眾所周知,雅思考試聽(tīng)說(shuō)讀寫四個(gè)單項(xiàng)考試,寫作部分是中國(guó)考生認(rèn)為最難的一部分。今天小編主要給大家分享雅思小作文注意事項(xiàng)有哪些,希望對(duì)你們有幫助!
一、雅思小作文注意事項(xiàng)有哪些
1、既然是小作文,那么你寫的作文字?jǐn)?shù)不能過(guò)多,字?jǐn)?shù)過(guò)多只說(shuō)明一個(gè)問(wèn)題:你在描述所有事物而不是主要事物。
2、確定好第一段改寫簡(jiǎn)單的介紹和最后一段進(jìn)行總結(jié)后,同學(xué)們要從宏觀出發(fā),找到段與段的分段點(diǎn)。再確定mainfeatures.最后選定合適的詞和句。層層遞進(jìn),逐個(gè)擊破!
3、不要無(wú)謂的去堆砌字?jǐn)?shù),同學(xué)們首先要在準(zhǔn)備階段最好做到心中有數(shù),從整體上謀篇布局,以期達(dá)到精辟和有效,沒(méi)用的信息只會(huì)讓考官反感。
4、結(jié)尾段不要遺漏,相反,重申總結(jié)或通過(guò)中間段分析得出結(jié)論能提高你文章的整體層次感!
5、同學(xué)們?cè)谛∽魑耐瓿梢院?,要注意檢查,比如單詞,語(yǔ)法,標(biāo)點(diǎn)符號(hào)等。尤其要提醒大家的是單詞拼寫錯(cuò)誤,這個(gè)是最不劃算的,所以大家要細(xì)心。
二、雅思寫作常犯的錯(cuò)誤
1、語(yǔ)序
錯(cuò)例1:Canyou tell me how many students are there in this class?
正解:Can you tell me howmany students there are inthis class?
錯(cuò)例2:Theywere more worried about how far did they have to walk to get to thetrainstation and could they catch the train before it left.
正解:They were moreworried about how far they had to walk to get to the trainstation and if they could catch the train before it left.
2、改錯(cuò)練習(xí)
1)It’s hard to decide when and where will we hold the sports meeting.
2) If you want to learn about the latest developments and discoveriesfromaround the world, you will read about them in journals and researchreportspublished in English, no matter whether are the scientists who wrotethem fromChina or Norway.
3、雙謂語(yǔ)
確保一句中有且僅有一個(gè)謂語(yǔ)動(dòng)詞
錯(cuò)例:It is unclear recycling can control pollution.
正解:It is unclear whether recycling can control pollution.
4、改錯(cuò)練習(xí)
1) It is advertising makes us buy something impulsively.
2.)There are two line charts show the unemployment rate fluctuates inChina.
3)e percentage of families have one car increased greatly.
5、單復(fù)數(shù),冠詞
錯(cuò)例:oneof the most challenging problem is who should be responsible forlooking after the elderly people.
正解:oneof the most challenging problems is who should be responsible forlooking after the elderly people.
三、雅思寫作語(yǔ)法錯(cuò)誤
1、不一致
所謂不一致不光指主謂不一致,還包括了數(shù)的不一致、時(shí)態(tài)不一致以及代詞不一致等。比如:When one have money, he can dowhat he want to.
分析:one是第三人稱單數(shù),因此本句的have應(yīng)改為has; want應(yīng)改為wants, 本句是典型的主謂不一致。
改為:When one has money, he can do what he wants (to do).
2、修飾語(yǔ)錯(cuò)位
英語(yǔ)與漢語(yǔ)不同,同一個(gè)修飾語(yǔ)置于句子不同的位置,句子的含義可能引起變化。對(duì)于這一點(diǎn)考生們往往沒(méi)有引起足夠的重視,因而造成了不必要的誤解。比如:Ibelieve I can do it well and I will better know the world outside thecampus.
分析:better位置不當(dāng),應(yīng)置于句末。
3、句子不完整
在口語(yǔ)中,交際雙方可借助手勢(shì)語(yǔ)氣上下文等,不完整的句子完全可以被理解??墒菚嬲Z(yǔ)就不同了,句子結(jié)構(gòu)不完整會(huì)令意思表達(dá)不清,這種情況常常在主句寫完以后,作者又想加些補(bǔ)充說(shuō)明時(shí)發(fā)生。比如:Thereare many ways to know the society. For example by TV, radio, newspaper and soon.
分析:本句后半部分"For example by TV, radio, newspaper and soon.”不是一個(gè)完整的句子,僅為一些不連貫的詞語(yǔ),不能獨(dú)立成句。
改為:There are many ways to know society, for example, by TV, radio, andnewspaper.
4、懸垂修飾語(yǔ)
所謂懸垂修飾語(yǔ)是指句首的短語(yǔ)與后面句子的邏輯關(guān)系混亂不清。比如:At the age of ten, my grandfather died.這句中"at the age of ten"只寫出十歲時(shí),但沒(méi)有說(shuō)明“誰(shuí)”十歲時(shí),按一般推理不可能是my grandfather,如果我們把這個(gè)懸垂修飾語(yǔ)改得明確一點(diǎn),讀者或考官在讀句子時(shí)就不會(huì)誤解了。
改為:When I was ten, my grandfather died.
5、詞性誤用
“詞性誤用”常表現(xiàn)為:介詞當(dāng)動(dòng)詞用;形容詞當(dāng)副詞用;名詞當(dāng)動(dòng)詞用等。比如:None can negative the importance ofmoney.
四、雅思寫作用復(fù)雜的單詞會(huì)怎樣
1、許多考生苦背單詞數(shù)月后,自感學(xué)有所成,英文水平有量躍,因此作文用詞不難不用,以博考官注意,期待“不鳴則已,一鳴驚人”的奇效??上а潘伎脊俣喟肽赀~,被你一“驚”一“嚇”,你的最后得分可想而知。譬如說(shuō),有個(gè)學(xué)生曾經(jīng)寫過(guò)“superfluous”一詞,這種詞我稱之為“震災(zāi)詞”,因?yàn)榘倌觌y遇。其實(shí),單詞不求難易,只求貼切。舉例說(shuō),“fire”可謂簡(jiǎn)單,許多學(xué)生不屑一用,他們用“fire”一詞,不代表他們?cè)~匯量不夠,而是在于“fire”在這種語(yǔ)言情形下并無(wú)他選。另外一個(gè)例子是“cut”,所有國(guó)外的知名經(jīng)濟(jì)報(bào)道每天都在用這個(gè)單詞,在價(jià)格上或者經(jīng)費(fèi)上的“cut”,表示說(shuō)削減,很多學(xué)生用“decrease”,托福常見(jiàn)的“diminish”,乃至GRE常見(jiàn)的“dwindle”,都難以表達(dá)“cut”干脆利落,毫不留情的感覺(jué)。
2、用復(fù)雜的單詞有兩大弱點(diǎn):一,極其容易拼寫錯(cuò)誤,這會(huì)激怒考官;二,用得不夠恰當(dāng):有的單詞在字典里翻譯得并不準(zhǔn)確,一旦使用,只會(huì)讓人啼笑皆非。國(guó)內(nèi)各校都有宣傳部,很多人翻譯成“propagandadepartment”,外教百思不得其解,因?yàn)椤皃ropaganda”常用作貶義,只有戰(zhàn)爭(zhēng)期間的宣傳,才用“propaganda”,實(shí)難以堂堂高校宣傳等而視之。
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