專八英語(yǔ)考試改錯(cuò)模擬預(yù)測(cè)試題

時(shí)間：2025-09-22 00:44:48 專八

　　Lofty ideals are grown in the mountain flowers on the. If you want it, diligence is a climbing rope.以下是小編為大家搜索整理專八英語(yǔ)考試改錯(cuò)模擬預(yù)測(cè)試題，希望能給大家?guī)?lái)幫助!更多精彩內(nèi)容請(qǐng)及時(shí)關(guān)注我們應(yīng)屆畢業(yè)生考試網(wǎng)!

專八英語(yǔ)考試改錯(cuò)模擬預(yù)測(cè)試題

　　I think it is true to saying that, in general, language teachers (26)

　　have paid little attention to the way sentences are used in combination to form stretches of disconnected discourse. They have tended to take (27)

　　their cue from the grammarian and have concentrated to the teaching (28)

　　of sentences as self-contained units. It is true that these are often represented in "contexts" and strung together in dialogues and (29)

　　reading passages, but these are essentially setting to make the formal properties of the sentences stand out more clearly, properties which are then established in the learners brain(30)

　　by means of practice drill and exercises. Basically, the language teaching unit is the (31)

　　sentence as a formal linguistic object. The language teachers view of what that constitutes knowledge of a language is essentially the same (32)

　　as Chomskys knowledge of a syntactic structure of sentences, (33)

　　and of the transformational relations which hold them. Sentences are seen as paradigmatically rather than syntagmatically related. Such a knowledge "provides the basis for the actual use of language by the speaker-hearer".

　　The assumption that the language appears to make (34)

　　is that once this basis is provided, then the learner will have no difficulty in the dealing with the actual use of language. (35)

　　26.saying改為say

　　27.disconnected改為connected

　　28.to改為on

　　29.represented改為presented

　　30.brain改為mind

　　31.drill改為drills

　　32.去掉what后面的that

　　33.去掉knowledge后的a

　　34.language后加teacher

　　35. 去掉dealing前面的the