专八改错题技巧+经验

改错题采取的避实就虚的原则，应该从根本上解决问题，大量做题未必是件好事，所谓的基本是指语法概念，我们称之为虚的概念，如主谓一致、代词、冠词、副 词、分词、逻辑关系、固定搭配、等是最容易出题的地方，学生应该作一写针对语言点、基本功的练习，推荐宫玉波《语言点必备》达到对语言点的敏感程度。改错 不难，关键是对语言点的把握，改错就是以一种比较复杂的结构靠一些比较基础的语言点知识。

对于改错这一题型与其他一些形式不同，它需要考生对英语 具备相当高的综合运用能力。无论是语法、词汇还是惯用法都能成为改错的对象。考生必须在全面理解短文内容的基础上指出并改正错误，使句子和短文的意思以及 句、段的结构正确、完整。这种改错要求考生具有语篇水平（Discourse level）。故此可以说，在某种程度上，它能较清晰地反映出考生的总体英文水平。

另外，该题型的主要特点是，一改传统的句子单位改错，代之以篇章单位的短文形式。这一改革不仅要求考生有更高的阅读理解能力，而且迫使考生摆脱原先较为孤立片面的思维定势，以一种连贯的思路整体的眼光去适应这一新题型。

做 题时千万不要拿起来就改。正确的做法是先从头到尾通读全文，在正确理解或大致正确理解甚至在猜想原文的前提下，再仔细推敲需要改正或增添的内容。此时，考 生必须充分调动所掌握的语法和词汇两方面的知识，发挥自身领会、推理，判断乃至猜想的能力，并利用以往的学习经验.做起题来才能游刃有余。

找出错误并改正后，还要注意通读全文。从词汇和语法两方面来检查被改正后的短文的意思是否通顺，逻辑概念是否严密合理，结构是否正确，完整。

总 而言之，这一题型对于中国考生来讲，难度很大，因为要求考生指出和改正的错误往往是考生在英语学习中常犯和易犯的错误，不易察觉。这就要求考生在学习时不 能'知半解、似是而非，而必须十分仔细、认真并多做这类改错练习，而且每次练习都要遵照正确的方法和步骤.久而久之就能容易地发现和改正语病，答对率也会 逐步提高，从而会增强信心，考出最佳成绩。

为了能使考生较为彻底地把握解决错误、识别语病的钥匙，为了避免“知其然而不知其所以然”的现象，我们 首先从错误类型归类着手，介绍易于记忆的、起关键作用的要点、标记，并以此作为钥匙去开启识别、改正短文的语病之大门。具体地讲，错误类型有以下几 种：

1.主谓一致；2.动词时态；3.动词语态：主动／被动语态；4.连接词／并列句／从句；5.比较级；6.虚拟语气；7.非谓语动词；8.代词与先行 词的一致；9.倒装句语序；10.赘述；11.增添词；12.易混淆的词。

第二篇：05--08专八改错真题

2005 The University as Business

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 tuitions 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.

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

1

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 tike inpidual, unless

he has a means of expressing it in terms able to be seen by another member of his linguistic community; he bas to give tile system a

concrete transmission form. We take it for granted rice’ 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. 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 languages show us language in a new and _ emerging state. It is often said, of course, that the language originated in cries of anger, fear, pain and pleasure, and the necessary evidence is entirely lacking: there are no 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 the absence

of such evidence does not disprove the theory, but in other 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 lips of Frenchmen

and Malaysians whose languages are utterly different,

serves to emphasize on the fundamental difference between these noises and language proper. We may

say that the cries of pain or chortles of amusement

are largely reflex actions, instinctive to large extent, whereas language proper does not consist of signs

but of these that have to be learnt and that are wholly conventional.

2