) Usually, mass media aims to reach a very large market, such as the

entire population of a country. By contrast, local media covers a much

small population and area, focusing on regional news of interest, (3) specialty media is provided for particular demographic groups. Some (4) local media outlets that cover state or provincial news may raise to (5) prominence thanks to their investigative journalism, and to the clout that

their particular regions have in the national politics.

People often think of mass media as the news, it also includes (6) entertainment like television shows, books, and films. It may also be educational in the nature, as in the instance of public broadcasting (7) stations that provide educational programs to a national audience.

Political communications including propaganda are also frequently

distributed through the media, as were public service announcements (8) and emergency alerts.

When elitists may be tempted to sneer at mass media, referring to it (9) as the “opiate of the masses,” it is a critical part of human societies. Understanding mass media is usually the key to understand a population (10) and culture, which is why the field of media studies is so huge.

2017

The ability to communicate is the primary factor that distinguishes

human beings from animals. And it is the ability to communicate well

which distinguishes one individual from another. (1) The fact is that apart from the basic necessities, one needs to be equipped with habits for good communication skills, thus this is what

(2) will make one a happy and successful social being.

In order to develop these habits, one needs to first acknowledge the

fact that they need to improve communication skills from time to time.

They need to take stock of the way how they interact and the direction (3) in which their work and personal relations are going. The only constant

in life is change, the more one accepts one’s strengths and works(4) towards dealing with their shortcomings, specially in the area of (5) communication skills, the better will be the interactions and the more

their social popularity.

The dominated question that comes here is: How to improve (6) communication skills? The answer is simple. One can find plenty of

literature on this. There are also experts, who conduct workshops and

seminar s based on communication skills of men and women. In fact, a

large number of companies are bringing in trainers to regularly make (7) sessions on the subject, in order to help their work force maintain better interpersonal work relations.

Today effective communication skills have become a predominant

factor even while recruiting employees. While interviewing candidates,

most interviewers judge them on the basis of the skills they

communicate with. They believe that some skills can be improvised on

(8) the job; but ability to communicate well is important, as every employee becomes the representing face of the company.

There are trainers, who specialized in delivering custom-made (9) programs on the subject. Through the sessions they not only facilitate

better communication skills in the workplace, but also look into the

problems in the manner of being able to convey messages effectively. (10)

2016

All social units develop a culture. Even in two-person relationship,

a culture develops in time. In friendship and romantic relationships, for example, partners develop their own history, shared experiences,

(1) language patterns, habits and customs give the relationship a special (2) character — a character that differs it in various ways from other relationships. Examples might include special dates, places, songs or

(3) events that come to have a unique and important symbolic meaning for

the two individuals. Thus, any social unit —whether a relationship, group, organization, or society — develops a culture with the passage of

(4) time. While the defining characteristics of each culture are unique, all cultures share certain same functions. The relationship between (5) communication and culture is a very complex intimate one. (6) Culture are created through communication; that is,

communication is the means of human interaction, through it cultural characteristics are created and shared.

It is not so much that individuals set out to create a culture when they interact in relationships, groups, organizations, or societies, but rather than that cultures are a natural by-product of social interaction. In a sense, culture are the “residue” of social communication. Without communication and communication media, it would be impossible to base and pass along cultural characteristics from one place and time to another. One can say, furthermore, that culture is created, shaped, transmitted, and learned through communication. (7)

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2015

When I was in my early teens, I was taken to a spectacular show

on ice by the mother of a friend. Looked around at the luxury of the rink, my friend’s mother remarked on the “plush” seats we had been given. I did not know what she meant, and being proud of my vocabulary, I tried to infer its meaning from the context. “Plush” was clearly intended as a complimentary, a positive evaluation; that much I could tell it from the tone of voice and the context. So I started to use the word. Yes, I replied, they certainly are plush, and so are the ice rink and the costumes of the skaters, aren’t they? My friend’s mother was very polite to correct me, but I could tell from her expression that I had not got the word quite right.

Often we can indeed infer from the context what a word roughly means, and that is in fact the way which we usually acquire both new words and new meanings for familiar words, specially in our own first language. But sometimes we need to ask, as I should have asked for Plush, and this is particularly true in the aspect of a foreign language. If you are continually surrounded by speakers of the language 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. (1)

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2014

There is widespread consensus among scholars that second language acquisition (SLA) emerged as a distinct field of research from the late 1950s to early 1960s.

There is a high level of agreement that the following questions have possessed the most attention of researchers in this area:

?Is it possible to acquire an additional language in the same sense one acquire a first language?

?What is the explanation for the fact adults have more difficulty in acquiring additional languages than children have?

?What motivates people to acquire additional languages?

?What is the role of the language teaching in the acquisition of an additional language ?

?What social-cultural factors, if any, are relevant in studying the learning of additional languages?

From a check of the literature of the field it is clear that all 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 so. Whether one labels it “learning” or “acquiring” an additional language, it is an individual accomplishment or what is under focus is cognitive, psychological, and institutional status of an individual. That is, the spotlight is on what mental capabilities are involving, what psychological factors play a role in the learning or acquisition, and whether the target language is learnt in the classroom or acquired through social touch with native speakers. (1)

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Psycho-linguistics is the name given to the study of the

psychological processes involved in language. Psycholinguistics study understanding, production and remembering language, and hence are (1) concerned with 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. Indeed, when (3) you listen to someone to speaking, or looking at this page, you normally (4) cannot help but understand it. It is only in exceptional circumstances we (5) might become aware of the complexity involved: if we are searching for

a word but cannot remember it; if a relative or colleague has had a stroke which has influenced their language; if we observe a child (6) acquire language; if we try to learn a second language ourselves as an (7) adult; or if we visually impaired or hearing-impaired or if we meet anyone else who is. As we shall see, all these examples of what might (8) be called “language in exceptional circumstances”reveal a great deal

about the processes evolved in speaking, listening, writing and reading. (9) But given that language processes were normally so automatic, we also (10) need to carry out careful experiments to get what is happening.

2012

The central problem of translating has always been whether to

translate literally or freely. The argument has been going since at least the first century B.C. Up to the beginning of the 19th century, many writers favored certain kind of “free” translation: the spirit, not the letter; the sense not the word; the message rather the form; the matter not the manner. This is the often revolutionary slogan of writers who wanted the truth to be read and understood. Then in the turn of 19th century, when the study of cultural anthropology suggested that the linguistic barriers were insuperable and that the language was entirely the product of culture, the view translation was impossible gained some currency, and with it that, if was attempted at all, it must be as literal as possible. This view culminated the statement of the extreme “literalists” Walter Benjamin and Vladimir Nabokov.

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 with each other. Now, the context has changed, and the basic problem remains. (1)

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2011

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 seventeen (1) 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 (2) soon or later I should have to settle down and write books. (3)

I was the child of three, but there was a gap of five years on either (4) 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 (5) mannerisms which made me unpopular throughout my schooldays. I

had the lonely child’s habit of making up stories and holding conversations with imaginative persons, and I think from the very start (6) my literal ambitions were mixed up with the feeling of being isolated (7) and undervalued. I knew that I had a facility with words and a power of

facing in unpleasant facts, and I felt that this created a sort of private (8) world which I could get my own back for my failure in everyday life. (9) Therefore, the volume of serious — i.e. seriously intended — writing (10) which 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

So far as we can tell, all human languages are equally complete and perfect as instruments of communication: that is, every language

appears to 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, 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 Eskimos, it is said, 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 those sometimes miscalled “primitive”) is inherently more precise and subtle than English.

This example does not come to light a defect in English, a show of unexpected “primitiveness”. The position is simply and obviously that the Eskimos and the English live in similar environments. The English language will be just as rich in terms for different kinds of snow if the environments in which English was habitually 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 manufacture or cricket if these topics formed the part of the Eskimos’ life.(1)

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2009

The previous section has shown how quickly a rhyme passes 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 grandchildren. 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 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 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 and tellers, and the wonder is that it remains live after so much handling; to let alone that it bears resemblance to the original wording. (1)

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2008

The desire to use language as a sign of national identity is a very natural one, and in result language has played a prominent part in (1) national moves. Men have often felt the need to cultivate a given (2)

language to show that they are distinctive from another race whose (3)

hegemony they resent. At the time the United States split off from (4) Britain, for example, there were proposals that independence should

be linguistically accepted by the use of a different language from (5) those of Britain. There was even one proposal that Americans should (6) adopt Hebrew. Others favored the adoption of Greek, though, as one

man put it, things would certainly be simpler for Americans if they

stuck on to English and made the British learn Greek. (7) At the end, as everyone knows, the two countries adopted the (8) practical and satisfactory solution of carrying with the same language as (9) before.

Since nearly two hundred years now, they have shown the world (10) that political independence and national identity can be complete

without sacrificing the enormous mutual advantages of a common

2007

From what has been said, it must be clear that no one can make

very positive statements about how language originated. There is no material in any language today and in the earliest records of ancient (1) languages show us language in a new and emerging state. It is often (2) said, of course, that the language originated in cries of anger, fear, pain (3) and pleasure, and the necessary evidence is entirely lacking: there are no (4) remote tribes, no ancient records, providing evidence of a language with

a large proportion of such cries than we find in English. It is true that (5) the absence of such evidence does not disprove the theory, but in other (6) grounds too the theory is not very attractive.

People of all races and languages make rather similar noises in return to pain or pleasure. The fact that such noises are similar on the (7) lips of Frenchmen and Malaysians whose languages are utterly different, serves to emphasize on the fundamental difference between (8) these noises and language proper. We may say that the cries of pain or chortles of amusement are largely reflex actions, instinctive to large (9) extent, whereas language proper does not consist of signs but of these (10) that have to be learnt and that are wholly conventional.

2006

We use language primarily as a means of communication with other human beings. Each of us shares with the community in which we

live a store of words and meanings as well as agreeing conventions as to the way in which words should be arranged to convey a particular message: the English speaker has in his disposal vocabulary and a set of grammatical rules which enables him to communicate his thoughts and feelings, in a variety of styles, to the other English speakers. His vocabulary, in particular, both that which he uses actively and that which he recognizes, increases in size as he grows old as a result of education and experience.

But, whether the language store is relatively small or large, the system remains no more than a psychological reality for the individual, unless he has a means of expressing it in terms able to be seen by another member of his linguistic community; he has to give the system a concrete transmission form. We take it for granted the two most common forms of transmission —by means of sounds produced by our vocal organs (speech) or by visual signs (writing). And these are among most striking of human achievements. (1)

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2005

A number of colleges and universities have announced steep tuition increases for next year much steeper than the current, very low rate of inflation. They say the increases are needed because of a loss in

value of university endowments heavily investing in common stock.

I am skeptical. A business firm chooses the price that maximizes its net revenues, irrespective fluctuations in income; and increasingly the outlook of universities in the United States is indistinguishable from those of business firms.

The rise in tuition may reflect the fact economic uncertainty increases the demand for education. The biggest cost of being in the school is foregoing income from a job (this is primarily a factor in graduate and professional-school tuition); the poor one’s job prospects, the more sense it makes to reallocate time from the job market to education, in order to make oneself more marketable.

The ways which universities make themselves attractive to students include soft majors, student evaluations of teachers, giving students a governance role, and eliminate required courses. Sky-high tuitions have caused universities to regard their students as customers. Just as business firms sometimes collude to shorten the rigors of competition, universities collude to minimize the cost to them of the athletes whom they recruit in order to stimulate alumni donations, so the best athletes now often bypass higher education in order to obtain salaries earlier from professional teams. And until they were stopped by the antitrust authorities, the Ivy League schools colluded to limit competition for the best students, by agreeing not to award scholarships on the basis of merit rather than purely of need-just like business firms agreeing not to give discounts on their best customer. (1)

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2004

One of the most important non-legislative functions of the U.S Congress is the power to investigate. This power is usually delegated to

committees — either standing committees, special committees set for a specific purpose, or joint committees consisted of members of both houses.

Investigations are held to gather information on the need for future legislation, to test the effectiveness of laws already passed, to inquire into the qualifications and performance of members and officials of the other branches, and in rare occasions, to lay the groundwork for impeachment proceedings. Frequently, committees rely outside experts to assist in conducting investigative hearings and to make out detailed studies of issues. There are important corollaries to the investigative power.

One is the power to publicize investigations and its results. Most committee hearings are open to public and are reported widely in the mass media. Congressional investigations nevertheless represent one important tool available to lawmakers to inform the citizenry and to arouse public interests in national issues. Congressional committees also have the power to compel testimony from unwilling witnesses, and to cite for contempt of Congress witnesses who refuse to testify and for perjury of these who give false testimony. (1)

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2003

Demographic indicators show that Americans in the postwar period were more eager than ever to establish families.

They quickly brought down the age at marriage for both men and

women and brought the birth rate to a twentieth century height after more than a hundred years of a steady decline, producing the “baby boom.” These young adults established a trend of early marriag e and relatively large families that went for more than two decades and caused a major but temporary reversal of long-term demographic patterns. From the 1940s through the early 1960s, Americans married at a high rate and at a younger age than their Europe counterparts.

Less noted but equally more significant, the men and women who formed families between 1940 and 1960 nevertheless reduced the divorce rate after a postwar peak; their marriages remained intact to a greater extent than did that of couples who married in earlier as well as later decades. Since the United States maintained its dubious distinction of having the highest divorce rate in the world, the temporary decline in divorce did not occur in the same extent in Europe. Contrary to fears of the experts, the role of breadwinner and homemaker was not abandoned. (1)

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2002

There are great impediments to the general use of a standard in pronunciation comparable to that existing in spelling (orthography). One is the fact that pronunciation is learnt “naturally” and unconsciously,

and orthography is learnt deliberately and consciously. Large numbers of us, in fact, remain throughout our lives quite unconscious with what our speech sounds like when we speak out, and it often comes as a shock when we firstly hear a recording of ourselves. It is not a voice we recognize at once, whereas our own handwriting is something which we a lmost always know. We begin the ”natural” learning of pronunciation long before we start learning to read or write, and in our early years we went on unconsciously imitating and practicing the pronunciation of those around us for many more hours per every day than we ever have to spend learning even our difficult English spelling. This is “natural”, therefore, that our speech-sounds should be those of our immediate circle; after all, as we have seen, speech operates as a means of holding a community and giv ing a sense of “belonging”. We learn quite early to recognize a “stranger”, someone who speaks with an accent of a different community—perhaps only a few miles far. (1)

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2001

During the early years of this century, wheat was seen as the very lifeblood of Western Canada. People on city streets watched the yields

and the price of wheat in almost as much feeling as if they were growers. The marketing of wheat became an increasing favorite topic of conversation.

War set the stage for the most dramatic events in marketing the western crop. For years, farmers mistrusted speculative grain selling as carried on through the Winnipeg Grain Exchange.

Wheat prices were generally low in the autumn, so farmers could not wait for markets to improve. It had happened too often that they sold their wheat soon shortly after harvest when farm debts were coming due, just to see prices rising and speculators getting rich.

On various occasions, producer groups, asked firmer control, but the government had no wish to become involving, at least not until wartime when wheat prices threatened to run wild. Anxious to check inflation and rising life costs, the federal government appointed a board of grain supervisors to deal with deliveries from the crops of 1917 and 1918. Grain Exchange trading was suspended, and farmers sold at prices fixed by the board. To handle with the crop of 1919, the government appointed the first Canadian Wheat Board, with total authority to buy, sell, and set prices. (1)

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2000

The grammatical words which play so large a part in English grammar are for the most part sharply and obviously different from the

lexical words. A rough and ready difference which may seem the most obvious is that grammatical wor ds have “less meaning”, but in fact some grammarians have called them “empty” words as opposed in the “full” words of vocabulary.

But this is a rather misled way of expressing the distinction. Although a word like the is not the name of something as man is, it is very far away from being meaningless; there is a sharp difference in meaning between “man is vile and” “the man is vile”, yet the is the single vehicle of this difference in meaning. Moreover, grammatical words differ considerably among themselves as the amount of meaning they have, even in the lexical sense. Another name for the grammatical words has been “little words”. But size is by no mean a good criterion for distinguishing the grammatical words of English, when we consider that we have lexical words as go, man, say, car. Apart from this, however, there is a good deal of truth in what some people say: we certainly do create a great number of obscurity when we omit them. This is illustrated not only in the poetry of Robert Browning but in the prose of telegrams and newspaper headlines. (1)

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2000 年—2018 年英语专八短文改错答案解析

2018 年

1.in case of → in the case of 解析：in case of 意为“万一，如果，以防”，in the case of 意为“就……来说，至于……，就……而言”。此处语境是指大众传媒可以采取广播媒体的形式，如电视和广播，或印刷媒体。

2.as → like 解析：like 作介词，意为“比如，例如”。as 作介词时表示“作为，如同”，一般表示职业，身份或用途。as 作连词时表示“像，如同”，后面要接从句或介词短语。

3.small → smaller 解析：该句的small 与上句的large 形成对比关系，用比较级smaller。

4.specialty 前面加while 解析：while 表示“与此同时，而，然而”，作为并列连词用，表示对比。

5.raise → rise 解析：raise 为及物动词，可以直接跟宾语，后面不需跟to，rise 为不及物动词。

6.it also 前面加but 解析：本句有两个简单句，需要用并列连词进行连接，且两句直接有转折关系，所以用but。

7.删除the 解析：in nature 为固定搭配，意为本质上。

8.were → are 解析：全文时态均为一般现在时，were 为are 的过去时态，需要改were 为are。

9.when → while 解析：when 表示“……的时候”，while 除了引导时间状语，还可以引导让步状语从句，表示“虽然，尽管”。此处用while 引导让步状语从句。

10.understand → understanding 解析：…… is the key to doing sth.意为“……是做某事的关键”。

2017 年

1.which → that 解析：这里的句型是强调句“it is…… that……”。

2.thus → as 或者thus → because解析：连词前后两个分句是因果关系，且后一分句是原因，不是结果。

3.删除how 或者how → that 解析：定语从句中，当先行词为way 时，引导词可用that，in which 或省去引导词，但不能用how 来引导。故可将how 删去或改成that。

4.the more 前面加and 解析：两个分句之间缺少表示承接关系的连接词。

2018英语专四真题及参考答案

2018英语专四真题及参考答案

2018英语专业四级考试真题及参考答案 PART III LANGUAGE USAGE There are twenty sentences in this section. Beneath each sentence there are four options marked A, B, C and D. Choose the one that best completes the sentence or answers the question. Mark hour answers on ANSWER SHEET TWO. 11. The Bent Pyramid outside Cairo __________ ancient Egypt’s first attempt to build a smooth-sided pyramid. A. has been believed to have been B. was believed to be C. is believed to have been D. is believed to be 12. U.S. News ____________ rankings of colleges since 1983. They are a very popular resource for students looking to apply to university campus. A. maintains

B. is maintaining C. maintained D. has been maintaining 13. He was lured into a crime he would not ____________have committed. A. actually B. accidentally C. otherwise D. seldom 14. She was once a young country wife with chickens in the backyard and a view of _____________ mountains behind the apple orchard. A. blue hazy Virginia B. hazy blue Virginia C. Virginia hazy blue D. Virginia blue hazy

2018上海高考英语真题试题-上海市2018年高考英语试题

2017年上海高考英语真题试卷_上海市2017高考英语试卷及参考答案 2017年高考已经结束，相信大家都对高试卷感兴趣，下面是小编收集的上海市2017高考英语试卷及参考答案，供大家参考！ 第I卷 第一部分: 听力（共两节，满分30分） 做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。 第一节 (共5小题；每小题1.5分,满分7.5分) 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。 每段对话仅读一遍。 1. Who has given up smoking? A. Jack. B. Frank. C. The woman. 2. Why does the woman apologize to the man? A. She broke his telephone. B. She didn’t take him to the hospital.

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