減少托福口語中語法錯誤方法

減少托福口語中語法錯誤方法，很多同學對于這個問題有疑問和不解，那么下面就跟著中國教育在線的小編詳細了解一下吧。

減少 托福 口語中語法錯誤方法

有很多同學，在口語考試中，丟分的原因在于語法使用的不正確。下面是小編為您整理的關于減少托福口語中語法錯誤方法，希望對你有所幫助。

我們一起來看下面的例子：

My teacher gave interesting assignments andmotivating the students.

很顯然，這屬于混用語法結構的一個典型錯誤。這會使句子產生歧義：難道是說My teacher gave interesting andmotivating assignments to the students? 因為本句中interesting和motivating 是平行結構. 或者是My teachergave interesting assignments and motivated thestudents? 因為亦可以理解成gave和 motivated是平行結構.所以錯誤使用語法會帶來許多意想不到的麻煩。

當我們重復使用一個短語或單詞的時候，不僅會給人以詞匯量過小的感覺，有時甚至也會造成誤解。我們來看一個例子：

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

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

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

避免托福口語語法的典型錯誤，能夠做到舉一反三，靈活應用，相信托福口語考試中的其他問題就能迎刃而解了。

托福口語常見的語法錯誤匯總

一、主謂不一致，例如：She don’t know what to do.

動詞的三單形式最是容易被忽略，改正為：She doesn’t know what to do.

二、比較級亂用，例如：Biking is more healthier than driving a car. It is more easy to search information online.

不要笑，每三個學生就有一個常犯這樣的錯誤。

改為：Biking is healthier than driving a car. It is easier to search information online.

三、一個句子里有多個動詞，例如：I want go to bed. I like dance and sing.

注意，一個句子里只能有一個謂語動詞。所以要把多余的那個換成非謂語的形態喲～

I want to go to bed. I like dancing and singing.

四、動詞原形做主，賓，表，賓補等名詞性的成分，例如：Swim is my favorite sport. My goal is pass the exam.

改正為：Swimming is my favorite sport. My goal is to pass the exam(注意goal, purpose, dream 等詞表示尚未實現的動作，要用不定式).

五、There be 和 has用法混淆，例如：There have a lot of trees in the park.

改正為：There are a lot of trees in the park. 或者The park has a lot of trees in it.

六、可數名詞單獨使用，例如：Cellphone is useful. I like playing computer game.

可數名詞單數不要單獨使用哦，可以改為復數指類別，如：

Cellphones are useful. I like playing computer games. 也可以在單數可數名詞前加上限定詞如this，that;代詞所有格如 his, her; 或者加上冠詞the, a, an.

托福口語常見的語法錯誤分析

My teacher gave interesting assignments and motivating the students.

很顯然，這屬于混用語法結構的一個典型錯誤。這會使句子產生歧義：難道是說My teacher gave interesting and motivating assignments to the students? 因為本句中 interesting和motivating 是平行結構.

或者是My teacher gave interesting assignments and motivated the students? 因為亦可以理解成gave和 motivated是平行結構.所以錯誤使用語法會帶來許多意想不到的麻煩。

當我們重復使用一個短語或單詞的時候，不僅會給人以詞匯量過小的感覺，有時甚至也會造成誤解。我們來看一個例子：

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

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 變為了she; chalkboard 被改為了board. 不但句子顯得更加生動活潑不刻板，信息量也比原來要多了。

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