5Some of the Most Frequent Mistakes Made by Doctors Speaking in English
Test five
Test fiveⅠ. Matching. (10%)Directions: match each of the following terms in Colume A with its explanation given in Colume B. write the corresponding letter to each pair on your answer sheet.A B1. psycholinguistics A. the minimal distinctive unit in the semantic systemof a language2. sense B. a minimal unit of meaning3.diacritics C. study of relationship between language and mind4. morpheme D. the basic element of vocabulary, in contrast tomorpheme in morphology5. overgeneralization E. a mark added to a symbol to alter its value, as in(?)or[~]6. IC F. the process whereby a child extends his use ofgrammatical feature to context beyond thosefound in the adult language7. acronyms G. the phenomenon referring to the same word with aset of different meanings8. polysemy H. members that can be grouped under the samesuperordinate9. co-hyponyms I. the two parts that are yielded after each cut10. lexeme J. words that are derived from the initials of severalwordsⅡ. Gap filling. (20%)Directions: in this part, you are given a passage with 20 blanks numbered 11-30. Choose the right word or phrase from the list given below to fill in each blank. Write your answer on the Answer Sheet.A. neverB. grammarC. cannotD. furtherE. unlimitedF. unlimitedG. potential H. system I. describing J. generative K. transformationalL. describing M. produce N. core O. rules P. sentencesQ. rules R. consists of S. generative grammar T. onlyA native speaker of a language has a ability to produce and understand not only those sentences he has actually heard before, but an _11_bumber of possible __12__which hr has __13__heard before. It is the function of __14__to account for all the possible, or __15__, sentences in a language, and __16__these, but it _17__do so by _18__all the potential sentences since these are __19__, or infinite, in number. A grammar, therefore, states a limited, or finite, number of _20__which represents the underlying __21__of the language and which can be applied to __22__, or generate the __23__number of sentences in the language. A grammar which _24__a set of generating, or __25__, rules of this kind is called a __26__. A grammar which __27__distinguishes between two types of __28__: one type which generates the sentences which make up the central __29__of a language, and the other which derives all other sentences from those of the “core”is called a_30__generative grammar.Ⅲ. Reading comprehension. (30%)Questions 31-19 are based on passage 1.If we compare a piece of written English with a piece of spoken English, regarding them simply as physical objects or events and forgetting for the moment the fact that they convey meaning to us, it is apparent at once that they bear no resemblance to each other whatever. The piece of written English consists of groups of small black marks arranged on a white surface, while the piece of spoken English consists of a succession of constantly varying noises. It would hardly be possible for two things to be more different. However, we have only to recall the fact that both of them convey meaning, to be in no doubt that, utterly dissimilar as they may be, they are both equally English. As soon as we make explicit this identity lying behind the complete difference, we have drawn a distinction between language and medium: we have recognized, in effect, that the piece of spoken English and the piece of written are the same language embodied in different mediums, one medium consisting of shapes, the other of noises.It is possible for the same language to be conveyed by different mediums because the language itself lies in the patterns which the mediums form, and not in the physical objects or events, as such, of which the mediums consist. When we distinguish language from medium, what we are doing is to distinguish a pattern from its material embodiment, of which, in a sense, it is independent. Language, we could say, is form, while the medium is substance.One thing all mediums have in common is that they mediate between the producer and the receiver of language. Thus every medium has associated with it two sorts of human activity: a producing activity from which the medium results, and a receiving activity by which the medium is apprehended. The first involves acts of mobile organs, the second involves acts of a perceiving sense…So far two language mediums have been mentioned, one for language in its normal spoken mode, and one for language in its normal written mode. Each is produced by a different sort of muscular activity and each is addressed to a different sense..The medium of language in its spoken mode is created by movement of lips, tongue, larynx, lungs, and other organs, and is addressed to the ear. The medium of language in its written mode is created by movements of hands, arms, and fingers, and is addressed to the eye. These two mediums (which may be called the aural medium and visual medium respectively, according to the sense to which each is addressed) are the best known and by far the most widely used; but other language mediums are possible. Theoretically there could be a language-medium addressed to any one of the human senses, though it is not very likely that either the sense of taste or the sense of smell could be put to much practical use for this purpose.31. according to the writer, a distinction can be made between language and medium. The means whereby language is conveyed is the _____.A．pattern B. medium C. form D. noise32. In line 15, “embodied in” means ______.A. expressed throughB. recognized asC. spoken inD. written on33. In the case of the two written sentences: “I am a student” and “Je suis etudianjt”, the _____is the same, but the _____is different.A. form…languageB. language…mediumC. medium…languageD. substance…medium34. A piece of spoken English and a piece of written English are _____from the point of view of language, but _____from the point of view of medium.A. the same…differentB. the forms…materialC. different…the sameD. material…the forms35. The medium perceived by the sense of sight is _____ while the one perceived by sense of hearing is ______.A. aural…visualB. visual…auralC. spoken…writtenD. written…spoken36. According to the author, “mode” generally refers to _____while “medium”, to _____.A. producing activity…communicating activityB. receiving activity…communicating activityC. receiving activity…producing activityD. producing activity…receiving activity37. According to the passage, a radio interview is in _____.A. spoken mode through visual mediumB. written mode through aural mediumC. spoken mode through aural mediumD. written mode through visual medium38. And a TV interview is in ____.A. spoken mode through visual mediumB. written mode through aural mediumC. spoken mode through aural mediumD. written mode through visual medium39. The best title for this passage would be _____.A. languages’ mediumsB. language and mediumC. English mediumD. modes and mediumsQuestions 40-45 are based on passage 2.Language varies as its function varies: it differs in different situations. The name given to a variety of language distinguished according to its use is “register”.The category of “register” is needed when we want to account for what people do with their language. When we observe language activity in the various contexts in which it takes place, we find different types of situation. There is no need to labor the point that a sport commentary, a church service and a school lesson are linguistically quite distinct. One sentence from any of these and many more situation types would enable us to identify it correctly. We know, for example, where “an early announcement is expected” comes from, and “apologies for absence were received”; these are not simply free variants of “we ought to hear soon” and “I was sorry he couldn’t make it”.It is not the event or state of affairs being talked about that determines the appropriate to a certain use. We should be surprised, for example, if it was announced on the carton of our toothpaste that the product was “just right for cleaning false teeth”instead of “ideal for cleansing artificial dentures”. We can often guess the source of a piece of English from familiarity with its use: “mix well”probably comes from a recipe, although the action of mixing is by no means limited to cookery-and “mixes well” is more likely to be found in a testimonial.The choice of items from the wrong register, and the mixing of items from different registers, are among the most frequent mistakes made by non-native speakers of a language…The crucial criteria of any given register are to be found in its grammar and its lexis. Probably lexical features are the most obvious. Some lexical items suffice almost by themselves to identify a certain register; “cleanse” puts us in the language of advertising, “probe” of newspapers, especially headlines, “tablespoonful”of recipes or prescriptions, “neckline”of fashion reporting or dress-making instructions. The clearest signals of a particular register are scientific technical terms except those that belong to more than one science, like “morphology” in biology and linguistics.Often it is not the lexical item alone but the collocation of two or more lexical items that is specific to one register. “Kick”is presumably neutral, but “free kick”is from the language of football. Compare the disc jockery’ s “top twenty”; “thinned right down” at the hairdresser’s (but “thinned out” in the garden); and the collocation of “heart” and “bid” by contrast with “heart” and “beat”.Purely grammatical distinctions between the different registers are less striking, yet there can be considerable variation in grammar also. Extreme cases are newspaper headlines and church service; but many other registers such as sports commentaries and popular songs, exhibit specific grammatical characteristics.40. What determines the choice of one language register as opposed to another?A. A certain event.B. An advertisementC. A kind of convention.D. A type of situation41. In line 14, “free variants of” means ______.A. interchangeable withB. interpretation ofC. in line withD. in opposition to42. In what class do you think you would be likely to use BOTH the lexical items: “phoneme” and “morpheme”?A. in a music classB. in a biologyC. in a linguistics classD. in a politics class43. According to this passage, usually the collocation of ____is specific to one register.A. one lexical itemB. two lexical itemsC. more than twoD. both B and C44. According to this author, we know that the grammatical features of ____are totally different.A. sports commentaries and church servicesB. sports commentaries and popular songsC. newspaper headlines and church servicesD. church services and school lessons45. Which of the following is not true?A. A lexical item can only be used as a register in one science.B. A lexical item alone is not often specific to one register.C. A lexical feature is more obvious for the criteria of any register.D. A lexical item may suffice almost by itself to identify a register.Ⅳ. Short answers. (20%)Directions: explain briefly each of the following in no more than 50 words.1.suprasegmental features:_______________________________________________________2.arbitrariness: ____________________________________________________。
初中英语语法错误的分析与改进(1)
汇报人：XX
20XX-02-04
目录
• Introduction • Types of grammar errors in
junior high school English • Analysis of the Causes of
Grammar Errors in Junior High School English
02
Using a singular verb with a plural subject, such as "They
are happy."
Inverted subject and verb
03
Placing the verb before the subject when it should come
after, such as "Is he going?" instead of "He is going."
Sentence structure fusion error
Run on senses
Combining two independent classes without proper punctation or connection, such as "I like ice cream it's period."
Analysis of the Causes of
Grammar Errors in Junior
03
High School English
The negative impact of mother tongue transfer
Interaction from native language grammar rules
改正错误英语作文
英文作文：Correcting Mistakes in English WritingIn the process of learning English, making mistakes is inevitable. However, it is crucial to identify and correct these errors to improve our writing skills. Correcting mistakes not only enhances the accuracy of our language usage but also fosters a deeper understanding of the language itself.One common mistake in English writing is the misuse of tenses. For example, mixing past and present tenses within the same sentence can lead to confusion. To rectify this, it is essential to carefully analyze the context and ensure that each verb matches the intended time frame.Another frequent mistake involves word choice. Sometimes, we may use words that are inappropriate or have a different meaning in English. To avoid this, it is advisable to consult dictionaries and expand our vocabulary to enhance our understanding of word nuances.Moreover, grammatical errors such as subject-verb agreement and sentence structure issues can also mar our writing. Carefully reviewing our sentences and ensuring that they adhere to proper grammar rules is crucial.In addition to these, punctuation errors and spelling mistakes can also affect the readability of our writing. Using punctuation marks correctly and double-checking our spelling can significantly improve the quality of our work.To correct these mistakes, regular practice and feedback are essential. Writing regularly and seeking feedback from teachers or peers can help us identify and fix our errors. Additionally, reading and studying good examples of English writing can provide insights into proper usage and structure.In conclusion, correcting mistakes in English writing is a crucial step in improving our language skills. By carefully reviewing our work, seeking feedback, and practicing regularly, we can enhance the accuracy and clarity of our writing.中文翻译：改正英语写作中的错误在学习英语的过程中，犯错误是不可避免的。
The Pragmatic
The Pragmatic Study on Greetings in English and Chinese fromIntercultural PerspectiveAbstractGreeting people use one of the most frequent forms of verbal communication in communication, in any nation verbal communication plays a very important role, but also reflects the various ethnic groups of different culture and communication habits, improper use greetings will communicate communication obstacle between the two sides. Since the reform and opening up, China's rapid economic development, comprehensive national strength growing, the world more and more people begin to learn Chinese. In China learners intercultural communication process, due to differences in Chinese greeting and cultural complexity caused greeting variety of pragmatic failure in intercultural communication is related to the first call and greeting ritual, which is smooth intercultural communication caused a great impact. Therefore, in order to improve cross-cultural communicative competence of learners of greeting Pragmatic Failure and foreigners understand how research and proficiency in the use of the greeting speech issue is very urgent.Keywords: greeting, cultural differences, intercultural communication摘要问候语是人们在交际中使用最频繁的言语交际形式之一，在任何一个民族的言语交际中都扮演着十分重要的角色，也反映出各个民族不同的文化内涵和交际习惯，不恰当的使用问候语会对交际双方的交流沟通造成障碍。
2020年英语专四单选及答案详解最新资料
2008年51. Our association, which has consistently pressed for greater employment opportunities for the disabled, will publish ____ proposals in the near future.A. theirB. ourC. hisD. its答案：D. 考查物主代词。
逗号与逗号之间的是作为插入语，是association的定语从句，在此association作为一个整体概念出现，且其定语从句中也是用单数谓语动词has pressed，后面对应的物主代词也应该是单数概念的，故选D。
句意：我们的协会一直在敦促给残疾人更多的就业机会，并且讲在最近公布建议书。
publish公布，proposal提议；建议，press for敦促；迫切要求。
52. Had Judy been more careful on the maths exam, she ____ much better results now.A. would be gettingB. could have gotC. must getD. would get答案：D.考查虚拟语气（错综时间虚拟语气）。
从句部分是对过去的虚拟，省略了if，因此出现倒装，但主句部分出现了明显的时间标志词now，可见是对现在的虚拟，故应该是would/could/should/might do的形式，而get为瞬间动词，不用进行时，故选D。
句意：如果朱迪数学考试时更认真一些，她现在成绩就会好多了。
53. Nine is to three _____ three is to one.A. whenB. thatC. whichD. what答案：D。
这是专四考试频考知识点了：A is to B what C is to D，由what引导的方式状语从句。
2023-2024学年宁夏银川市第二中学高一上学期期中考试英语试题
2023-2024学年宁夏银川市第二中学高一上学期期中考试英语试题There are many podcasts(播客)that teach English and you can listen to them anytime. Here is a list of some of the best podcasts that you must see.Learn English PodcastThis podcast has three levels. The first is for beginners, the second is for intermediates(中级学生)and the third is for upper intermediates. If a person wants to learn Business English, then episodes are also made for him. Every podcast is short but very informative. Worksheets(活页练习题)and vocabulary tasks are also included.Speaking BroadlyThis podcast is made for advanced learners. Explained through discussion and interviews, each episode has non-native English speakers and every recording also has expert feedback. You will see some common mistakes made by English learners and you can improve your English by learning from those mistakes.The English We SpeakThis podcast airs one episode daily and every episode is only three to four minutes, which talks about phrases and idioms. There are two people in each episode who communicate with each other. Whatever level you are, you will find it rewarding.Elementary PodcastThis podcast is mainly for beginners and intermediate level learners. The length of a podcast is around 25 minutes but you can pause it anytime and continue whenever you want. The hosts of each episode are different.1. Which podcast provides exercises going with it?A．Speaking Broadly. B．Elementary Podcast.C．The English We Speak. D．Learn English Podcast.2. What do we know about Speaking Broadly?A．It records just expert speakers. B．It targets beginners.C．It presents some typical mistakes. D．It provides feedback from listeners.3. What do The English We Speak and Elementary Podcast have in common?A．They are both interactive. B．They cater for beginners.C．They have the same length. D．They share the same contents.One day when I was 5, my mother scolded (责骂) me for not finishing my breakfast and I got angry.I wanted to play outside and not to be made to finish eating my breakfast. When angrily opening thescreen door with my foot, I kicked back about a 12-inch part of the lower left hand corner of the new screen door. But I had no remorse, for I was happy to be playing in the backyard with my toys.Today, I know if my child had done what I did, I would have scolded my child, and told him about how expensive this new screen door was, and I would have delivered a spanking (打屁股) for it. My parents never said a word. They left the corner of the screen door pushed out, creating an opening, a breach (裂缝) in the defense against unwanted insects.For years, every time I saw that corner of the screen, it would constantly make me think about my mistake. For years, I knew that everyone in my family would see that hole and remember who did it. For years, every time I saw a fly buzzing (嗡嗡) in the kitchen, I would wonder if it came in through the hole that I had created with my angry foot. I would wonder if my family members were thinking the same thing, silently blaming me every time a flying insect entered our home, making life more terrible for us all. My parents taught me a valuable lesson, one that a spanking or stern (严厉的) words perhaps could not deliver. Their silent punishment for what I had done delivered a hundred stern messages to me. Above all, it has helped me become a more patient person and not burst out so easily.4. When the author damaged the door, his parents ________.A．gave him a spankingB．left the door unrepairedC．scolded him for what he had doneD．told him how expensive it was5. The underlined word “remorse” in Paragraph 1 most probably means________.A．regret B．joy C．anger D．notice6. The experience may cause the author ________.A．to hide his anger away from othersB．not to go against his parents’ willC．to have a better control of himselfD．not to make mistakes in the future7. What is the main idea of this text?A．Adults should ignore their children’s bad behavior.B．Parents are the best teachers of their children.C．Patience is the key to becoming a better person.D．One learns most when shown the result of his/her action.Your math teacher wears clothes made in 1985 and always mispronounces your name. Your English teacher loves to start classes with quick quizzes. It can be hard to think of these givers of grades as real people. But they eat pizza, watch movies and enjoy sports on weekends, just like you. So how can you get along well with your teachers?You can do a lot of things to develop a good relationship with your teacher. First, do the obvious things: Show up in class on time with all tasks completed. Stay focused, be respectful and ask questions. Second, show an interest in the subject. Obviously, your teachers are really interested in their subjects, or they wouldn’t have decided to teach them! Show the teacher that you care about the subject—even if you’re not a m ath talent or fluent in French—and send the message that you are a hard-working student.You can also schedule a private meeting in a teacher’s free time. Use this time to get extra help, ask questions, ask for information about a career (职业) in the subject or talk about your progress in class. You may be surprised to learn that your teacher is a bit more relaxed when only facing you than when teaching in front of the whole class.What if you just don’t like the teacher? When it comes to working with teachers, one’s characteristics can come into play just as they can in any other relationships. People just naturally get along better with some people than with others; it’s impossible to like everyone all the time. Learning to work with people you don’t like is a good interpersonal (人际的) skill to have in life, no matter what your goals are.Teachers are there for more than just homework; they know about more than their subject matters. They can help you learn how to behave as an adult and lifelong learner. Undoubtedly, there will be a few teachers along the way who you’ll always remember—and who might change your life forever.8. What is the purpose of the first paragraph?A．To tell us teachers’ appearances.B．To offer an example.C．To draw out the topic of the passage. D．To introduce one of the key characters. 9. Hou can students develop a good relationship with their teachers?A．By learning as many subjects as possible. B．By respecting other students in class.C．By finishing their homework on time. D．By developing personal interests.10. What is important when working with teachers you don’t like?A．Your characteristics. B．Your interpersonal skills.C．Your career goals. D．Your grades in exams.11. What can we learn from the last paragraph?A．Teachers can help you grow up. B．Teachers are all lifelong learners.C．Teachers should set enough homework. D．Teachers tend to change you completely.From Black Beauty to The Chronicles of Narnia, films and books have often shown the friendships that can develop between humans and horses. Lots of real-life stories have shown that horses seem to have a special understanding of humans. However, until a recent study, nobody knew if horses really recognized different human emotions.A team of researchers set out to see what horses can understand. They used a test that is often used to see how much babies understand about the world around them.The team brought 28horses into a room, one by one. Each was shown a picture of a happy human and a picture of a sad human. At the same time,a recording of a happy or sad voice was played.The test showed that horses can recognize different emotions by looking at facial expressions and hearing the tone of people’s voices and matching the two up.When the voice didn’t match up with the picture, the horses seemed to be puzzled: they looked at the picture for longer, as if they knew that something wasn’t right. However, the researchers still don’t know if the horses actually understand what it is to be sad or happy.Scientist Océane Liehrmann, from the University of Turku in Finland, worked on the study. She said,“You could imagine that they have a particular box in their mind labelled (贴标签)’human sadness’ containing the characteristics of both a sad face and a sad voice.”It’s also though t that horses prefer to spend time around happy people because they spent longer looking at the pictures of happy people.The researchers now want to see if horses can recognize other negative human emotions.12. Why did the author mention two films at the beginning?A．To lead the readers to the topic. B．To introduce the films to the readers.C．To compare the films with the real life. D．To advise the readers to relaxthemselves.13. The researchers want to find out in the study whether horses canA．hear different sounds B．communicate with humansC．recognize different pictures D．understand human emotions14. When finding the picture didn’t match up with the voice, how did the horses feel?A．Sad B．Happy. C．Puzzled. D．Satisfied.15. Why do the researchers think horses like to be around happy people?A．Because horses like to hear loud laughter.B．Because horses can recognize people’s sad emotions.C．Because horses spent more time on the pictures of happy people.D．Because horses understand what it is to be sad or happy for people.Habits to Be a Highly Effective StudentSome students are able to get straight A’s and at the same time serve as the president of three clubs. However, some students struggle to keep their GPA(grade point average)above 3.0. 16 Althoughit’s true that everyone’s IQ is different, good study habits are very important. Here are several habits you should adopt to get good grades.17 If you haven’t had a “planner”, get one. Many people use their computers and smart phones to make a schedule. The problem with that approach is that they are major distractions(使人分心的事物). Instead, get an old-fashioned paper and pen planner.Create a weekly schedule. 18 Include time that will be spent eating, sleeping and doing anything not related to schoolwork. That way you know exactly how much you can achieve each day.Take frequent, short breaks. Taking a break from studying for 15 minutes every hour will help keep you refreshed. 19 If you don’t take a break, you may find yourself daydreamin g or even falling asleep. Take some time for some water, a snack or a quick chat with a friend.Take care of yourself. During the final exam week, it is common for students to fall behind on sleep and meals. Make sure you get a good night’s sleep and have regular meals. Studying while you are hungry or sleepy is ineffective and will slow you down in the long run. Also try to make the time for family and friends. 20As French author Andre Maurois once said, “Without a family, man, alone in the world, shakes with the cold.” Indeed, families who give us love and _______are an important part of our lives. But even in a loving family,_______can’t be avoided.One day, I was doing my homework and my sister_______.Busy with homework, I didn’t talk to her and just kept working: But when I took a_______, I turned my head to the place where my sister was sitting._______, I found my notebook had a lot of messy drawings on it.At that time, I was full of _______and walked out of my room, shouting at my sister. “You are really a_______and I hate you.” Hearing the words, my sister_______out crying and tried to explain her behavior. But I_________ since I didn’t want to hear a w ord from her. The ________afterward lasted for a long time________us. To solve the problem, my father brought me to the living room and asked: “Have you noticed what the drawing is on your notebook?”I shook my head. Then, under the ________of my father, I looked at it carefully,it________,“Happy birthday”. At that moment, I knew how ________I was. Though drawing on my notebook wasn’t right, my sister’s love and __________ were sincere. Feeling guilty, I said sorry to my sister. Instead of staying angry, she smiled back at me.21.A．wisdom B．truth C．soul D．warmth 22.A．misunderstandings B．expectations C．competitions D．dislikes 23.A．left B．entered C．led D．met24.A．test B．task C．text D．rest25.A．Fortunately B．Disappointingly C．Shockingly D．Thankfully 26.A．anger B．hunger C．anxiety D．sadness 27.A．storyteller B．house-cleaner C．troublemaker D．performer 28.A．burst B．burnt C．devote D．beat29.A．amused B．refused C．allowed D．turned 30.A．quarrel B．fight C．lecture D．silence 31.A．among B．within C．against D．between 32.A．requirement B．campaign C．concern D．strategy 33.A．spoke B．told C．said D．talked 34.A．indifferent B．inconsiderate C．inactive D．independent 35.A．absence B．intentions C．attitude D．permission阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
智学网教师端英语作文指出语法错误
智学网教师端英语作文指出语法错误全文共3篇示例，供读者参考篇1Title: Correcting Grammar Errors in English Writing on the ZhiXue Net Teacher SideIntroductionWith the growing popularity of online learning platforms, the ZhiXue Net Teacher side has become an essential tool for teachers to create and share English writing assignments with their students. However, many teachers may overlook the importance of correcting grammar errors in their students' writing. In this article, we will discuss the common grammar mistakes found in English writing on the ZhiXue Net Teacher side and provide tips on how to correct them effectively.Subject-Verb AgreementOne of the most common grammar errors found in English writing is the lack of agreement between the subject and verb. For example, "The students is studying" should be corrected to "The students are studying." Teachers should pay close attentionto the number of the subject and ensure that the verb agrees with it.PunctuationAnother frequent mistake in English writing is improper punctuation usage. Teachers should remind students to use commas, periods, question marks, and exclamation points appropriately. For example, "I like to eat apples bananas and oranges" should be corrected to "I like to eat apples, bananas, and oranges."Run-on SentencesRun-on sentences, which occur when two independent clauses are improperly joined together, are also common in English writing. Teachers should teach students to use appropriate punctuation or conjunctions to separate clauses. For example, "I went to the store I bought some milk" should be corrected to "I went to the store, and I bought some milk."Sentence FragmentsSentence fragments, which are incomplete sentences that lack a subject, verb, or both, are another common issue in English writing. Teachers should help students identify and revise fragments to ensure the clarity and coherence of their writing.For example, "After school, playing basketball" should be corrected to "After school, I enjoy playing basketball."Misplaced ModifiersMisplaced modifiers, which occur when a modifier is not placed next to the word it is intended to modify, can lead to confusion in English writing. Teachers should instruct students to carefully position modifiers to ensure clarity and precision. For example, "She almost decided to go to the party at the last minute" should be corrected to "At the last minute, she almost decided to go to the party."HomophonesHomophones, which are words that sound alike but have different meanings, can cause confusion in English writing. Teachers should remind students to distinguish between homophones such as "their," "there," and "they're" to avoid errors. For example, "Their going to the store over there" should be corrected to "They're going to the store over there."ConclusionIn conclusion, correcting grammar errors in English writing on the ZhiXue Net Teacher side is crucial for helping students improve their language proficiency. By addressing commonmistakes such as subject-verb agreement, punctuation, run-on sentences, sentence fragments, misplaced modifiers, and homophones, teachers can guide students towards more accurate and effective writing. With consistent practice and feedback, students can develop their grammar skills and communicate more confidently in English.篇2Title: Identifying Grammar Errors in English Writing on ZhiXue Online PlatformIntroductionAs an English teacher on the ZhiXue online platform, it is essential to have a keen eye for grammar errors in students' writings. By accurately identifying and correcting these errors, we can help our students improve their English proficiency and communication skills. In this guide, we will discuss common grammar mistakes that students make and provide tips on how to effectively address them.Subject-Verb AgreementOne common grammar mistake that students often make is related to subject-verb agreement. It is important to ensure that the subject and verb in a sentence agree in number and person.For example, in the sentence "The student are studying for their exams," the subject "student" is singular, so the verb should be "is" instead of "are."Punctuation ErrorsAnother common grammar mistake is related to punctuation errors. Students often struggle with using commas, periods, and other punctuation marks correctly. For example, in the sentence "I like to eat pizza, but my brother prefers hamburgers." There should be a comma after "pizza" to separate the two clauses.Run-On SentencesStudents also tend to make errors with run-on sentences, where two or more independent clauses are incorrectly joined without proper punctuation. It is important to help students identify run-on sentences and teach them how to separate clauses using commas, semicolons, or periods. For example, in the sentence "I went to the store I bought some groceries," there should be a period or a semicolon between "store" and "I" to separate the clauses.Misplaced ModifiersMisplaced modifiers are another common grammar mistake that students make. A misplaced modifier occurs when a word or phrase is incorrectly positioned in a sentence, leading to confusion or ambiguity. For example, in the sentence "Driving down the street, the tree fell on the car," the misplaced modifier "driving down the street" makes it unclear who or what is driving.Tips for Addressing Grammar ErrorsTo effectively address grammar errors in students' writing, it is important to provide feedback that is specific, constructive, and encouraging. Point out the errors in a clear and concise manner, and offer explanations or examples to help students understand why the correction is necessary. Encourage students to practice writing and editing their work regularly to improve their grammar skills.ConclusionAs an English teacher on the ZhiXue online platform, it is crucial to be able to identify and correct grammar errors in students' writing effectively. By addressing common mistakes such as subject-verb agreement, punctuation errors, run-on sentences, and misplaced modifiers, we can help our students improve their language skills and become better communicators. Remember to provide helpful feedback and encourage studentsto practice and refine their writing skills regularly. Together, we can help students achieve success in English language learning.篇3Title: Common Grammar Errors Pointed out by Teachers on ZhiXueNetIntroduction:ZhiXueNet is an online platform that offers educational resources for teachers and students. In this article, we will focus on the common grammar mistakes pointed out by teachers on the ZhiXueNet platform. It is important for teachers to provide feedback on grammar errors in student's writing to help them improve their English proficiency.1. Incorrect Verb Tense UsageOne common grammar error pointed out by teachers on ZhiXueNet is the incorrect usage of verb tenses. Students often mix up past, present, and future tenses in their writing, which can make their work confusing and difficult to read. For example, a student might write "I go to the park yesterday" instead of "I went to the park yesterday." Teachers on ZhiXueNet often remind students to pay attention to verb tense consistency in their writing.2. Misplaced ModifierAnother common grammar mistake flagged by teachers on ZhiXueNet is the misplaced modifier. A misplaced modifier is a word or phrase that is positioned incorrectly in a sentence, leading to confusion or ambiguity. For example, a student might write "Walking down the street, the dog chased after me" instead of "The dog chased after me while I was walking down the street." Teachers on ZhiXueNet often remind students to place modifiers close to the word they are meant to modify to avoid confusion.3. Subject-Verb AgreementSubject-verb agreement is another frequent grammar error pointed out by teachers on ZhiXueNet. Students often struggle with ensuring that the subject and verb in a sentence agree in number and person. For example, a student might write "The students is studying for the exam" instead of "The students are studying for the exam." Teachers on ZhiXueNet often remind students to check for subject-verb agreement in their writing to ensure clarity and accuracy.4. Incorrect Use of ArticlesTeachers on ZhiXueNet also frequently highlight the incorrect use of articles in student writing. Articles are small words like "the," "a," and "an" that help to clarify the specificity of a noun. Students often struggle with knowing when to use "a" or "an" versus "the" in their writing. For example, a student might write "I saw a elephant at the zoo" instead of "I saw an elephant at the zoo." Teachers on ZhiXueNet remind students to pay attention to article usage to improve the accuracy of their writing.5. Run-on SentencesRun-on sentences are another common grammar mistake pointed out by teachers on ZhiXueNet. A run-on sentence occurs when two or more independent clauses are incorrectly joined together without proper punctuation. For example, a student might write "I went to the store I bought some bread." Teachers on ZhiXueNet often remind students to use punctuation such as commas, semicolons, or periods to separate clauses and avoid run-on sentences.Conclusion:In conclusion, teachers on ZhiXueNet play a crucial role in helping students improve their English grammar skills by pointing out common errors in their writing. By focusing onareas such as verb tense usage, misplaced modifiers,subject-verb agreement, article usage, and run-on sentences, teachers can help students develop greater accuracy and clarity in their written work. It is important for students to pay attention to the feedback provided by teachers on ZhiXueNet and work diligently to correct grammar errors in their writing. By doing so, students can enhance their English proficiency and become more effective communicators.。
剑桥版小学英语三年级上册第三单元教案
Revison Teaching
Period
4
The2nd
Teaching Date
Planning
Thoughts
Recognizing the English words the children are familiar with from their everyday lives.
Strategy
Planning
Thoughts
Make use of English to encourage the student's aggressive of learning English.
Strategy
Group Cooperation , TPR
Teaching Aids
Cards, recorder
Title
Revision 3. Part 1,2
Type
Revison Teaching
Period
4
The1st
Teaching Date
Planning
Thoughts
Establish a true scene and help student experience making dialogues in proper forms.
Step 3:Write the sentences.
1. Get Ss talking about the picture about their like and dislike. Review the knowledge about Food.
e.g. I like ___ and ___.
I don’t like ___ or ___.
英语错题总结范文
Throughout my English learning journey, I have encountered numerous mistakes that have shaped my understanding of the language. In this summary, I will reflect on some of the common errors I have made, the reasons behind them, and the strategies I have employed to correct them. This reflection aims to not only help me improve my English proficiency but also to assist others who may be facing similar challenges.1. Grammatical ErrorsOne of the most frequent errors I have encountered is grammatical mistakes. These include incorrect verb tenses, subject-verb agreement issues, and misuse of prepositions. For instance, I often confuse the present perfect tense with the past perfect tense, leading to sentences that sound awkward or nonsensical. To address this, I have started using grammar checkers and studying grammar rules more thoroughly. Additionally, I have been practicing with exercises that focus on verb tenses and sentence structure.2. Vocabulary ErrorsVocabulary errors are another common pitfall. I often find myself using the wrong word in a sentence, either because I am not sure of the word's meaning or because I am unaware of its correct usage. For example, I once used "amazing" instead of "astonishing" in a sentence, which changed the meaning entirely. To combat this, I have been keeping a vocabulary journal where I record new words, their meanings, and example sentences. Regularly reviewing this journal has significantly improved my word choice.3. Pronunciation ErrorsPronunciation has always been a challenge for me. Mispronouncing words can lead to misunderstandings and hinder communication. I have struggled with sounds like the "th" in "think" and "this," and the "r" in "car" and "card." To improve my pronunciation, I have been using language learning apps that provide pronunciation guides and practice exercises. Listening to native speakers and mimicking their pronunciation has also been beneficial.4. Listening Comprehension ErrorsListening comprehension is crucial for language learning, and I have made several mistakes in this area. Misunderstanding spoken English can lead to incorrect interpretations and responses. I often miss subtle nuances in the speaker's tone or the context of the conversation. To enhance my listening skills, I have been listening to a variety of English podcasts, news broadcasts, and TED Talks. I also practice summarizing what I have heard, which helps me reinforce my understanding.5. Cultural MisunderstandingsLastly, cultural misunderstandings have caused me to make errors in my language use. Language is deeply intertwined with culture, and without a deep understanding of the cultural context, my communication can be off-target. For instance, I once used a phrase that was considered rude in British English, even though it was common in American English. To overcome this, I have been reading more about different cultures and their language nuances. Engaging in cross-cultural communication has also been invaluable.ConclusionIn conclusion, my journey in learning English has been filled with mistakes and challenges. However, by identifying these errors and employing strategies to correct them, I have made significant progress.I have learned that persistence, practice, and a willingness to learn from mistakes are key to mastering a new language. This error summary serves as a reminder of the areas I need to continue working on and a testament to the growth I have achieved thus far.。
100-Most-Frequent-Idioms
100 Most Frequent Idiomsabout to (do something)- to be on the point of doing somethingI was about to leave when the phone rang.according to (someone or something)- as said or told by someone, in agreement with something, in the order of something, in proportion to somethingAccording to our teacher, there will be no class next week.We did everything according to the terms of our agreement.account for (something)- to provide an explanation or answer for somethingThe bad weather accounts for the fact that few people came to the meeting.after all- considering the fact that something happened, something that is usually assumed"You don't need to phone him. After all, he never phones you."all of a sudden- suddenly, without advance warningAll of a sudden it became cloudy and began to rain.as a matter of fact- actually"As a matter of fact, we have been to the history museum many times."as far as- to the extent or degree of somethingAs far as I know the movie will start in a few minutes.as for- with regard to, concerning"As for me, I think that I will return home now."as if- in the same way that something would be, thatThe drink tastes as if it were made with orange juice.It seemed as if the whole town came to the concert.as long as- provided that, on condition that"As long as you promise to be careful you can borrow my car." as soon as- just after something, whenI phoned my friend as soon as I finished dinner.as to- with regard to, according to"As to your question, I will answer it tomorrow."The players were put into groups as to their ability.as well- in addition, also, tooI plan to take a computer course this summer as well.as well as (someone or something)- in addition to someone or something"Please bring your swimming suit as well as your towel."back and forth- backwards and forwards, first one way and then the other wayThe argument went back and forth before the judge made a decision.better off- to be in a better situation than beforeMy friend would be better off if he sold his old car and bought a new one.break down (something)- to divide something into parts, to separate something into simpler substancesWe tried to break down the problem for further study.The sugar began to break down soon after it was swallowed.break up- to separate, to divide into groups or pieces, to put an end to somethingNobody wanted to break up their groups.We usually break up into small groups during our class.by the way- incidentally"By the way, could you please bring your laptop computer tomorrow."carry out (something)- to put something into action, to accomplish something, to do somethingThe scientist wanted to carry out several experiments before discussing the new medicine. come on!- please, hurry, go faster"Come on, I only have a few minutes before I must go.""Come on, stop doing that."come up- to happen unexpectedlyI will not be able to go to the party if something else comes up.come up with (something)- to produce or find a thought/idea/answerI tried to come up with a name for the new magazine.deal with (something)- to be concerned with something, to take action about somethingWe will deal with the boxes tomorrow.end up (doing something or going somewhere)- to do something that one had not planned to do, to go somewhere one had not planned to go We ended up going to a restaurant after the movie last night.figure out (someone or something)- to try to understand someone or something, to solve somethingI finally figured out how to use the new DVD player.fill in (something)- to write words in blank spaces"Please fill in this form and give it to the receptionist."find out (something)- to learn or discover somethingMy mother is angry at me because she found out that I had quit my French class.first of all- the very first thingFirst of all we prepared the garden and then we planted the seeds. for good- permanentlyThe city will close the public swimming pool for good next week. for sure- without doubt, certainly, surely"I will go to the movie with you for sure next week."get back to (something)- to return to somethingI was happy to get back to my work after my holiday.get into (something)- to become interested or involved in somethingI do not want to get into an argument with my friend.We will get into the details of the plan tomorrow.get into (somewhere)- to enter somewhereMy friend wants to get into a good university.I bumped my head as I was getting into the car.get out of (somewhere)- to leave somewhere, to escape from somewhereI want to hurry and get out of my house.get rid of (something)- to give or throw something away, to sell or destroy something, to make a cold or fever disappear I bought a new television set so I want to get rid of the old one.get through (something)- to complete something, to finish somethingMy friend is having trouble getting through her final exams.I have much reading that I must get through before tomorrow.go ahead- to begin to do something"Let`s go ahead and start now. We can`t wait any longer."go on- to continueThe game will probably go on for an hour after we leave.go over (something)- to examine or review somethingThe accountant will go over the books tomorrow.We plan to go over that question tomorrow.go through (something)- to discuss something, to look at something, to do somethingThe teacher decided to go through the exercise before the test.go with (something)- to choose one thing rather than anotherWe decided to go with the small rental car rather than the large one.hang out (somewhere/with someone)- to spend one`s time with no great purpose, to spend leisure time with friendsRecently my friend has been hanging out with a group of people who are not a good influence on him.have (something) to do with (something)- to be about something, to be on the subject of something, to be related to something"The book has something to do with cooking but I am not sure if you will like it."That problem has nothing to do with me.hold on- to wait a minute, to stop, to wait and not hang up the phone"Please hold on for a minute while I lock the window."in a way- to a certain extent, a little, somewhatIn a way I want to go to the new restaurant but in a way I don`t really care.in case- if, if something should happenI will take my umbrella in case it rains.in common- shared together or equally, in use or ownership by allI had nothing in common with the other members of the class.in detail- giving all the details, item by itemThe saleswoman explained about the new product in detail.in effect- for practical purposes, basicallyThe man's silence was in effect a way of disagreeing with the other people in the meeting.in fact- actually, the truth isThe man has been to China before. In fact he has been there three times.in favor of (someone or something)- to approve or support someone or somethingEverybody is in favor of the new police chief.My company is not in favor of changing our holiday schedule.in general- in most situations or circumstancesIn general, most of the people in our apartment are happy with the new manager.in order to- for the purpose ofThey have decided to close down the school for the summer in order to do some major repairs. in other words- in a different (usually more direct) way"In other words, if you do not finish the assignment by Wednesday you will not pass the course." in place- in the proper place or locationEverything in the room was in place when we arrived for the meeting.in some ways- in some unspecified way or manner, by some unspecified meansIn some ways I know what my friend means but in some ways I do not.in terms of (something)- with regard to somethingIn terms of our agreement with the other company we were not allowed to sell the products online. in time- early enoughI did not come home in time to meet my cousin.keep (someone or something) in mind- to remember and think about someone or somethingI told my co-workers to keep the new starting time for work in mind.kind of- somewhat, more or less, moderatelyI was kind of tired when I arrived home last night.look for (something)- to try to find something, to hunt/search for somethingMy friend has been looking for her credit card all morning but she can`t find it.look up (something)- to search for something in a dictionary or other bookI will look up my friend's name in the telephone book.I looked up the word in the dictionary.make a difference- to cause a change in a situationIt does not make a difference whether our boss comes to the meeting or not.make sense- to seem reasonableHis new proposal really does make sense.make sure- to make certain, to establish something without a doubtI want to make sure that my friend is going to meet me tomorrow.more or less- somewhat, to some extentI more or less have decided to study business next year.no matter- regardlessNo matter how hard that I try, my piano teacher is never satisfied.not at all- certainly notI am not at all happy with my new computer.of course- certainly, definitely, naturally"Of course you can use my car if you want to."on the other hand- however, in contrast, looking at the opposite side of a matterHe is very intelligent but on the other hand he is very lazy and always gets low marks at school.on time- at the scheduled time, exactly at the correct time, punctuallyOur train arrived exactly on time.once again- again, one more time, once moreI tried once again to phone my boss at his home .open to (something)- to be agreeable to learn or hear about new ideas or suggestionsMost members of the class were open to the teacher's ideas.pick up (something)- to get or receive somethingI will pick up my dry cleaning tomorrow.I picked up a copy of the newspaper at the station.point out (someone or something)- to explain or call attention to someone or somethingMy teacher was very kind when she pointed out the mistakes that I had made. put out (something)- to produce or make something (a product/brochure/report/CD/movie/paper) The company puts out a newsletter every month for the employees. regardless of (something)- without considering or thinking about something, without regard to something Regardless of the weather we are going to go fishing tomorrow morning. right away- immediately"I forgot to bring my book but I will go home and get it right away."rule out (someone or something)- to decide against or eliminate someone or somethingThe police ruled out the man as a possible bank robber.We decided to rule out Monday as the day to have our meeting.run into (something - a fact/trouble/problems/difficulty)- to experience something, to encounter somethingThe mechanic ran into trouble when he was fixing my car.I ran into some interesting facts when I was researching my essay.set up (something)- to establish something, to provide the money for somethingThe newspaper company provided the money to set up the new travel magazine.The company set up a unique situation to test the new product.show up- to appear, to arrive, to be present"What time did your friend show up for the party?"so far- until nowSo far no one has entered the speech contest at the television station.so to speak- as one might or could say, this is one way to say somethingWe had a good time at the restaurant, so to speak, although the service was not very good. sort of (something)- to be almost something, to be similar to something, to be not quite something "Did you finish cleaning the kitchen?""Sort of, but not really."stick with (something)- to continue doing something, to not quit somethingMy brother has been able to stick with his trumpet lessons since he was a child. take advantage of (someone or something)- to use someone or something for one's own benefitWe took advantage of the beautiful weather and went to the beach.take care of (someone or something)- to look after or give attention to someone or somethingYou should take care of your health or you will become sick.take out (something)- to remove something from somewhere, to extract somethingThe teacher told us to take out our books.I took out some onions from the refridgerator.take over (something)- to take control of something, to take command of somethingThe large company wants to take over some of the small companies in our area. take place- to happen, to occurThe soccer game took place on the coldest day of the year.to the extent that- to the degree that, in so far asI plan to provide information about the new company policy to the extent that I am familiar with it. turn in (something)- to give something to someone, to hand something to someoneI arrived at school early so that I could turn in my essay.turn out- to be found or known, to prove to be trueIt turned out that more people came to the party than we expected.up to- until, as far as a certain point, approaching a certain pointUp to last week I had never been inside a bowling alley.There were probably up to thirty people at the meeting.up to (someone) to decide/do (something)- to be responsible to choose or decide somethingIt is up to the company president to decide when the meeting will start.used to- accustomed toMy friend is not used to living in such a big city.with respect to (something)- referring to something, concerning somethingI do not know what the company will do with respect to the old computer system.work out (for the best)- to end successfullyI hope that everything will work out for my friend when she moves to London next week.How These Idioms Were ChosenWhich idioms to learn and which to teach is important for both students and teachers. While this decision can be made in a random manner, a better way is to examine a specific body of English material and decide which idioms are the most frequently found. This type of collection of material is called a corpus (the plural for corpus is corpora).There are many corpora available. These include the Collins Cobuild Corpus in the United Kingdom and the Michigan Corpus of Academic Spoken English (MICASE) in the United States. The MICASE corpus is a collection of recorded speech from the University of Michigan in the United States. The material includes lectures, casual office discussions and study group sessions in various faculties of the university. They are taken from one particular style or purpose of naturally occurring English. Different idioms will be used in a conversation, a novel, a news report or a scientific paper. Any list of idioms will be different depending on the English corpus that is used to compile that list. However, most corpora contain idioms that are common to all corpora and any list that is used will be composed of idioms that are often found in much English language material. The MICASE corpus is easily available to anyone with Internet access and it is the corpus which was used to produce this list of the 100 Most Frequently Used English Idioms. The idioms that occur in this list of frequently used idioms are the most frequent idioms that are found in an academic setting in the United States.。
初中作文批改记录及改进措施
初中作文批改记录及改进措施英文版Middle School Essay Correction Record and Improvement MeasuresIn the process of correcting middle school students' essays, I have encountered several common mistakes and areas for improvement. One of the most frequent issues is grammar mistakes, such as subject-verb agreement errors and incorrect word usage. Many students also struggle with organizing their ideas coherently and developing a clear thesis statement.To address these issues, I have implemented several improvement measures. Firstly, I provide students with grammar exercises and worksheets to help them practice and improve their grammar skills. I also encourage them to read more English texts to expand their vocabulary and improve their writing style. Additionally, I emphasize the importance of outlining their essays before writing to ensure a logical flow of ideas.Furthermore, I have started providing more detailed feedback on students' essays, pointing out specific areas for improvement and offering suggestions for revision. I also encourage students to seek help from their peers or teachers if they are struggling with a particular aspect of their writing.Overall, by identifying common mistakes and implementing targeted improvement measures, I hope to help my students become more proficient writers and achieve higher scores in their essays.中文翻译初中作文批改记录及改进措施在批改初中学生的作文过程中，我遇到了几个常见的错误和改进的方向。
如何在英语写作中避免常见的语法错误
如何在英语写作中避免常见的语法错误Writing in English is important not only for academic or professional purposes but also for personal communication. It is crucial to have a good grasp of the language for clear and effective writing. However, it’s common to commit grammar errors, especially for non-native English writers. Here are some tips on how to avoid common grammar mistakes in English writing.1. Know the basic grammar rulesOne of the main reasons for making grammar mistakes is a lack of understanding of the basic grammar rules. To avoid this, it’s necessary to study and familiarize yourself with the rules of English grammar. You can find countless resources online, such as grammar books, courses, and practice exercises. Moreover, it’s essential to understand the differences between commonly confused words such as “there,” “their,” and “they’re,” “your” and “you’re,” among others.2. Use correct verb tensesUsing correct verb tenses is crucial in English writing, as it affects the meaning and clarity of the message. One of the most frequent mistakes is the misuse of irregular verbs, such as “lie” and “lay,” which often lead to confusion. It’s important to be consistent in the use of verb tenses, and to avoid shifting between present and past tense within the same sentence or paragraph.3. Proper use of subject-verb agreementAnother common error in English writing is the misuse of subject-verb agreement. The subject and verb must agree in both number and person. For example, “He runs” is correct, but “He run” is not. Singular subjects require singular verbs, while plural subjects require plural verbs.4. Avoid run-on sentences and sentence fragmentsRun-on sentences occur when two or more independent clauses are not joined correctly, while sentence fragments do not contain a subject and a verb or a complete thought. These errors can cause confusion and can also affect the flow and coherence of the writing. It’s crucial to use proper punctuation, such as commas, semicolons, and periods, to join clauses and form complete sentences.5. Pay attention to prepositionsPrepositions are words that show the relationship between a noun or pronoun and another word in the sentence. They are often used incorrectly, leading to confusion or ambiguity in the meaning of the sentence. Common preposition errors include the misuse of “to” and “for,” “on” and “upon,” “in” and “into,” among others. It’s important to use the correct preposition according to its grammatical function.6. Check for sentence structureSentence structure is the way that words are arranged in a sentence. Errors in sentence structure can cause confusion and affect the meaning of the message. Common mistakes include misplaced modifiers, dangling participles, and incomplete comparisons. It’s crucial to check the sentence structure for clarity and coherence.7. Proofread and edit your workProofreading and editing are essential steps in the writing process, as they help to detect and correct grammar errors, spelling mistakes, and typos. It’s necessary to review your w ork carefully, preferably with fresh eyes, and to use grammar checkers and editing software to detect errors that may have been missed.In conclusion, writing in English requires a good understanding of the language’s grammar rules. To avoid common grammar mistakes, it’s necessary to study the basic rules, use correct verb tenses, subject-verb agreement, avoid run-on sentences and sentence fragments, pay attention to prepositions, check for sentence structure, and proofread and edit your work. By doing so, you can improve your writing skills and effectively communicate your message.。
作文病句修改英语
作文病句修改英语Certainly! Here's a lesson on correcting common sentence errors in English composition:Introduction:Writing a well-structured and error-free essay can be challenging, especially when it comes to avoiding common sentence errors. This lesson will focus on identifying and correcting some of the most frequent mistakes in English composition.Common Errors and Corrections:1. Subject-Verb Agreement:- Incorrect: "The team is playing well."- Correct: "The team are playing well." (If 'team' is considered as a group of individuals)2. Pronoun Usage:- Incorrect: "She gave it to him and her."- Correct: "She gave it to him and her friend."3. Parallel Structure:- Incorrect: "She likes to read, watch movies, and to play sports."- Correct: "She likes to read, watch movies, and play sports."4. Dangling Modifiers:- Incorrect: "Having finished the essay, the library was closed."- Correct: "Having finished the essay, she found the library was closed."5. Fragments:- Incorrect: "The book was very interesting. Because it had a lot of suspense."- Correct: "The book was very interesting because it had a lot of suspense."6. Run-On Sentences:- Incorrect: "She wanted to go to the party, she was tired from studying."- Correct: "She wanted to go to the party; she was tired from studying."7. Wordy Sentences:- Incorrect: "In spite of the fact that he was tired, he kept working."- Correct: "Despite his tiredness, he kept working."8. Shift in Tense:- Incorrect: "She walks to school every day. Yesterday, she walked to school."- Correct: "She walks to school every day. Yesterday, she also walked."9. Misuse of Prepositions:- Incorrect: "I am dependent of my phone."- Correct: "I am dependent on my phone."10. Confused Words:- Incorrect: "Your and you're are often confused."- Correct: "You're and your are often confused."Conclusion:By paying close attention to these common errors, you can significantly improve the quality of your English composition. Practice makes perfect, so keep writing and revising to become more adept at avoiding these mistakes.Exercise:Identify and correct the errors in the following sentences:1. "Because of the bad weather, the match was cancel."2. "The children was excited to go to the amusement park."3. "She has a lot of experience in teaching, she has been a teacher for ten years."4. "There is a lot of people who believe in the power of meditation."Answer Key:1. Correct: "Because of the bad weather, the match was cancelled."2. Correct: "The children were excited to go to the amusement park."3. Correct: "She has a lot of experience in teaching; she has been a teacher for ten years."4. Correct: "There are a lot of people who believe in the power of meditation."Remember, the key to improving your writing is continuous practice and revision. Keep working on your compositions, and over time, you'll see a marked improvement in your sentence construction and overall writing skills.。
旅游者英文单词
旅游者英文单词一、“tourist”（旅游者）1. 单词释义- “tourist”主要指为了休闲、娱乐、观光等目的而到外地（通常是其他国家或地区）旅行的人。
例如，那些在巴黎参观埃菲尔铁塔、在罗马斗兽场拍照留念的人都可以被称为“tourist”。
2. 单词用法- 它可以用作名词，在句子中可以作主语、宾语等。
例如，“The tourist took a lot of pictures in the ancient city.”（这位旅游者在古城里拍了很多照片。
）3. 近义词- “traveler”，这也是指旅行者的意思，不过“traveler”的使用范围可能更广一些，既可以指旅游的人，也可以指因工作等原因而出行的人。
还有“visitor”，更强调是访问者的身份，到一个地方去参观访问。
4. 短语搭配- “tourist attraction”（旅游景点），像故宫就是北京著名的“tourist attraction”。
“tourist destination”（旅游目的地），泰国是很多人心中理想的“tourist destination”。
5. 双语例句- I'm a tourist from America, and this small European town is like a fairy - tale world to me. (我是一名来自美国的旅游者，这个欧洲小镇对我来说就像一个童话世界。
)- The local people are very friendly to tourists. They always offer help with a big smile. (当地居民对旅游者非常友好。
他们总是面带笑容地提供帮助。
)- As a tourist, I love trying local food. It's like a delicious adventure for my taste buds. (作为一名旅游者，我喜欢尝试当地食物。
初中英语作文语法错误范例
初中英语作文语法错误范例Grammar is one of the fundamental building blocks of language proficiency. It provides the structure and rules that govern how words are combined to form meaningful sentences. Mastering grammar is crucial for effective communication, whether in writing or speech. However, even for native speakers, grammar can be a challenging aspect of language learning, particularly during the formative years of middle school.In the context of middle school English classes, it is not uncommon to encounter a wide range of grammar mistakes in student essays. These errors can range from simple subject-verb agreement issues to more complex problems with sentence structure and verb tense. Understanding the common pitfalls and recognizing the patterns of these mistakes can help both students and teachers to improve the overall quality of written work.One of the most prevalent grammar errors found in middle school English essays is the failure to maintain subject-verb agreement. This occurs when the subject of a sentence does not match the verb innumber, such as "The dogs runs" instead of "The dogs run." This type of error can be particularly tricky for students who are still developing a strong grasp of singular and plural forms. Additionally, the use of collective nouns, such as "team" or "family," can further complicate subject-verb agreement, as the noun may be singular, but the implied meaning is plural.Another common grammar mistake in middle school essays is the incorrect use of verb tenses. Students may struggle to consistently apply the appropriate tense throughout their writing, leading to a mix of present, past, and future tenses within the same paragraph or even the same sentence. This can create confusion and disrupt the flow of the narrative or argument. For example, a student might write, "Yesterday, I go to the park and played on the swings. I will have a great time there."Sentence structure is another area where middle school students often encounter difficulties. Crafting well-structured, coherent sentences can be a challenge, particularly when attempting to incorporate complex grammatical elements, such as subordinate clauses or compound sentences. Students may inadvertently create run-on sentences or sentence fragments, which can obscure the intended meaning and disrupt the overall readability of the essay.Additionally, middle school writers may struggle with the proper useof prepositions, articles, and other function words. Errors in these areas can range from omitting necessary prepositions (e.g., "I go school") to incorrect article usage (e.g., "A dog barked in the night"). While these mistakes may seem minor, they can significantly impact the clarity and accuracy of the written work.It is important to note that these grammar errors are not unique to middle school students; they can be found in the writing of individuals at various stages of language development. However, the middle school years are a crucial time for students to solidify their understanding of grammar and develop the skills necessary for more advanced academic writing.To address these common grammar mistakes, educators can employ a variety of strategies. One approach is to incorporate targeted grammar instruction into the curriculum, focusing on the specific areas where students demonstrate the most difficulty. This may involve explicit lessons on subject-verb agreement, verb tense usage, sentence structure, and the proper use of function words.Additionally, providing ample opportunities for practice and feedback can help students to internalize the grammar rules and apply them more effectively in their own writing. This can be achieved through various activities, such as peer editing, teacher-student conferences, and the use of grammar-focused writingexercises.Furthermore, encouraging students to read extensively and expose themselves to well-written models can also contribute to their overall grammatical development. By analyzing the language used in high-quality literary works, students can internalize the patterns and structures of effective writing, which they can then apply to their own compositions.In conclusion, the prevalence of grammar mistakes in middle school English essays is a common challenge faced by both students and educators. By understanding the most frequent errors, such as subject-verb agreement, verb tense inconsistencies, and issues with sentence structure and function words, educators can develop targeted strategies to address these weaknesses and help students become more proficient writers. Through a combination of explicit instruction, ample practice, and exposure to exemplary writing, middle school students can make significant strides in improving their grammar skills and producing more coherent, well-structured essays.。
四川省攀枝花市普威中学2022年高三英语下学期期末试卷含解析
四川省攀枝花市普威中学2022年高三英语下学期期末试卷含解析一、选择题1. ___ your composition carefully, some spelling mistakes can be avoidedA. Having checkedB. CheckC. If you checkD. To check参考答案：C略2. —Let’s discuss the question raised last night, shall we?— There is no hurry for that. I for a conference.A．headed B．was heading C．am heading D．have headed参考答案：C3. The mountain climbers had to return , as their food and water are_____________.A. run out ofB. run outC. givenout D. using up参考答案：A4. You’ll recognize me when you get out of the station. I______ jeans and a white T-shirt.A. will be wearingB. had wornC. was wearingD. have worn参考答案：A考查时态，根据句意：你出站的时候，就会认出我来，我将穿一条牛仔裤和一件白衬衫，可知wear 的动作发生在将来，故选A.5. The handicrafts, ________ had been made by the students, were sold out soon. A. most of which B. most of what C. most of them D. most of whom参考答案：A6. Not having promoted the new digital camera successfully, the company should its original marketing methods.A．account for B．reflect on C．work out D．call up参考答案：B7. Stop playing that stupid game, Tom. You ______ too much of your study time.A. are wastingB. wasteC. shall wasteD. wasted参考答案：A8. The little girl ________ to be a good singer if she gets good training in a music school.A. wishesB. expectsC.promises D. hopes参考答案：C略9. My mother _____classical music while I am ____rock music.A is fond of, inB likes, likeC is interested in; intoD interests; enjoy参考答案：C10. -- I missed the first part of the film. It was really a pity.--- You home half an hour earlier.A. should have leftB. must have leftC. should leaveD. must leave参考答案：A11. --- It’s many years since I saw you last； I _____ you at all.--- I wouldn’t have, either, if someone ______ you by the name.A．didn’t recognize; hadn’t called B．didn’t recognize; didn’t callC．haven’t recognized; didn’t call D．recognized; had called参考答案：A12. Up to now, thousands of red phone boxes, the old image of Britain, ______ due to mobile phones.A. removedB. have removedC. were removedD. have been removed参考答案：D13. The doctors and nurses were trying hard to reduce his fear he might die of the disease.A.whichB.when C.if D. that参考答案：D 14. —You look upset. What’s the matter？—I had my proposal _______ again.A. turned overB. turned onC. turned offD. turned down参考答案：D15. _______ that Marie was able to set up new branches elsewhere.A. So successful her business wasB. So successful was her businessC. So her business was successfulD. So was her successful business参考答案：B16. It is reported that recently discovered painting may be Van Goph．A．the；不填B．the；a C．a；不填D．a；the参考答案：B17. Van Gogh succeeded in selling only one painting in his lifetime, and ____ was sold to his brother. A．another B．that C．one D．which参考答案：B二、完型填空18.Every year on my birthday, from the time I turned twelve, a white gardenia (栀子花) was delivered to my house. No card or note came with it. 21 to the flower shop were always useless –it was a cash 22 . After a while I stopped trying to 23 who the sender was and just delighted in the beauty and perfume of the white flower. But I never 24 imagining who the sender might be. Some of my 25 moments were spent daydreaming about it.My mother asked me whether there was someone for whom I had done a(n) 26 kindness who might be showing 27 . Perhaps the neighbor I helped when she was 28 a car full of groceries. Ormaybe it was the old man 29 the street whose mail I helped to get during the 30 so he wouldn’t have to venture down his icy step. 31 a teenager, though, I had more fun guessing that it might be a 32 who had noticed me 33 I didn’t know him.One month before my high school graduation, my father died of a heart attack. Hewas 34 some of the most important events in my life. I became completely 35 in my upcoming graduation and the dance. When my father died, I 36 the dance and the dress for it. The next day before the dance, I found a dress on the sofa. I didn’t 37 if I had a new dress or not, but my mother did.She wanted her children to feel 38 and lovable, imaginative, believing that there was a magic in the world and 39 in the face of hard times. Actually mother wanted her children to see themselves much like the gardenia-loveable, 40 and perfect. The gardenia stopped coming when my mother died.21．A．Calls B．Quarrels C．Messages D．Letters22．A．service B．deal C．bargain D．offer 23．A．recognize B．imagine C．wonder D．discover24．A．failed B．stopped C．succeeded D．enjoyed 25．A．saddest B．painful C．happiest D．loneliest 26．A．special B．common C．valuable D．important 27．A．concern B．attitude C．interest D．appreciation 28．A．repairing B．washing C．unloading D．starting29．A．across B．through C．from D．onto30．A．spring B．summer C．autumn D．winter31．A．As B．Like C．Be D．With32．A．friend B．superman C．teacher D．boy33．A．as if B．even though C．in case D．so that 34．A．considering B．expecting C．missing D．preparing 35．A．disappointed B．uninterested C．discouraged D．concentrated 36．A．forgot B．lost C．hated D．expected 37．A．wonder B．believe C．care D．know38．A．contented B．respected C．thanked D．loved39．A．trouble B．beauty C．difficulty D．love40．A．strong B．beautiful C．smelly D．lucky参考答案：21—30 ABDBC ADCAD 31—40 ADBCB ACDBA三、阅读理解19. Soon enough, we will lose some of the most amazing sites on Earth!The Great Barrier ReefRising air temperatures will cause sea temperatures to rise as well.All life supported by the oceans will be affected with this shock to their ecosystem.Coral are some of the most vulnerable marine animals and we are already watching whole reefs disappear.The Great Barrier Reef in Australia is no exception and will continue to shrink as the temperatures rise！These reefs are some of the best in the world for diving, but they will soon disappear!VeniceSprawling across(横跨)hundreds of small islands in Northeast Italy，Venice is at extreme risk of sinking into the Adriatic Sea.Rising sea levels are in fact a serious threat to many coastal cities located at sea level.Lucky for us，however，Venice is developing a series of sea walls to protect the city in times of high tide.Glacier(冰川)National ParkGlacier National Park was once covered by over 150 glaciers, but by 2005 it only had about 27！Located in Montana, Canada, this park is over a million acres and has a huge plant and wildlife population.As temperatures rise, the glaciers and ice melt, which will upset the ecosystems sustaining over a thousand plant species and hundreds of animals.The AmazonThe cause behind the disappearance of these fantastic places ultimately comes down to humans.Our expansion usually requires cutting down forests for land, fuel and materials，but rarely considers the consequences.These forests are sources of food and medicine for just about everyone on the planet!What will happen if we lose these valuable places and beautiful destinations？！21. According to the text，what is causing coral's death?A. Rising sea levels.B. Rising sea temperatures.C. Humans' diving activities.D. The shrinkage(缩小)of their habitats.22. What can we infer from the part of “Venice”？A. Many places are in the risk of sinking below the sea level.B. Venice is the only coastal city of Italy.C. Venice will never sink because of the protection of sea walls.D. Italy consists of hundreds of small islands in the Adriatic Sea.23. What can we learn about Glacier National Park from the text?A. It doesn't support any living thing for its cold.B. It iscovered by over 150 glaciers.C. Plant species and animals in it have died out.D. It covers a large area in Montana.24. Which site's shrinking reason differs from the other sites?A. The Great Barrier Reef.B. Venice.C. The Amazon.D. Glacier National Park.参考答案：21. B 22. A 23. D 24. C【分析】本文属于环保类阅读，作者向我们介绍了如今全球变暖所引发的一些问题：我们将失去一些地球上最令人惊奇的地方！【21题详解】细节理解题。
英语失误分析作文
英语失误分析作文Introduction:The mastery of the English language is a continuous journey filled with learning and occasional missteps. Writing in English, in particular, can be a challenge due to the intricacies of grammar, punctuation, and idiomatic expressions. This essay will analyze some common mistakes made by English learners and provide insights into how they can be avoided.Mistake 1: Subject-Verb AgreementOne of the most frequent errors is the incorrect agreement between the subject and the verb in a sentence. For instance, "She was goes to the store" is incorrect. The correct form is "She goes to the store," ensuring that the verb agrees with the singular subject.Mistake 2: Incorrect Use of PrepositionsPrepositions can be tricky as their usage varies between languages. A common mistake is "He is talking to with me," which should be "He is talking to me." Understanding the context and the correct prepositional phrases is crucial.Mistake 3: Confusing Word FormsEnglish has many words that look similar but have different meanings or functions. For example, "Your" and "You're" are often confused. "Your" is a possessive pronoun, while"You're" is a contraction of "you are."Mistake 4: Misuse of ArticlesArticles "a," "an," and "the" are frequently misused. The article "a" is used before words that begin with a consonant sound, "an" before words that begin with a vowel sound, and "the" is used for specific items.Mistake 5: Run-on Sentences and Comma SplicesRun-on sentences and comma splices occur when two independent clauses are incorrectly joined without proper conjunctions or punctuation. For example, "I went to the beach, I enjoyed the sun." should be "I went to the beach, and I enjoyed the sun."Mistake 6: Incorrect Use of TensesTenses in English indicate the time of an action. Mixing tenses can create confusion. For example, "I go to the store yesterday" is incorrect. The correct sentence is "I went to the store yesterday."Conclusion:Understanding and correcting these common English mistakes can significantly improve one's writing skills. It is essential to practice consistently, seek feedback, and learn from errors. With time and effort, these mistakes can be minimized, leading to more fluent and accurate English writing.。
写英语作文时不能范的语法错误
写英语作文时不能范的语法错误One of the most common challenges faced by those learning to write in English is avoiding grammar mistakes. Grammar is the foundation of any language and plays a crucial role in ensuring clear and effective communication. Whether you are a student, a professional, or simply someone who enjoys writing, mastering the basic rules of English grammar is essential for producing high-quality written work. In this essay, we will explore some of the most common grammar errors that writers should be aware of and provide strategies for avoiding them.One of the most frequent grammar mistakes is the misuse of verb tenses. English has a complex system of verb tenses, each with its own specific use and application. Correctly identifying the appropriate tense to use in a given context is crucial for conveying the intended meaning. For example, the simple present tense is used to describe habitual actions or general truths, while the present continuous tense is used to describe ongoing actions. Incorrectly using these tenses can lead to confusion and undermine the clarity of the writing.Another common grammar error is the improper use of subject-verb agreement. In English, the subject and verb of a sentence must agree in number, meaning that a singular subject requires a singular verb, and a plural subject requires a plural verb. Failure to maintain this agreement can result in sentences that sound unnatural and lack coherence. For instance, the sentence "The team are planning a celebration" is incorrect, as the singular subject "team" requires the singular verb "is planning."Pronoun usage is another area where writers often stumble. Pronouns are used to replace nouns in order to avoid repetition and maintain flow in the writing. However, it is essential to ensure that the pronoun used clearly and unambiguously refers to the correct noun. Misusing pronouns can lead to confusion and ambiguity, as the reader may struggle to determine the intended referent. For example, the sentence "Sarah told her friend that she was going to the park" could be unclear if it is not evident whether "she" refers to Sarah or her friend.Prepositions are another grammatical element that can trip up writers. Prepositions are small but essential words that indicate the relationship between a noun or pronoun and other elements in a sentence. Correctly choosing the appropriate preposition is crucial for conveying the intended meaning. For instance, the differencebetween "I am interested in the topic" and "I am interested on the topic" can significantly alter the meaning of the sentence.Sentence structure is another area where writers can stumble. English follows a specific word order, typically subject-verb-object, and deviating from this structure can result in sentences that sound awkward or unnatural. Additionally, writers should be mindful of maintaining parallel structure within a sentence, ensuring that all elements are grammatically consistent. For example, the sentence "She enjoys hiking, swimming, and to go fishing" is incorrect, as the final verb is not parallel with the preceding gerund forms.Finally, one of the most common grammar errors is the misuse of apostrophes. Apostrophes are used to indicate possession or to denote contractions, but they are often used incorrectly. For instance, the difference between "the dog's toy" and "the dogs' toy" can significantly alter the meaning of the sentence, as the former refers to a single dog's toy, while the latter refers to the toys belonging to multiple dogs.To avoid these common grammar mistakes, writers should develop a strong understanding of the fundamental rules of English grammar. This can be achieved through consistent practice, the use of reference materials such as grammar guides and style manuals, and seeking feedback from experienced writers or editors. Additionally,proofreading one's work carefully and utilizing tools like spell-checkers and grammar-checking software can help identify and correct any errors before the final version is published.In conclusion, mastering the grammar of the English language is a crucial skill for any writer. By being aware of the most common grammar mistakes and employing strategies to avoid them, writers can produce clear, coherent, and effective written work that effectively communicates their ideas and messages. With dedication and practice, writers can develop a strong command of English grammar and become confident and skilled communicators.。
英语语法方法
英语语法方法English grammar is a set of rules and principles that govern the usage of the English language. It is essential for effective communication and is a vital component of language learning. Understanding English grammar can be challenging, but with the right knowledge and practice, it can be mastered. In this comprehensive guide, we will explore the key aspects of English grammar, including parts of speech, sentence structure, and common grammar mistakes.Parts of SpeechIn English grammar, words are categorized into different parts of speech, each with its own set of rules for usage and placement in a sentence. The eight parts of speech are:1. Noun: A noun is a word that represents a person, place, thing, or idea. Nouns can be singular or plural, and they can also be proper nouns (specific names) or common nouns (general names).2. Pronoun: A pronoun is a word that takes the place of a noun in a sentence. Common pronouns include I, you, he, she, it, we, they, me, you, him, her, us, and them.3. Verb: A verb is a word that expresses an action, occurrence, or state of being. Verbs can be in different tenses (present, past, future) and forms (infinitive, gerund, participle).4. Adjective: An adjective is a word that describes or modifies a noun or pronoun. Adjectives can express qualities, sizes, colors, feelings, or other attributes.5. Adverb: An adverb is a word that modifies a verb, adjective, or another adverb. Adverbs can denote time, place, manner, frequency, degree, or cause.6. Preposition: A preposition is a word that shows the relationship between a noun or pronoun and another word in a sentence. Common prepositions include in, on, at, by, for, to, with, and of.7. Conjunction: A conjunction is a word that connects words, phrases, or clauses in a sentence. Conjunctions can be coordinating (and, but, or) or subordinating (because, although, while).8. Interjection: An interjection is a word or phrase that expresses strong emotion or surprise. Interjections are often used to add emphasis or to convey a tone of voice. Sentence StructureEnglish sentences are structured according to specific rules and patterns. A basic sentence consists of a subject, a verb, and an object, and it follows a specific word order (subject-verb-object). However, sentences can be more complex, involving additional elements suchas adjectives, adverbs, prepositional phrases, and conjunctions. Here are a few common sentence structures and their examples:1. Simple Sentence: A simple sentence contains one independent clause, with a subject and a verb.Example: She sings beautifully.2. Compound Sentence: A compound sentence contains two or more independent clauses, joined by a coordinating conjunction (and, but, or) or a semicolon.Example: She sings beautifully, and she plays the piano.3. Complex Sentence: A complex sentence contains one independent clause and one or more dependent clauses, joined by a subordinating conjunction.Example: She sings beautifully when she is happy.Common Grammar MistakesEnglish learners often make common grammar mistakes, especially with regards to verb tenses, prepositions, and pronouns. Here are some of the most frequent errors and how to avoid them:1. Verb Tenses: Confusion about verb tenses can lead to errors in expressing time and sequence of actions. It is important to understand the differences between the simple present, simple past, simple future, present perfect, past perfect, and future perfect tenses.2. Prepositions: Misuse of prepositions can result in incorrect sentence structure and meaning. Pay attention to the correct prepositions to use with verbs, adjectives, and noun phrases.3. Pronouns: Incorrect use of pronouns can lead to unclear or confusing expressions. Be aware of proper pronoun-antecedent agreement, as well as the differences between subject, object, possessive, and reflexive pronouns.Tips for Improving Grammar SkillsImproving English grammar skills requires consistent practice and a focus on the key areas of grammar. Here are some tips for enhancing grammar proficiency:1. Read and Listen: Pay attention to the grammar used in written texts and spoken language. Expose yourself to a variety of sources, including books, articles, podcasts, and movies, to observe different sentence structures and grammar patterns.2. Practice Writing: Regular writing practice can help reinforce grammar rules and principles. Try writing essays, letters, emails, and journal entries, and ask for feedback from a teacher, tutor, or language partner.3. Engage in Conversation: Conversing with others in English can help improve grammar skills through real-life communication. Participate in discussions, debates, and group conversations to practice using grammar in context.4. Seek Feedback: Ask for feedback on your grammar from native speakers, teachers, or language experts. Take note of common mistakes and work on improving them through targeted practice.5. Use Grammar Resources: Utilize grammar textbooks, online resources, and grammar checkers to review and reinforce grammar concepts. Practice exercises, quizzes, and drills to test your understanding and retention of grammar rules.ConclusionEnglish grammar is an essential aspect of language learning and effective communication. By understanding the parts of speech, sentence structure, and common grammar mistakes, learners can improve their grammar skills and become more confident in using the English language. With consistent practice and the right resources, mastering English grammar is within reach for all language learners.。
空难事件英语作文
空难事件英语作文英文：Airplane crashes are one of the most devastating events that can happen in the world. They can cause loss of life, injuries, and property damage. As a frequent flyer, I have always been concerned about the safety of air travel. In this essay, I will discuss some of the reasons why airplane crashes occur and what can be done to prevent them.One of the main reasons for airplane crashes is human error. This can include mistakes made by the pilots, air traffic controllers, or maintenance personnel. For example, in 2018, the Lion Air Flight 610 crashed into the Java Sea, killing all 189 people on board. The crash was attributed to a combination of pilot error, faulty equipment, and inadequate training.Another reason for airplane crashes is mechanical failure. This can include problems with the engines,hydraulics, or other systems on the airplane. For example, in 2000, the Air France Flight 4590 crashed shortly after takeoff due to a catastrophic engine failure, killing all 109 people on board and four on the ground.To prevent airplane crashes, it is important to address both human error and mechanical failure. This can be done through improved training and education for pilots, air traffic controllers, and maintenance personnel. It can also be done through better technology and equipment, such as improved sensors and warning systems.In addition, it is important to have effective emergency response plans in place in case of a crash. This includes having well-trained emergency personnel and equipment on standby, as well as effective communication systems in place to coordinate the response.In conclusion, airplane crashes are a tragic event that can have devastating consequences. By addressing the root causes of crashes and implementing effective prevention and response measures, we can work to make air travel safer foreveryone.中文：飞机坠毁是世界上最具破坏性的事件之一。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
UNIT VWhat Can Go Wrong ...Nightmares That Don't Come True What?A section on nightmares?As in bad dreams that make you wake up in the middle of the night?Or a section on things that could go wrong in life,i.e.,buying a used car on the black market?Or both?Or neither?We could just hear the reader mumbling these questions when scanning through the table of contents just as his/her finger hovers over this title.Y es,this is indeed a section only for the brave,only for those who have ac-tually made it all the way here to this page,to face the jungle out there.The jungle being the challenge of preparing and delivering a presentation in English when one is just a simple mortal .We have decided to write about this topic because we ourselves used to be the ones with nightmares.There were so many things that could go wrong when dealing with medical terminology in English,that the mathe-matical concept of infinity seemed ridiculously small.In this section we try and share with you what we have found to be some of the great hurdles in medical English.There are many things that certainly can go wrong when one is asked to give a lecture in English.This is by no means an exhaustive account from a comprehensive risk assessment study.Rather it is just a way of passing on what we have learnt from our own experience in the fascinating world of international medical conferences.As mentioned before in this book,many doctors did not have a lucky day when Mother Nature handed out predisposing factors for success at giving presentations in English.Firstly,they did not live in a country where English is part of day-to-day life.Secondly,they were never taught lan-guages properly at school.When preparing and actually delivering a presentation in English at an international medical conference,a series of basic issues should be taken into account.We have grouped them into three danger zones,in the hope that their classification will make them shrink or at least become less of a problem.The categories are the following:1.English grammar:they all say it's so simple and yet nobody gets it right.2.Misnomers and false friends.mon basic mistakes.Unit V Some of the Most Frequent Mistakes Made by Doctors Speaking in EnglishEnglish GrammarEach nationality has its own black spots.Inevitably all speakers gain their own reputation too,in this cruel world of ours.The problem is that when you start learning English,there are all these big smiles telling you:ªOn the one hand pronunciation is difficult but on the other hand grammar is so easy.ºWell,here is where it all begins:yes,English grammar is simple,true.The problem is that English is a language with very strict rules for word order,use of prepositions,etc.There is not as much room for improvisa-tion when it comes to making up a sentence.Each verb is to be followed by one and only one preposition,otherwise it would mean something not only entirely,but also embarrassingly,different:·Thank you very much for putting me up for the night (letting me stay).·Thank you for putting up with me for the night (tolerate my presence).In short,when speaking in English,a foreigner has to make a conscious ef-fort to remember the cast-iron rules and avoid creating his/her own spur-of-the-moment version of the sentence structure.Where do we always fail then?There are certain grammatical rules that tend to be overlooked by lecturers.Here you will find some examples of how to avoid frequently made mistakes:·Never use the article the when the noun refers to something generic:±Peak concentration of the drug was measured on (the)day 28.±Smoking is undoubtedly a (the)risk factor.·There are certain verbs that always need a specific preposition:±We listen to our patients.±Put on your coat and attend to the next patient.±Could you please explain to me how the accident happened.·There are certain verbs that will never ever take a preposition:±Y ou must take this tablet once a day.±If I were you I would attend the meeting.·English structure is usually simpler than the grammar of your mother tongue.So,when speaking English,think in terms of:subject (S)+verb (V)+object (O):±The diagnosis (S)was (V)pneumonia (O).The list of examples could be much longer.We do not intend this to be an exhaustive list;on the contrary,we encourage you with the help of Unit II and grammar manuals to find out your personal danger zones and create your personal grammar checklist.Our advice is that whenever you are to give a talk in English,make sure a native English speaker,preferably a doctor,listens to you.Only such a lis-tener will spot those sometimes silly and sometimes subtle grammatical mistakes that we always make and seem to follow us wherever we go.The Unit V Some of the Most Frequent Mistakes Made by Doctors Speaking in English108Misnomers and False Friends109 rehearsal of your lecture before your native English speaker will alwaysadd value and spontaneity to your presentation.Misnomers and False FriendsEvery tongue has its own false friends.A thorough review of false friendsis beyond the scope of this manual and we suggest that you look for those tricky names that sound similar in your language and in English but have completely different meanings.Think,for example,about the term graft versus host disease.The transla-tion of host has not been correct in some romance languages,and in Spanishthe term host,which in this context means recipient,has been translated ashu sped which means person staying in another's house.Many Spanish med-ical students have problems with the understanding of this disease because ofthe terminology used.Taking into account that what actually happens is thatthe graft reacts against the recipient,if the disease had been named graft ver-sus recipient disease,the concept would probably be more precisely conveyed.So from now on,identify false friends in your own language and make alist beginning with those belonging to your specialty;there is no use in knowing false friends in a language different from yours.Medicine is full of misnomers.Think for a moment about the term superficial femoral vein.It is difficult to explain how a superficial femoral vein clot is actually in the deep venous system.Many radiologists and oncologists all over the world say normal medias-tinal lymphadenopathy.Lymphadenopathy means,from an etymological point of view,abnormal lymph node.A normal lymphadenopathy is as ab-surd as a normal psychopathy.Etymologically pancreas means all meat,but there is no muscle at all inthat endocrine and exocrine gland.Etymologically azygos means odd which puts hemiazygos in a strange sit-uation taking into consideration that odd numbers are not divisible by two.The term innominate vein is as absurd as naming a baby unnamed.When talking about false friends,very often we find that the real prob-lem is the pronunciation.So we think it is just about time to get down to talking about one of our most dreaded nightmares:English phonetics.Thisis just not made for us.We all agree we are facing a tricky business here and,if given the choice,any physician in his/her right senses would preferto read100or even a1000pages of English text rather than face the chal-lenge of a one-minute conversation in the same language.Many well-trained professionals who have no speech impairment in their native ton-gue and can read English and understand it,the minute they are asked a very simple question in English,start shaking,frowning,stuttering,look-ing upwards as if calling for help from above,and finally after a few min-utes they eventually say:ªI don't know!º.We recommend that you should:1.Not be afraid of sounding different or funny:English sounds are differ-ent and funny.2.Enjoy the effort of using a different set of muscles in the mouth.In the beginning the ªEnglish musclesºmay become stiff and even hurt,but persevere,it's only a sign of hard work.3.Not worry about having in the beginning a broad or even embarrassing accent:it doesn't matter as long as you are understood.The idea is to communicate,to say what you think or feel,and not to give a perfor-mance in speech therapy.4.Try to pronounce English words properly.As time goes by and you begin to feel relatively confident about your English,we encourage you to progres-sively and thoroughly study English phonetics.Bear in mind that if you keep your pronunciation as it was at the beginning you will sound like American or British people do when speaking with their unmistakable accent.5.Rehearse standard collocations in both conversational and professional scenarios.Saying straightforward things such as ªDo you know what I mean?ºor ªWould you do me a favor?ºwill provide you with extremely useful fluency tools.Having your own subtle national accent in English is not a serious problem as long as the presentation conveys the correct message.However,as far as pronunciation is concerned,there are several tricky words that cannot be properly named false friends and need some extra attention:In English there are some words that are spelt differently but sound very much the same.Consider the following,for example:·Ileum:the distal portion of the small intestine,extending from the jeju-num to the cecum.·Ilium:the uppermost and widest of the three sections of the hip bone.Imagine for a moment how surrealist it would be for our surgeons to mix up the bowel with the hip bone.Well,I suppose you could say it could be worse ±at least both anatomical structures are roughly in the same area!Again,consider the following:The English word tear means two different things according to how we pronounce it:·If tear [tiar]is pronounced 1,we mean the watery secretion of the lacry-mal glands which serves to moisten the conjunctiva.Unit V Some of the Most Frequent Mistakes Made by Doctors Speaking in English1101For simplicity,the authors have taken the liberty of using an approximate repre-sentation of the pronunciation instead of using the phonetic signs.Apologies pre-sented to our linguist colleagues who may have preferred a more orthodox tran-scription.Common Basic Mistakes111·If tear[tear]is pronounced,we are referring to the action of woundingor injuring,especially by ripping apart.Common Basic MistakesThese are some of the most common mistakes made in presentations at in-ternational congresses:·22-year s-old man presenting...·There was not biopsy of the lesion·It allows to distinguish between...·Hemorrhagic tumors can cause...·The main group of myxoid tumors are...·Could you tell me how old is the patient?·Most of the time s hemangiomas...·Looking forward to hear from you·Best regards·Are you suffering from paresthesias?·There are multiple metastasis22-years-old man presenting.Many times the first sentence of the first slideof the presentation contains the first error.For those lecturers with an in-termediate level this simple mistake is so evident that they barely believe itis one of the most frequent mistakes ever made.It is quite obvious that the adjective22-year-old cannot be written in the plural and it should be written:·22-year-old man presenting.There was not biopsy of the lesion.This is a frequent and relatively subtle mistake made by upper-intermediate speakers.If you still prefer the use ofthe negative form you should say:·There was not any biopsy of the lesion.But the affirmative form is:·There was no biopsy of the lesion.It allows to distinguish between.Two alternative sentences can be chosen:·It allows us to distinguish between.or·It allows the distinction between.Haemorrhagic tumors can cause.Check your paper or presentation in orderto avoid inconsistency in terms of American and British English.This example shows a sentence made up of an American English word (tumors )and a British English word (haemorrhagic ).So choose American or British spelling depending on the journal or congress you are sending your paper to.Therefore,the sentence should read:·Haemorrhagic tumours can cause.or ·Hemorrhagic tumors can cause.The main group of myxoid tumors are .Although extremely simple,this is one of the most frequent mistakes found in published medical papers.Do not ever forget that in this kind of sentence,noun phrases are always in the singular and must be followed by the verb in the third person singu-lar.Noun phrase-verb lack of congruency is more likely to appear in long sentences,so try to avoid such sentences and when they are used check and double-check them carefully.As everybody knows,but many forget in papers,the sentence should be:·The main group of myxoid tumors is .Could you tell me how old is the patient .Embedded questions are always troublesome.Whenever a question is embedded in another interrogative sentence its word order changes.This happens when,trying to be polite,we incorrectly change What time is it?to Would you please tell me what time is it?instead of to Would you please tell me what time it is?In medicine,the direct question How old is the patient?must be trans-formed to its embedded form as follows:·Could you tell me how old the patient is ?Most of the times hemangiomas.Y ou can say many times but not most of the times .Most of the time is correct and you can use commonly or frequently as equivalent terms.Say instead:·Most of the time hemangiomas.Looking forward to hear from you.This a very frequent mistake at the end of formal letters such as those sent to editors.The mistake is based upon a grammatical error.To may be either a part of the infinitive or a preposi-tion.In this case to is not a part of the infinitive of the verb hear but a part of the prepositional verb look forward ;it is indeed a preposition.There may be irreparable consequences of making this mistake.If you are trying to have an article published in a prestigious magazine you can-not make formal mistakes which can preclude the reading of your other-wise interesting article.Unit V Some of the Most Frequent Mistakes Made by Doctors Speaking in English112Common Basic Mistakes113So instead of looking forward to hear from you,you should write:·Looking forward to hearing from you.Best regards.Although it is used in both academic and informal correspon-dence best regards is a mixture of two strong English collocations:kind re-gards and best wishes.In our opinion instead of best regards,which is col-loquially acceptable,you should write:·Kind regardsor simply·RegardsAre you suffering from paresthesia?Many doctors forget that patients are not colleagues and use medical terminology which cannot be understood by them.This technical question would have been easily understood by say-ing:·Do you have pins and needles?There are multiple metastasis.Whenever you use a Latin term check its sin-gular and plural.Metastasis is singular whereas metastases is plural so that there are multiple metastasis is not correct(see Unit VI).In this case,you should write:·There are multiple metastases.。