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英語專業(yè)八級(jí)考試歷年改錯(cuò)真題輔導(dǎo)試題（精選4套）
無論是在學(xué)校還是在社會(huì)中，我們很多時(shí)候都不得不用到考試真題，考試真題是參考者回顧所學(xué)知識(shí)和技能的重要參考資料。以下是小編為大家搜索整理的英語專業(yè)八級(jí)考試歷年改錯(cuò)真題輔導(dǎo)試題，希望能給大家?guī)韼椭?/p>
英語專業(yè)八級(jí)考試歷年改錯(cuò)真題輔導(dǎo)試題 1
Several years ago, we began construction on a new church buliding.In the beginning, the workmen dug a big pit in the ground and then they began to pour footings. Footings are cement piers under __1__which the entire buliding rests. They are crucial to the strenth of the finished structure. After the foundation hole is dug, the footings must be poured quickly, before the composition of the soil is changed by the wind, air, or water. With a similar way in these brief early __2__years, parents of young children have the challenging job of lying __3__the foundation that will support family friendships in later years.Physical affectation and verbal affirmation are necessary in laying __4__a strong foundation for friendship. Hug, hug, hug. Even if you are not __5__raised in a hugging family, hug your kids anyway. They need the warmth of physical contact and so do you need. A young child will try to __6__manipulate and be in the charge. He will attempt to get his own way. __7__Since the child may not be consciously trying to control, this is __8__what he is doing. A wise parent must not permit to happen. __9__When a child respects his parents, he will also respect the others. __10__
參考答案及解析:
1.under--upon/on
footing是“地基”的意思，一般來說，整幢建筑物怎么可能在地基之下呢?所以，介詞under應(yīng)該改成upon或on。
2.with--in
in a similar way 意思是“以一種相似的方式”，way表示方式時(shí)通常和介詞in搭配。
3.lying--laying
lying是lie的-ing分詞，而lie的意思是“平躺”或“說謊”，都和原文的意思及搭配不符。
4.affectation--affection
前者是“不自然”，后者是“感情，慈愛”。physical affection的意思是“通過身體語言表現(xiàn)出來的慈愛”。
5.are--were
文中的`you指的是孩子的父母，已經(jīng)為人父母的人被養(yǎng)大成人的過程中應(yīng)該是在過去的時(shí)間。所以這里應(yīng)該用過去時(shí)態(tài)。
6.need--/
“so+代動(dòng)詞do+somebody”這個(gè)結(jié)構(gòu)已經(jīng)替代了前面句子的謂語，是一個(gè)動(dòng)詞性替代，做簡短反應(yīng)，這里加一個(gè)動(dòng)詞need是多余的。
7.the--/
be in charge 意思是“主管，控制”，這里是說孩子們有時(shí)候試圖成為控制者。如果說in ones charge或者in the charge of somebody，意思則是被某人看管。
8.Since--While/Although/Though
這里要理解主從句的邏輯關(guān)系，從句是說小孩子也沒有意識(shí)到自己的控制欲，主句說他實(shí)際上確實(shí)有控制欲，兩者不是因果關(guān)系，而是讓步關(guān)系。
9.permit^--this
permit是及物動(dòng)詞，熱切不能直接以動(dòng)詞不定式作賓語，必須有名詞或代詞作賓語，所以要加一個(gè)代詞this用于指代前文所述內(nèi)容。
10.the--others指“別人”，沒有數(shù)量范圍的限定;the others指“其他的人”，有數(shù)量范圍的限定。這里只是泛指“別人”，所以不應(yīng)該加定冠詞。
英語專業(yè)八級(jí)考試歷年改錯(cuò)真題輔導(dǎo)試題 2
The great whales are among the most fascinating creatures which __1__have ever lived on the earth, and one of them, the blue whale, is the largest. People in ancient times thought whales as fearsome __2__monsters of the ocean depths. So to hunt a whale, when one occasionally swam toward shore, he was high adventure. People __3__found the adventure was rewarding, too, for the oil and meat fromone whale alone could heat and feed a village for a whole winter.
Whales resemble huge fish. They were referred by the ancients as __4__“great fish,” and any whale beaching along the coasts of England was designated “the King’s fish” because it automatically belonged to the Crown.
Ever since those early times, human have felt whales a sense of __5__wonder mixed with an intense desire to capture, slaughter, and exploit. Now the slaughter has reached alarming proportions. __6__Even though some species are protected by the regulations of the International Whaling Commission and theoretically all whalehunting is regulated, but the earth’s stock of whales is still being __7__depleted. In fact, some scientists worry that 100 years since now __8__ there may be no whales left. If this happens, mankind will be blame for removing from the earth forever a remarkable and __9__awe-inspiring creature that always fed man’s imagination and __10__ made the world a more exciting place
1. 將which改為that。先行詞由最高修飾時(shí)定語從句的關(guān)系代詞只能用that。
2. 在thought 后面加of，或者將thought 改為regarded�！皌hink of A as B”，指“把A看作B”，為固定搭配。
3. 去掉he。這句話的主語是“to hunt a whale”，“to hunt a whale was high adventure”。中間的“when…”只是插入的狀語從句。
4. 在referred后加to�！皉efer to A as B”只“把A稱作B”，這句話的意思是“古人把鯨稱作大魚”。
5. 在felt 后加for。這句話實(shí)際的結(jié)構(gòu)是“feel a sense of wonder for whales”指“對(duì)鯨懷有驚奇的感覺”，for引出對(duì)象。
6. 在exploit后加them。capture，slaughter，exploit都是及物動(dòng)詞，后面必須加賓語。
7. 去掉but。前面已有“even though”，后面就不應(yīng)該再用but。
8 .將since改為from�！�100 years from now”指“從現(xiàn)在起100年后”since 只能用于完成時(shí)。
9. 在blame前加to�！癰e to blame for sth ”指“對(duì)某事應(yīng)負(fù)責(zé)任”，為固定搭配。
10. 在always前加has。這個(gè)定語從句強(qiáng)調(diào)對(duì)現(xiàn)在的影響，很明顯應(yīng)該用完成時(shí)，不能用過去式。
改錯(cuò)題出現(xiàn)的.錯(cuò)誤經(jīng)常包括：語法;詞匯;語篇1. 語法包括英語的時(shí)態(tài)，語態(tài)，倒裝句，虛擬語氣，主，謂，賓在數(shù)，格，人稱上的一致。
2 .詞匯方面，短文改錯(cuò)在用詞上的錯(cuò)誤主要集中在以下幾個(gè)方面：
名次單復(fù)數(shù)，可數(shù)名詞和不可數(shù)名詞的差異，形容詞與副詞，連詞與介詞的誤用，同義詞的混淆等。
3. 語篇的改錯(cuò)旨在測試做題者在具體語境上下文中使用語法和詞匯的能力。從邏輯的意義上看，句與句之間的關(guān)系可以分為順序，并列，時(shí)間，空間，層遞，對(duì)比，轉(zhuǎn)折，解釋，因果，過渡，推論等。最好的做法是先通讀全文，結(jié)合上下文的邏輯關(guān)系回答問題。
英語專業(yè)八級(jí)考試歷年改錯(cuò)真題輔導(dǎo)試題 3
Many objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearance, were determined by technologists, artisans, designers, inventors, and engineers ?D using nonscientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been nonverbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them.
The creative shaping process of a technologist’s mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where should be valves be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions such as wall thickness and pin diameter may depend on scientific calculations, but the nonscientific component of design remains primary.
Design courses, then, should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail hard thinking， nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools.
If courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.
1.In the text, the author is primarily concerned with
[A] Identifying the kinds of thinking that is used by technologists.
[B] Stressing the importance of nonverbal thinking in engineering design.
[C] Proposing a new role for nonscientific thinking in the development of technology.
[D] Contrasting the goals of engineers with those of technologists.
2. It can be inferred that the author thinks engineering curricula are
[A] Strengthened when they include courses in design.
[B] Weakened by the substitution of physical science courses for courses designed to develop mathematical skills.
[C] Strong because nonverbal thinking is still emphasized by most of the courses.
[D] Strong despite the errors those graduates of such curricula have made in the development of automatic control systems.
3.Which of the following statements best illustrates the main point of the first two paragraphs of the text?
[A] When a machine like a rotary engine malfunctions, it is the technologist who is best equipped to repair it.
[B] Each component of an automobile? D for example, the engine or the fuel tank? D has a shape that has been scientifically determined to be best suited to that component’s function.
[C] A telephone is a complex instrument designed by technologists using only nonverbal thought.
[D] The distinctive features of a suspension bridge reflect its designers conceptualization as well as the physical requirements of its site.
4.Which of the following statements would best serve as an introduction to the text?
[A] The assumption that the knowledge incorporated in technological developments must be derived from science ignores the many nonscientific decisions made by technologists.
[B] Analytical thought is no longer a vital component in the success of technological development.
[C] As knowledge of technology has increased, the tendency has been to lose sight of the important role played by scientific thought in making decisions about form, arrangement, and texture.
[D] A movement in engineering colleges toward a technician’s degree reflects a demand for graduates who have the nonverbal reasoning ability that was once common among engineers.
5. The author calls the predicament faced by the Historic American Engineering Record paradoxical (line 6, paragraph 3) most probably because
[A] The publication needed drawings that its own staff could not make.
[B] Architectural schools offered but did not require engineering design courses for their students.
[C] College students were qualified to make the drawings while practicing engineers were not.
[D] Engineering students were not trained to make the type of drawings needed to record the development of their own discipline.
答案與考點(diǎn)解析
1.「答案」B
「考點(diǎn)解析」這是一道中心主旨題。本題的正確答案信息點(diǎn)在原文第一段的倒數(shù)第二句，該句強(qiáng)調(diào)“nonverbal thinking”的重要性。可見本題的正確選項(xiàng)應(yīng)該是B.考生在破解中心主旨題時(shí)一定要首先找出原文的中心主旨句。
2.「答案」A
「考點(diǎn)解析」這是一道反推題。根據(jù)題干中的“engineering curricula”可將本題的正確答案信息來源確定在原文的第三段第一句。該句中“should”一詞的理解十分重要�！皊hould”是“應(yīng)該做”而實(shí)際上確“沒有做”。根據(jù)“should”一詞并且結(jié)合第三段第一句進(jìn)行反推即逆向思維，可得出本題的正確選項(xiàng)是A.考生在解題時(shí)應(yīng)該重視關(guān)鍵的語言信號(hào)詞，更要加強(qiáng)反推的能力。
3.「答案」D
「考點(diǎn)解析」本題是一道細(xì)節(jié)歸納推導(dǎo)題。其實(shí)只要考生抓住第一段中的中心主旨句(倒數(shù)第二句)和第二段中的中心主旨句(倒數(shù)第一句)，就不難尋找出本題的正確答案D.要想知道某一段的主要含義就要首先找出該段的中心主旨句。另外考生在破解此類題型時(shí)還要善于根據(jù)中心主旨句進(jìn)行合理的`邏輯推導(dǎo)。
4.「答案」A
「考點(diǎn)解析」這是一道中心主旨題。如果考生抓住了全文的中心主旨句(第一段的倒數(shù)第二句)以及每段的中心主旨句(例如第二段的倒數(shù)第一句)，就不難尋找出本題的正確選項(xiàng)A，因?yàn)樵撨x項(xiàng)所強(qiáng)調(diào)的內(nèi)容與這些中心主旨句所表達(dá)的內(nèi)容是相互一致的�？忌谄平庵行闹髦碱}型時(shí)一定要具備尋找和理解中心主旨句的能力。
5.「答案」D
「考點(diǎn)解析」本題是一道細(xì)節(jié)推導(dǎo)題。題干已經(jīng)將本題的答案信息確定在第三段的尾句，該句強(qiáng)調(diào)的是“engineering students”在教育方面的缺陷，因此本題的正確選項(xiàng)應(yīng)該是D.如果考生在理解此句時(shí)有困難，可借助于本段的主題句(第三段第一句)來破解本題。第三段第一句強(qiáng)調(diào)的是“engineering curricula”缺乏“design courses”。這句話同樣是表明“engineering students”在教育方面的缺失�？忌谄平獯祟愵}型時(shí)一定要善于總結(jié)和歸納原文的信息。
[參考譯文]
許多日常使用的事物明顯受到了科學(xué)的影響，但它們的形狀和功能，它們的大小和外觀，是由工藝人員、工匠、設(shè)計(jì)師、發(fā)明家和工程師運(yùn)用非科學(xué)思維模式來設(shè)計(jì)的。工藝人員所考慮物體的很多性質(zhì)和特點(diǎn)不能歸結(jié)到毫不模糊的字面描述;在思維中，它們以一種視覺上的、非言語的方式被加以處理。在西方科技的發(fā)展過程中，大體上是由非言語思維刻畫了我們物質(zhì)環(huán)境的輪廓并充實(shí)了其中的細(xì)節(jié)。金字塔、大教堂、火箭之所以存在，不是因?yàn)閹缀螌W(xué)或熱力學(xué)的原因，而是因?yàn)樵谒鼈兊闹圃煺叩念^腦中事先存在了這樣一幅畫面。
在幾乎每一件現(xiàn)存的人造制品身上都能看出工藝人員思維創(chuàng)造性的制作過程。比如說，在柴油發(fā)動(dòng)機(jī)的設(shè)計(jì)中，通過不斷使用關(guān)于合適感和適當(dāng)感的直觀體會(huì)，一個(gè)工藝人員得以用他個(gè)人的非語言思維來影響到機(jī)器本身。燃燒室的形狀應(yīng)怎樣?閥門應(yīng)該放在哪里?它應(yīng)該有個(gè)長的活塞還是應(yīng)該有個(gè)短的?這樣的問題有著由經(jīng)驗(yàn)、物理需要、可用空間的局限以及并非微不足道的形狀感等因素提供的一系列答案。某一些決定，比如壁厚和銷釘直徑，可能需要由科學(xué)的計(jì)算來定奪，但設(shè)計(jì)中的非科學(xué)成分仍然是主要的。
因此設(shè)計(jì)課程應(yīng)該成為工程課程中的基本成份。非語言思維，這一工程設(shè)計(jì)的核心機(jī)制，包括了感受這一屬于藝術(shù)家的而非科學(xué)家的慣用手段。因?yàn)槿藗冋J(rèn)為感受的過程不需要“硬思維”，非語言思維被視為認(rèn)知過程發(fā)展的一個(gè)原始階段而且比語言和數(shù)學(xué)思維差。但令人感到自相矛盾的是，當(dāng)《美國工程歷史名錄》的工作人員希望得到為其美國工程歷史記錄而繪制的機(jī)器圖和等比例圖時(shí)，唯一具有所需技能的大學(xué)生不是工程學(xué)大學(xué)生，而是就讀于建筑學(xué)院的大學(xué)生。
如果不能開設(shè)設(shè)計(jì)課程(它能在一個(gè)高度分析性工程學(xué)課程體系中提供解決實(shí)際問題的背景知識(shí))，我們就會(huì)在先進(jìn)的工程系統(tǒng)中遇到愚蠢而同時(shí)會(huì)導(dǎo)致極大損失的錯(cuò)誤。比如，裝載了精密控制設(shè)備的早期高速鐵路車輛模型不能在暴風(fēng)雪中正常運(yùn)行，原因是一個(gè)風(fēng)扇將雪吸入到電子系統(tǒng)中。干擾著自動(dòng)控制系統(tǒng)的荒唐的隨機(jī)故障不是輕微的失常;它們是一種混亂的反映，人們認(rèn)為這種混亂主要在設(shè)計(jì)數(shù)學(xué)方面的問題時(shí)就會(huì)產(chǎn)生。
英語專業(yè)八級(jí)考試歷年改錯(cuò)真題輔導(dǎo)試題 4
A wise man once said that the only thing necessary for the triumph of evil is for good men to do nothing. So, as a police officer, I have some urgent things to say to good people.
Day after day my men and I struggle to hold back a tidal wave of crime. Something has gone terribly wrong with our once-proud American way of life. It has happened in the area of values. A key ingredient is disappearing, and I think I know what it is: accountability.
Accountability isn’t hard to define. It means that every person is responsible for his or her actions and liable for their consequences.
Of the many values that hold civilization together -- honesty, kindness, and so on -- accountability may be the most important of all. Without it, there can be no respect, no trust, no law -- and, ultimately, no society.
My job as a police officer is to impose accountability on people who refuse, or have never learned, to impose it on themselves. But as every policeman knows, external controls on people’s behavior are far less effective than internal restraints such as guilt, shame and embarrassment.
Fortunately there are still communities -- smaller towns, usually -- where schools maintain discipline and where parents hold up standards that proclaim: “In this family certain things are not tolerated -- they simply are not done!”
Yet more and more, especially in our larger cities and suburbs, these inner restraints are loosening. Your typical robber has none. He considers your property his property; he takes what he wants, including your life if you enrage him.
The main cause of this break-down is a radical shift in attitudes. Thirty years ago, if a crime was committed, society was considered the victim. Now, in a shocking reversal, it’s the criminal who is considered victimized: by his underprivileged upbringing, by the school that didn’t teach him to read, by the church that failed to reach him with moral guidance, by the parents who didn’t provide a stable home.
I don’t believe it. Many others in equally disadvantaged circumstances choose not to engage in criminal activities. If we free the criminal, even partly, from accountability, we become a society of endless excuses where no one accepts responsibility for anything.
We in America desperately need more people who believe that the person who commits a crime is the one responsible for it.
習(xí)題
1. What the wise man said suggests that ________.
[A] it’s unnecessary for good people to do anything in face of evil
[B] it’s certain that evil will prevail if good men do nothing about it
[C] it’s only natural for virtue to defeat evil
[D] it’s desirable for good men to keep away from evil
2. According to the author, if a person is found guilty of a crime, ________.
[A] society is to be held responsible
[B] modern civilization is responsible for it
[C] the criminal himself should bear the blame
[D] the standards of living should be improved
3. Compared with those in small towns, people in large cities have ________.
[A] less self-discipline
[B] better sense of discipline
[C] more mutual respect
[D] less effective government
4. The writer is sorry to have noticed that ________.
[A] people in large cities tend to excuse criminals
[B] people in small towns still stick to old discipline and standards
[C] today’s society lacks sympathy for people in difficulty
[D] people in disadvantaged circumstances are engaged in criminal activities
5. The key point of the passage is that ________.
[A] stricter discipline should be maintained in schools and families
[B] more good examples should be set for people to follow
[C] more restrictions should be imposed on people’s behavior
[D] more people should accept the value of accountability
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