四川仁（rén）壽一中 王 霞（xiá） 王（wáng）永聰
短文（wén）改錯考查的學生在語（yǔ）篇中綜合運用英語知識的準（zhǔn）確性。要做好這類（lèi）題（tí），紮實的基礎知識和切實（shí）的解題技巧必不可（kě）少。一般說來，整個解題過程至少要注意三個步驟。
一、通讀全文，掌（zhǎng）握（wò）大意
做短文改錯題切忌一看就改（gǎi）。因為一篇意思完整的短文，其錯誤不僅是詞（cí）法、句法的錯誤，還有行文邏輯的（de）錯誤（wù），隻（zhī）有通讀全文（wén），掌握大意，形成整體印象後才能作出全麵（miàn）正確的判斷，否則有些錯誤不僅很（hěn）難發現，還可能越改越錯。
二（èr）、逐行分（fèn）析，整句理解，找出錯誤（wù）
了解全文大意後，就（jiù）可以逐行逐句（jù）地行（háng）進分析，尤其對一句話分兩行乃至三行的句子，要結合全文，把意思搞清楚，看每個詞語在句中位置是否正確，即詞形（xíng）是（shì）否符合其位置的需要。
短（duǎn）文改錯常見的錯誤有如下三種情況
（一）多詞（cí）
多詞錯誤可以從冠（guàn）詞、省略、從句（jù）等三方麵考慮。
（1）Some people read the newspapers or watch TV while others have sports.
（2）Modern people know more about the health ， have better food ，and to live in cleaner surroundings.
（3）The box I bought it yesterday was made in Shanghai.
分析：
（1）中newspapers 前多一定冠詞the。newspapers在此句中泛指而不是特指哪種報紙（zhǐ）。
（2）中live前多一不定（dìng）式符號，know， have和live 為三個並列謂語。
（3）中it不需要出現（xiàn），bought的賓語為the box。
（二）缺詞
1、句子結構是否殘缺。eg：when he come here?（缺助動詞（cí）did）
2、誤把不及物動詞當作（zuò）及物動詞。
eg：get the bus stop（應為get to the stop）。
3、某些固定搭配中是（shì）否漏寫了冠詞、介（jiè）詞或副詞。
eg：as result of（應為as a／the result of）
4、是否缺少引導從句的引導詞。
eg：I will tell him about it as soon he comes back.（應在as soon後加as）
5、形容詞比較級、最高級或序數詞前是否缺定冠詞。eg：Jim is tallest of the five.（應在tallest前加the）
He is taller of the two.（應在taller前加the）
（三）錯詞
1、名（míng）詞錯誤（wù）（主要指名詞的單複數錯誤）
eg：There is some milks in the bottle.（milk為不可數名詞，應該變milks為milk）。
2、動詞錯誤（wù）
動詞錯誤是短文（wén）改錯（cuò）考查之重點，一般（bān）可以從詞形變化（第三人稱單數形式（shì）、現在分（fèn）詞、過去分詞（cí）、過去式）、時態、語態、主謂一致、非謂（wèi）語動詞等方麵分析。
eg：The parent don’t like the house.（don’t變成doesn’t，因為parent為（wéi）單數）
I had knew him before he lived here.
（應改knew變過去分（fèn）詞known）
3、形容詞、副詞錯誤（主要（yào）指比較級和最高級錯誤）
eg：Kate is much younger in her class.（改much younger為the youngest）
4、句法錯誤：這種錯誤常表現（xiàn）在固定的句子結（jié）構、上下文相（xiàng）互照（zhào）應、否定和疑問句式、反意（yì）問句的附加疑問部（bù）分等。
eg：It took me five minutes get home.（應在get前加to）
He doesn’t have few books.（few本身為否定之意（yì），不與否定結構連用，應為（wéi）He has few books.）
三、複讀全文，檢（jiǎn）查校正
複讀全文是最後（hòu）一個也是（shì）至關重要的步驟，考生需要有行文邏輯和語篇綜合能力，要檢查上、下文是否一致，尤其是邏輯上是否一致，連詞用得是否恰（qià）當。記住，錯詞的情況較多，少詞或（huò）多詞（cí）的情況也（yě）有，無錯（cuò）誤的情（qíng）況最少。盡量做到彌補疏（shū）漏，還要特（tè）別注意改錯（cuò）的符號是（shì）否正確。複讀檢查時，有進需要吹毛求疵的功夫，但確有把握的答案不要輕易改動，以免弄巧成拙。
A new Attempt on English teaching-listening， speaking， reading and writing as an organic whole
四川省蜜疯直播一中 王（wáng）霞 王永聰
Over one year’s attempt on English teaching， it shows that: “A teacher should design as many spots for communication as possible in class. A teacher should create natural and harmonious environment for communication in and thick conversation atmosphere； A teacher should get the whole class to take an active part in the communication activities with what they have learned ”. This is not only the basic ability as a responsible teacher should have but also a basic ruler to take the measure of an English class successful or not.
Take SB (II) A unit 4 as an example:
Step I: sensing by listening and watching. (That is ， introduction of background by TV、video、projection、photograph、tape. Here you’d better buy two film tickets).
A: leading into:
1) Ask the students the following questions.
What are these? (“These” stand for the tickets).
you like seeing films?
at’s on Xinghua Cinema tonight?
2) Make up a dialogue with the lead of the teacher –invite somebody to see the film together (scene: suppose you have two tickets for tonight film at 7:30-9:00 P.m. you are inviting your friend to go with you). Give the tickets to the best pairs as a prize.
3) Draw a conclusion from the dialogue just now the students made up When we make an appointment generally speaking at least we should make three points clearly.They’re when / where to meet and why do they make the appointment?
B) Listen to the tape and grasp the main idea:
1) Listen to the tape with books closed.
2) Answer the following questions:
What’s the main idea of the dialogue?
Step II: Listening and Reading.
A) Listening again and further reading comprehension.
1) Listen again also with books closed.
2) Answer the following questions.
When and where will they meet?
What are they going to do?
B) Reading the dialogue and thoroughly understanding.
1) Open books and read the dialogue in silence， checking the answers and try to find the ways to make an appointment.
2) Read after the tape and try again by yourselves.
3) Ask Ss to put forward their questions if possible and make some possible explanation such as:
in the students’ dining room ；
What’s on +place /time?
They’re said to be very good = It’s said that they are very good = People say they are very good.
Step III: practice speaking (practice as the sample， the practice without books to transfer the dialogue into daily English， skill to ability.)
A : Practice the dialogue.
1) Read the dialogue in character first then together.
2) Act out the dialogue in groups of four with books
closed.
B: imitate and practice:
Ask the Ss to make up a dialogue according to the situation and act it out.(situation :Two friends meet outside of the school gate . They are making an appointment for seeing the performance given by John Denver.)
Step IV: Consolidation and practice (further practice in speaking and writing according to the dialogue.)
1) Ask the Ss to rewrite the dialogue in third person.
2) Ask the Ss to retell the dialogue according to their writing..
In a word， the most important view of “Four-skill teaching as an organic whole ”is: A teacher should study on， be familiar with the teaching material， work hard to and create the following steps suitable for the knowledge standard of the students___ leading into. Listening and answering， imitating and practicing and transferring. Secondary model education should make full use of the scientific methods.
附：主要參考書目
1、李（lǐ）庭薌（xiāng）主編《英語教（jiāo）學法》高教出版社（shè），1991年；
2、楊（yáng）崇龍主編《現代教育理論》雲南教育出版社，1998年（nián）；
3、席玉虎主編《英語周報（bào）》高中教師版，2000－2002年度版。