1、专业八级-289 及答案解析(总分：100.00，做题时间：90 分钟)一、LANGUAGE USAGE(总题数：4，分数：100.00)European immigrants to Colonial America brought with them their culture, traditions and philosophy about education. Many of 1 the formal educational system in the United States is rooting in the 2 European or Western belief system.
2、 Though an indigenous population of Native Americans lived on the North American continent, their influence on the development of formal educational practice in America was minimal. Many tribes had not already 3 developed writing or a system of formal educational practice. Additionally, there was a
3、system effort to eradicate this population 4 as opposed to assimilating them. Between the tribes that had developed written languages, the 5 Cherokee tribe who originally lived in the Southern portion of the United States had developed a system of formal education to send 6 knowledge from one genera
4、tion to the next. They, however, were methodically pushed out of their native territory in the early 1800“s and forced to move to the Oklahoma territory, limited their ability to 7 influence educational practice in early America. The English were the predominant settlers in the New World but as a re
5、sult education in colonial America was patterned on the 8 English model. It originally developed as the two-track system with 9 people from the lower classes receiving minimal instruction and only learning to read and write, calculate and receive religious instruction. The upper classes were allowed
6、 to pursue an education beyond the basics and oftentimes attended Latin grammar or secondary schools where they learned Greek and Latin and studied the classics in the preparation for a college education. 10 （分数：25.00）The American medical school is now well along in the second century of its history
7、. It began, but for many years continued to 11 exist, as a supplement for the apprenticeship system still in vogue 12 during the 17th and 18th centuries. The likely youth of this period, 13 destined to a medical career, was at an early age indentured to some reputable practitioner, whom his service
8、was successively menial, 14 pharmaceutical, and professional; he ran his master“s errands, washed the bottles, mixed the drugs, spread the plasters, and finally, while the stipulated term drew toward its close, actually 15 took a part in the daily practice of his preceptorbleeding his 16 patients, p
9、ulling their teeth, and obeying hurried summons in the night. The quality of the training varied within large limits with the capacity and conscientiousness of the master. Ambitious spirits sought, therefore, a more assured and inspired discipline. 17 Beginning early in the 18th century, having serv
10、ed their time at home, they resorted in rapidly increasing numbers in the hospitals 18 and lecture halls of Leyden, Paris, London, and Edinburgh. The difficulty of the undertaking proved admirably selective; for the students who crossed the Atlantic gave a good account of themselves. Return to their
11、 native land, they sought opportunities to 19 share with their less fortunate or less adventurous fellows, the rich experience gained as they “walked the hospitals“ of the old world. The voices of the great masters of that day thus reechoed in the recent western wilderness. High scientific and profe
12、ssional ideals impelled the youthful enthusiasts, who bore their lighting torches 20 safely back across the waters.（分数：25.00）It is a known fact that physical activity improves overall health. Not only does it improve circulation, increase blood flow to the brain, and raise endorphin levels, which bo
13、th help to reduce stress, 21 improve mood and attitude, and calm children, physically active students may also achieve more academically. Physically fit students are more likely to miss school, partake in risky behaviors, get 22 pregnant, or attempt suicide, which all associated with better 23 outco
14、mes in school. Many studies have demonstrated the positive effects of physical education and physical activity on school performance. Several studies have stated that providing increased time to physical activity 24 can lead to better concentration, reduced disruptive behaviors and higher test score
15、s in reading, math and writing. One specific study that addressed this issue was done by Sallis et al. when they implemented a program called Project SPARK in 25 which provides physical activity during class by containing health- 26 fitness activities like jump rope and aerobic dance so well as spor
16、t- 27 fitness activities like soccer and Frisbee games and focuses on training teachers to implement the curriculum. The program also promotes physical activity outside of school and rewards children in 28 engaging in physical activity with their families. Results of the study show that when teacher
17、s were trained to use Project SPARK there were significant differences between the experimental and control groups in language, reading, and basic battery. This study shows that organizing physical education programs can impact student 29 performance even though in short term experiments. 30 （分数：25.
18、00）There are several possible relationships between language and society. One is that social structure may either influence or determine linguistic structure and behavior. Certain evidence may support this view: age-grading phenomenon 31 whereby young children speak differently from older children a
19、nd, in a turn, children speak differently from mature adults; studies 32 which show that the varieties of language that speakers use reflect such matters like their regional, social, or ethnic origin and possibly 33 even their sex (or gender); and other studies which show that particular ways of spe
20、aking, choices of words, and even rules for conversing are in fact highly determined by certain social requirements. A second possible relationship is directly opposed the first: 34 linguistic structure and behavior may either influence or determine social structure. A third possible relationship is
21、 that the influence is hi-direc- tional: language and society may influence each other. A fourth possibility is to assume that there is no relationship at all between linguistic structure and social structure and that every is 35 independent of the other. A variant of this possibility would be to sa
22、y that, because there might be some such relationship, present attempts 36 to characterize it is essentially premature, given what we know about 37 both language and society. Actually, this variant view appears to be the one which Chomsky himself holds: he prefers to develop an 38 asocial linguistic
23、s as a preliminary to many other kind of linguistics, 39 such an asocial approach being, in his view, logically superior. 40 （分数：25.00）专业八级-289 答案解析(总分：100.00，做题时间：90 分钟)一、LANGUAGE USAGE(总题数：4，分数：100.00)European immigrants to Colonial America brought with them their culture, traditions and philosoph
24、y about education. Many of 1 the formal educational system in the United States is rooting in the 2 European or Western belief system. Though an indigenous population of Native Americans lived on the North American continent, their influence on the development of formal educational practice in Ameri
25、ca was minimal. Many tribes had not already 3 developed writing or a system of formal educational practice. Additionally, there was a system effort to eradicate this population 4 as opposed to assimilating them. Between the tribes that had developed written languages, the 5 Cherokee tribe who origin
26、ally lived in the Southern portion of the United States had developed a system of formal education to send 6 knowledge from one generation to the next. They, however, were methodically pushed out of their native territory in the early 1800“s and forced to move to the Oklahoma territory, limited thei
27、r ability to 7 influence educational practice in early America. The English were the predominant settlers in the New World but as a result education in colonial America was patterned on the 8 English model. It originally developed as the two-track system with 9 people from the lower classes receivin
28、g minimal instruction and only learning to read and write, calculate and receive religious instruction. The upper classes were allowed to pursue an education beyond the basics and oftentimes attended Latin grammar or secondary schools where they learned Greek and Latin and studied the classics in th
29、e preparation for a college education. 10 （分数：25.00）解析：ManyMuch解析 近义词误用。该句意思是“美国正规教育体系的很大一部分都根源于欧洲或西方的理念体系。”system 是不可数名词，且根据谓语动词 is可知，此处应该将 Many改为 Much。解析：rootingrooted解析 非谓语动词误用。be rooted in 的意思是“根源于，植根于”，是固定搭配，root 用过去分词形式，故将 rooting改为 rooted。解析：alreadyyet解析 近义词误用。该句意思是“很多部落甚至还没有形成书写的能力。”该句是现在完成时
30、的否定句，already 用于肯定句，故将 already改为 yet。解析：systemsystematic解析 词性混用。修饰名词 effort应该用形容词，而 system为名词，故将system改为 systematic。解析：BetweenAmong解析 介词误用。该句意思是“在那些已经形成书面语言的部落中。”这样的部落应该不止两个，而 between指的是“在两者之间”，among 指的是“在三者或三者以上”，故将Between改为 Among。解析：sendpass解析 词义混淆。该句意思是“已经形成了一个正规教育体系，从而一代接一代地传承知识。”send 的意思是“递送”，而
31、pass的意思是“传递”，根据语义 pass更为恰当，故将send改为 pass。解析：limitedwhich解析 从句引导词缺失。该句为非限制性定语从句，缺少引导词，而先行词为前面整件事，故加上引导词 which。解析：butand解析 连词误用。该句意思是“英国人是居住在新大陆的主要群体，因此美洲殖民地的教育也模仿英国模式。”两个分句之间的逻辑关系是顺承而非转折，故将 but改为 and。解析：thea解析 冠词误用。该句意思是“它最初发展为一个双轨制。”这里 twotrack system并非特指，故将定冠词 the改为不定冠词 a。解析：第二个 the the 解析 冠词冗余。该句意
32、思是“而且学习古典文学从而为大学教育做准备。”in preparation for意为“为做准备”，是固定搭配，不需要加定冠词 the，故将 the去掉。The American medical school is now well along in the second century of its history. It began, but for many years continued to 11 exist, as a supplement for the apprenticeship system still in vogue 12 during the 17th and 18t
33、h centuries. The likely youth of this period, 13 destined to a medical career, was at an early age indentured to some reputable practitioner, whom his service was successively menial, 14 pharmaceutical, and professional; he ran his master“s errands, washed the bottles, mixed the drugs, spread the pl
34、asters, and finally, while the stipulated term drew toward its close, actually 15 took a part in the daily practice of his preceptorbleeding his 16 patients, pulling their teeth, and obeying hurried summons in the night. The quality of the training varied within large limits with the capacity and co
35、nscientiousness of the master. Ambitious spirits sought, therefore, a more assured and inspired discipline. 17 Beginning early in the 18th century, having served their time at home, they resorted in rapidly increasing numbers in the hospitals 18 and lecture halls of Leyden, Paris, London, and Edinbu
36、rgh. The difficulty of the undertaking proved admirably selective; for the students who crossed the Atlantic gave a good account of themselves. Return to their native land, they sought opportunities to 19 share with their less fortunate or less adventurous fellows, the rich experience gained as they
37、 “walked the hospitals“ of the old world. The voices of the great masters of that day thus reechoed in the recent western wilderness. High scientific and professional ideals impelled the youthful enthusiasts, who bore their lighting torches 20 safely back across the waters.（分数：25.00）解析：butand解析 连词误用
38、。该句意思是“它开始存在，并且在很多年里持续存在。”前后分句之间不是转折关系，而是顺承关系，故将连词 but改为 and。解析：forto解析 固定搭配中的介词误用。该句意思是“作为对学徒制度的补充。”a supplement to为固定搭配，意为“对的补充”，故将介词 for改为 to。解析：thisthat解析 代词误用。由于上文中阐述的是 17世纪和 18世纪的事情，因此该处指的是“那个年代”，是远指，故将代词 this改为 that。解析：whomto解析 介词缺失。该句意思是“对于执业医生来说，他的服务是。”此处为定语从句，先行词是 practitioner“执业医生”，根据语义，关
39、系词前缺少介词，故在 whom前加上 to。解析：whileas解析 从句引导词错误。该句意思是“随着规定的期限将要截止，他才真正开始从事其指导医师所做的日常医务工作。”while 强调同时性或某时间段内一种情况发生时另一种情况出现，与延续性动词连用；when 可与延续或非延续性动词连用，强调“当时，这时”之意；as 强调同时性，指一件事情发生，另一件事情立刻发生。该处时间状语从句连词翻译成“随着”，因此将 while改为as。解析：a a 解析 冠词冗余。该句意思是“他才真正开始从事他的指导医师所做的日常医务工作。”take part in 意为“参与，参加”，是固定搭配，不需要冠词，故将
40、a去掉。解析：inspiredinspiring解析 词义混淆。该句意思是“因此，有雄心壮志的人寻求一种更有把握且鼓舞人心的训练”。该处形容词修饰名词 discipline，应该用 inspiring“鼓舞人心的，令人鼓舞的”，inspired意为“有灵感的，受鼓舞的”，一般形容人，故将 inspired改为 inspiring。解析：第一个 into解析 固定搭配中的介词误用。该句意思是“在国内服务一段时间后，他们中有越来越多的人前往莱顿、巴黎、伦敦及爱丁堡的医院和演讲厅。”resort 和介词 to构成固定搭配，意为“诉诸于，常去”，故将 in改为 to。解析：ReturnReturnin
41、g解析 动词形式错误。该句意思是“回到了他们的祖国，他们就”。该处是非谓语动词结构作状语，且表示主动，动词应该用现在分词形式，故将 Return改为 Returning。解析：lightinglighted解析 非谓语动词误用。该句意思是“他们手持着点亮的火把安全地。”动词 light和 touch之间是动宾关系，应该用过去分词形式，故将 lighting改为 lighted。It is a known fact that physical activity improves overall health. Not only does it improve circulation, incre
42、ase blood flow to the brain, and raise endorphin levels, which both help to reduce stress, 21 improve mood and attitude, and calm children, physically active students may also achieve more academically. Physically fit students are more likely to miss school, partake in risky behaviors, get 22 pregna
43、nt, or attempt suicide, which all associated with better 23 outcomes in school. Many studies have demonstrated the positive effects of physical education and physical activity on school performance. Several studies have stated that providing increased time to physical activity 24 can lead to better
44、concentration, reduced disruptive behaviors and higher test scores in reading, math and writing. One specific study that addressed this issue was done by Sallis et al. when they implemented a program called Project SPARK in 25 which provides physical activity during class by containing health- 26 fi
45、tness activities like jump rope and aerobic dance so well as sport- 27 fitness activities like soccer and Frisbee games and focuses on training teachers to implement the curriculum. The program also promotes physical activity outside of school and rewards children in 28 engaging in physical activity
46、 with their families. Results of the study show that when teachers were trained to use Project SPARK there were significant differences between the experimental and control groups in language, reading, and basic battery. This study shows that organizing physical education programs can impact student
47、 29 performance even though in short term experiments. 30 （分数：25.00）解析：bothall解析 代词误用。该句意思是“体育锻炼不仅能促进血液循环，增加流入大脑的血流量，而且能提升脑内啡水平，所有这些都有助于减轻压力。”both 表示“两者都”，而这里指的是“三者都”，应该用 all，故将 both改为 all。解析：moreless解析 语义错误。根据上文可知，活跃的学生可以在学业上取得更好的成果，故推测该处表示更少缺课，故将 more改为 less。解析：allare be解析 动词缺失。该句意思是“这些都与更好的学校表现相关
48、联。”be associated with为固定搭配，意为“与相关联”，因此加上 are。解析：tofor解析 固定搭配中的介词误用。该句意思是“一些研究指出，增加体育运动的时间会带来更集中的注意力。”providefor 为固定搭配，意为“为提供，供给”，故将介词 to改为for。解析：whenwhere解析 从句引导词错误。该句意思是“在由萨利斯等人针对解决此问题所做的一项专门的研究中。”该句中包含一个先行词为 study的定语从句，引导词应该用关系副词 where，故将when改为 where。解析：containingincluding解析 近义词误用。该句意思是“通过纳入健身活动。”
49、contain和 include都有“包含，包括”的意思，include 含有“把列入，计入”的意思，但contain没有这个意思，故将 containing改为 including。解析：soas解析 固定搭配错误。该句意思是“比如跳绳、有氧操和健身活动。”该句中 as well as表示“也”的意思，为固定短语，故将 so改为 as。解析：infor解析 介词误用。该句意思是“并且奖励那些和家人一起参加体育锻炼的孩子们。”reward sb. for doing sth. 为固定搭配，意为“因而奖励某人”，故将介词 in改为 for。解析：organizingorganized解析 非谓语动词误用。该句意思是“这项研究表明，有组织的体育项目能够。”programs 和 organize之间是动宾关系，因此用过去分词作定语，表示被动含义，故将organizing改为 organized。解析：though though 解析 介词冗余。该句意思是“甚至在短
