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 ___.
- 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.。