分析 改錯(cuò)題要注意代詞,連詞以及詞性、人稱的轉(zhuǎn)化.
做好短文改錯(cuò)題,可以從以下三方面去考慮:1.快速閱讀短文,如抓住中心思想,從整體上對短文有個(gè)了解. 2.充分運(yùn)用語言的基礎(chǔ)知識,從句型結(jié)構(gòu)、詞的變化、詞類選擇、詞的搭配、習(xí)慣用法出發(fā),進(jìn)行分析判斷,盡快找出錯(cuò)誤在何處. 3.重視整體和語境,從上下文關(guān)系中找出表達(dá)連接關(guān)系或邏輯關(guān)系的詞或詞組,判斷是遞進(jìn)關(guān)系還是轉(zhuǎn)折關(guān)系,是因果關(guān)系還是讓步關(guān)系.
解答 第四部分 第一節(jié) 短文改錯(cuò) (共10小題;每小題1分,滿分10分)
Last week,when we learned the new word"slovenly",we∧asked to make a sentence
were
with it.I volunteered to do it by saying"My deskmate is a slovenly girl who clothes never
whose
fit her."Hearing this,a whole class burst into laughter and my deskmate face turned red.
the deskmate's
After class,I learned up from the teacher that my deskmate would have dropped out of
去掉up
school if she hadn't been helped with others.My mindless words must have hurt him deeply.
by her
Not until then do I realize words could be powerfully in both positive and negative ways.
did powerful
We should avoid hurt others if our words are not encouraging.
hurting
1.a(chǎn)sked前加were 該句意為"我們被要求造句",句子的主語we與ask是動(dòng)賓關(guān)系,應(yīng)用被動(dòng)語態(tài),故asked前加were;
2.who-whose 該句中含有修飾先行詞girl的定語從句,clothes與先行詞girl存在所屬關(guān)系,故需要作clothes定語的引導(dǎo)詞,只有whose可以在定語從句中作定語,故who應(yīng)改為whose;
3.a(chǎn)-the 該處意為"全班同學(xué)",指我所在班全體同學(xué),屬于特指,故應(yīng)用the whole class;
4.deskmate-deskmate's 該處意為"我同桌的臉變得通紅",故應(yīng)用deskmate的名詞所有格形式deskmate's來修飾face;
5.去掉learn后的up 該處要表達(dá)意思"我從老師那里了解到","從某處了解到、向某人學(xué)習(xí)",為固定搭配learn from,故應(yīng)去掉learn后的up;
6.with-by 在被動(dòng)語態(tài)中,謂語動(dòng)作的發(fā)出者一般由by引出;
7.him-her 由前一句 if she hadn't been helped…可知,我的同桌是女生,故應(yīng)用代詞her;
8.do-did 本文第一句中Last week表明,所述事件發(fā)生在過去,所以應(yīng)使用過去時(shí)態(tài),故do應(yīng)改為did;
9.powerfully-powerful be后應(yīng)用形容詞作表語,
10.hurt-hurting avoid意為"避免、逃避",其后需跟動(dòng)詞的-ing形式作賓語.
點(diǎn)評 考生在做題時(shí)需理清文章的事理,注意詞性、語態(tài)、時(shí)態(tài)的轉(zhuǎn)換,分析句子結(jié)構(gòu).
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