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英语专业八级改错题常见错误

英语专业八级改错题常见错误
英语专业八级改错题常见错误

英语专业八级改错题常见错误

1、名词错误。名词单、复数用错,可数与不可数名词的混用。

例如:

①We study quite a few subject, such as maths, Chinese, English and physics.?

A few后面应该用复数,所以subject改为subjects。

②They were eager to know everything about China and asked me lots of question.

Question为可数名词,lots of后面是复数形式,所以question改为questions

③I hope that you two could come and visit us some times soon.

“Times”表示次数时是可数名词,表示时间概念时是不可数名词,根据句意times 应改为time。

2、时态错误:

在一篇结构完整、语义连续的短文中,时态的使用也应该连贯一致,但是英语表示时间时,主句和从句时态可能不一致,却仍表明完整正确的意思。这就要求考生准确判断句中动作的时态,培养对英语时态的敏感度。?

例如:

①He can’t remember what he once knows.

主句用的是一般现在时,宾语从句中有once(从前)作为明显的时间状语,因而从句中动词应用过去时knew。

②It was kind of them to meet me at the railway station and drove me to their home.

“and”两边应该是平行的,“and”前面是动词原形meet,“and”后面应该也用动词原形,所以将drove改为drive。

3、语态错误

在短文改错题中最常见的语态错误是被动语态被误用为主动语态。因为汉语表达习惯上有时不加“被”字也能表示被动,因而造成考生对被动语态不敏感。另外,不及物动词不能携带宾语,因而也就没有被动语态。

例如:

She was very angry at not telling the truth when she listened to the account.

意思是:当她听这个叙述的时候,她很生气没有被告知真相。这里“她”是被告诉的对象,因而telling应改为being told。?

4、虚拟语气错误

虚拟语气的使用错误在综合改错题中主要表现为主句和从句的语气不协调。

例如:We suggest that Henry is told about his condition as soon as possible.

句中动词suggest之后的从句应用虚拟语气,故“is”应改为“be”或“should be”。类似的动词还有propose/ insist/order等等。

5、非谓语动词的错用。

例如:

①Play football not only makes me grow up…?

Play football是动词,不能做主语,应将其改为Playing football。

②I want to thank you again for have me in your home for the summer holidays.?

介词后面应跟名词,所以for have应改为for having。

③I’d like to your pen friend, and get to know more about your country.?

would like to后面应加to do,your pen friend是名词短语,不能直接放在would like to后面,所以应改为to be your pen friend。

6、形容词副词混用。

常出现需形容词的地方用了副词或需要用副词的地方用了形容词。这类错误主要考较不常见的形容词、副词的比较级形式。一般来讲,考生不难掌握。

例如:

①It’s terrible hot here.

Terrible是形容词,不能修饰形容词,应将其改为terribly。

② Culture is essentially to our humanness.

Essentially—essential。Culture is后面应该有一个表语,但是essentially是副词不能做表语,因此改成essential。

7、介词错误。

主要是介词的多余或缺失、错用。这一部分需要平时多多积累来弄清常用介词的搭配。例如:

① In an addition, he still went to see a movie.

In addition是固定搭配,所以应将In an addition改为In addition。

② This has probably been the case in quite a while.

In—for。Has been是现在完成时的表达方式。因此与之相对应的时间状语就应该是for a quite a while,for表示持续的—段时间。

8、主谓一致性错误。

如第三人称单数漏掉s,或主语为复数,谓语动词却用了单数;以及就近原则对主语的影响等等。

例如:

The president of the company, together with the workers, are planning to solve these problems.?

句中主语的主词为单数名词“president”,介词短语“together with the workers”与主语无关,是插入成分,故谓语动词应用单数is。

9、冠词错误。

①定冠词the的多余或缺失,如季节,月份,星期,球类及三餐活动,称呼头衔前等不能加the的地方加了the,或是same等常和the一起使用的词却漏税掉了the。

②a, an的混用:判断一个词的前面加a还是an不是看其首字母是不是元音字母,而是看首字母的发音是不是元音,如an hour, an honest boy ,其首字母不是元音字母,但其发音却是以元音素开始,故用an。而a useful book, a university, a European, a one-hour trip,虽然以元音字母开始,但却读作辅音音素的音,故用a。

例如:

① He often plays the football.

plays football是固定搭配,应将其改为palys football。

②…but most researchers see their success to date as reason for hope.

Reason前加the。Reason一词有“for hope"修饰,是特指,应该用定冠词"the"来修饰。另外,要牢记可数名词单数形式前要加定冠同或不定冠词;以及—些不能省略冠词的固定搭配,如:tell truth--tell the truth,all of sudden--all of a sudden.

10、数词错误。

主要是序数词与基数词的混用和错用,如分数的分子大于“1”时分母没有用复数等,基数基数词的复数形式如hundreds of(几百),thousands of(几千)。漏掉了s,或是当其前有具体数字或several时加了复数,如seven hundred写作seven hundreds。

11、连接词、并列句、从属句混用。

这类错误常常不易被发现,因为它不属于句子内部的语言知识,而是句子与句子之间的串联的关系。要想把这类错误纠正出来,需要考生对文章有总体的理解,头脑中有个大的框架。一般改错中的连接词错误都会使句子的逻辑关系发生改变,或造成句子的语义逻辑混乱。

例如:

① Instead,this other person told us a story,it he said was quite well known,...

It—which。从句子的结构上来分析,it he said was…是定语从句,修饰前面的内容,就应该用which来引导非限制性定语从句。it在此没有任何语法功能,不能连接两个分句。2、

3、【真题讲解】

4、

5、从语篇角度看,校对改错项目内的错误可大致分为两类:

6、

7、1. 句内错误

8、

9、一般对此类错误的判断无须超越句子本身。如:

10、96年试卷的第6题

11、water rising away from the depths of the earth during(6)_____

12、(删去away)

13、

14、1999年试卷的第4题

15、hour of hunting yields in average about 100 edible calories(4)____

16、(把in 改成on)

17、

18、 2. 句际错误

19、

20、对此类错误的判断要基于上下文之上,也就是牵涉到句与句之间的关系了。如:

21、1997年试卷的第5题

22、departure.This is what his body wants to do,therefore(5)____

23、(把therefore 改成but)

24、

25、1999年试卷的第5题

26、as an hour of gathering produces 240.(5)____

27、(把as改成while)

28、

29、对第二类错误的判断要求学生从篇章角度出发,把文中的句子看作表达一完整意思

的有机体。只有这样,学生才能找出错误所在。

30、

31、在历年的考试中,学生大都能判断出第一类错误,而对第二类错误(句际错误)的

判断准确率就相对较低。历年试卷中难易度系数偏低的题目也大都为此类错误。因此,学生平时要加强对篇章的理解能力的训练,了解、熟悉篇章结构的特点:语段内句子之间的关系、语段之间的关系;它们的类别;各种不同关系的表示法,等等。只有在此基础上,学生才能灵活正确地使用语言知识,做到准确答题。

32、

33、词汇与搭配

34、

35、校对改错项目的另一测试点是学生对常用词汇、搭配和用法的了解及运用。比如:

36、外层空间应为outer space,而不是out space(1996年第5题),

37、做动作应为perform an act,而不是make an act(1997年第8题),

38、姿式应为posture,而不是post (1997年第10题),

39、站起来应为get to their feet,而不是get on their feet(1998年第4题),等等。

40、

41、词汇测试面涵盖各类词性的词,同时侧重考核它们的搭配与用法。归根结底,词汇

测试部分主要是检验高年级学生在词汇方面是否达到英语专业高年级教学大纲所规定的要求。词汇的积累不是一朝一夕即可完成的,它需要在平时的学习过程中逐步积累,积少成多。因此,对于学生来说,平时自己在学习中要注意扩大、巩固已有的词汇量,这点是非常重要的。同时,在学习、掌握词汇的过程中,特别要注意提高自己灵活运用词汇的能力。

42、

43、篇章结构

44、

45、在第1、第2点中我们提到校对改错项目的两个测试点:语法和词汇。同时我们也

再三强调,这个项目尽管涉及以上两点的评估,但它不是简单、孤立地检验学生的语法词汇知识。

46、

47、该项目仍着眼于语言的运用。也就是说,该项目旨在测试在具体语境或上下文中使

用语法或词汇的能力。在校对改错这个特定的考试环境中,它所提供的具体语境或上下文是一篇200来字的短文。这篇短文由十来个在意义上相关联的句子构成;而需要修改的语病都出现在这些意义上相互关联的句中。鉴于这个特点,学生就要从篇章结构这个角度去判断句子的正误。也就是说,学生要跳出单句的框架,从语段(表达一相关层次意思的句子组合)的角度来进行判断。语篇角度看,校对改错项目内的错误可大致分为两类:

48、

49、 1. 句内错误

50、

51、一般对此类错误的判断无须超越句子本身。如:

52、96年试卷的第6题

53、water rising away from the depths of the earth during(6)_____

54、(删去away)

55、

56、1999年试卷的第4题

57、hour of hunting yields in average about 100 edible calories(4)____

58、(把in 改成on)

59、

60、 2. 句际错误

61、

62、对此类错误的判断要基于上下文之上,也就是牵涉到句与句之间的关系了。如:

63、1997年试卷的第5题

64、departure.This is what his body wants to do,therefore(5)____

65、(把therefore 改成but)

66、

67、1999年试卷的第5题

68、as an hour of gathering produces 240.(5)____

69、(把as改成while)

70、

71、对第二类错误的判断要求学生从篇章角度出发,把文中的句子看作表达一完整意思

的有机体。只有这样,学生才能找出错误所在。

72、

73、在历年的考试中,学生大都能判断出第一类错误,而对第二类错误(句际错误)的

判断准确率就相对较低。历年试卷中难易度系数偏低的题目也大都为此类错误。因此,学生平时要加强对篇章的理解能力的训练,了解、熟悉篇章结构的特点:语段内句子之间的关系、语段之间的关系;它们的类别;各种不同关系的表示法,等等。只有在此基础上,学生才能灵活正确地使用语言知识,做到准确答题。

74、

75、

76、来源:https://www.doczj.com/doc/b09877806.html,/tem8/200905/72143_3.shtml

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