托�？谡Z考試的常見錯(cuò)誤舉例
My teacher gave interesting assignments and motivating the students.
很顯然，這屬于混用語法結(jié)構(gòu)的一個(gè)典型錯(cuò)誤。這會(huì)使句子產(chǎn)生歧義：難道是說My teacher gave interesting and motivating assignments to the students? 因?yàn)楸揪渲?interesting和motivating 是平行結(jié)構(gòu). 或者是My teacher gave interesting assignments and motivated the students? 因?yàn)橐嗫梢岳斫獬蒰ave和 motivated是平行結(jié)構(gòu).所以錯(cuò)誤使用語法會(huì)帶來許多意想不到的麻煩。
當(dāng)我們重復(fù)使用一個(gè)短語或單詞的.時(shí)候，不僅會(huì)給人以詞匯量過小的感覺，有時(shí)甚至也會(huì)造成誤解。我們來看一個(gè)例子：
My teacher wrote the assignment on the chalkboard. The assignment was on the chalkboard until the teacher erased the assignment after we had all done the assignment.事實(shí)上這句話的觀點(diǎn)會(huì)更加清晰，如果我們將重復(fù)的詞替換為其他表達(dá)的話。我們再來看看改進(jìn)后的表達(dá)：
My teacher wrote the assignment on the chalkboard. She erased the board after we had all completed the task.
其中 assignment 被替換為 task; teacher 變?yōu)榱藄he; chalkboard 被改為了board. 不但句子顯得更加生動(dòng)活潑不刻板，信息量也比原來要多了。
多次強(qiáng)調(diào)過，在說口語時(shí)千萬要注意時(shí)態(tài)、人稱和數(shù)量的統(tǒng)一，而這些oral slips卻是中國學(xué)生最容易出現(xiàn)的問題。同時(shí)，這些問題會(huì)讓你的聽眾們糊涂，不明白你究竟要表達(dá)哪種意思�？匆粋�(gè)例子：
My teacher brought five paper bags to school one day. He put us into groups and gave each group a bag. You have to take the objects out of the bags in turn and then a person has to tell a story involving the object from the bag.
前面是一般過去時(shí)，后面突然轉(zhuǎn)為現(xiàn)在時(shí);同時(shí)人稱也由我們變?yōu)槟阕詈笫且粋�(gè)他。最后單復(fù)的變化亦會(huì)令人很費(fèi)解。估計(jì)考官們很難跟得上這種跳躍的思維，所以保持前后一致性很重要。我們來看改后的版本：
One day my teacher put us into five different groups. He gave each group a bag and told us to take turns pulling out an object and telling the other members of the group a story involving that object.
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