托�？谡Z考試的常見錯誤舉例

　　My teacher gave interesting assignments and motivating the students.

　　很顯然，這屬于混用語法結(jié)構(gòu)的一個典型錯誤。這會使句子產(chǎn)生歧義：難道是說My teacher gave interesting and motivating assignments to the students? 因?yàn)楸揪渲?interesting和motivating 是平行結(jié)構(gòu). 或者是My teacher gave interesting assignments and motivated the students? 因?yàn)橐嗫梢岳斫獬蒰ave和 motivated是平行結(jié)構(gòu).所以錯誤使用語法會帶來許多意想不到的麻煩。

　　當(dāng)我們重復(fù)使用一個短語或單詞的.時(shí)候，不僅會給人以詞匯量過小的感覺，有時(shí)甚至也會造成誤解。我們來看一個例子：

　　My teacher wrote the assignment on the chalkboard. The assignment was on the chalkboard until the teacher erased the assignment after we had all done the assignment.事實(shí)上這句話的觀點(diǎn)會更加清晰，如果我們將重復(fù)的詞替換為其他表達(dá)的話。我們再來看看改進(jìn)后的表達(dá)：

　　My teacher wrote the assignment on the chalkboard. She erased the board after we had all completed the task.

　　其中 assignment 被替換為 task; teacher 變?yōu)榱藄he; chalkboard 被改為了board. 不但句子顯得更加生動活潑不刻板，信息量也比原來要多了。

　　多次強(qiáng)調(diào)過，在說口語時(shí)千萬要注意時(shí)態(tài)、人稱和數(shù)量的統(tǒng)一，而這些oral slips卻是中國學(xué)生最容易出現(xiàn)的問題。同時(shí)，這些問題會讓你的聽眾們糊涂，不明白你究竟要表達(dá)哪種意思。看一個例子：

　　My teacher brought five paper bags to school one day. He put us into groups and gave each group a bag. You have to take the objects out of the bags in turn and then a person has to tell a story involving the object from the bag.

　　前面是一般過去時(shí)，后面突然轉(zhuǎn)為現(xiàn)在時(shí);同時(shí)人稱也由我們變?yōu)槟阕詈笫且粋�他。最后單復(fù)的變化亦會令人很費(fèi)解。估計(jì)考官們很難跟得上這種跳躍的思維，所以保持前后一致性很重要。我們來看改后的版本：

　　One day my teacher put us into five different groups. He gave each group a bag and told us to take turns pulling out an object and telling the other members of the group a story involving that object.

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