第四册：流利英语 · 全册易错点 · 第23–45课
本册介绍 · 全册课程目录 · 全册语法总结 · 全册单词总结 · 全册短语与句型 · 全册易错点 · 综合复习与自测
L23 · 现在分词状语与逻辑主语
Watching the bird, its wings looked wide 错把 wings 当观察者；可改为 As I watched the bird, its wings looked wide。
对照例句： Gliding above the field, the bird turned towards the hills.
Gliding… 为伴随分词状语，逻辑主语为 the bird，与 turned 的主语一致。
L24 · 否定或限制副词前置倒装
Rarely two viewers notice… 缺倒装；Rarely do two viewers notices… 又错误地给实义动词加 s。
对照例句： Rarely do two viewers notice exactly the same details in a painting.
Rarely 前置触发 do two viewers 的部分倒装；notice 保持原形；不是把整句完全颠倒。
L25 · 名词化与施事信息
exposure of noise 应改 exposure to noise；coincided with 也不能自动替换为 caused。
对照例句： A reduction in background noise coincided with fewer interruptions during the task.
A reduction… 是名词化主语；coincided with 只说明同时发生，没有直接宣称因果。
L26 · 完成式分词状语
Having compared the layers, a sequence was proposed 容易让 sequence 成为比较者；应明确主语 researchers。
对照例句： Having compared the layers, the researchers proposed a tentative sequence of events.
Having compared 表先行完成动作；researchers 同时是 compare 和 propose 的执行者；tentative 限定结论。
L27 · 第三条件句与过去反事实
If the model would have been tested 错把结果形式放入条件；应写 had been tested。
对照例句： If the model had been tested earlier, the designers might have noticed the imbalance.
had been tested 是过去完成时被动条件；might have noticed 表对过去替代结果的谨慎推测。
L28 · 间接问句与疑问语序
Could you explain what does this term mean? 错用直接问句语序；应去 does 并用 means。
对照例句： Could you explain what this term means in plain language?
Could you explain 是礼貌主句；what this term means 为宾语从句，this term 在 means 前。
L29 · 使役与许可结构
allows the model move 缺少 to；不要把 allow 的结构误套成 make 的结构。
对照例句： The air cushion allows the model to move across the smooth floor.
allows + the model + to move 是宾语加不定式补足语；air cushion 为提供条件的主语。
L30 · 介词 + which 的关系从句
under that the sensor operates 不成立；介词前置的关系结构用 which。
对照例句： The pressure under which the sensor operates must be recorded.
under which 修饰 pressure；主句主语是整个名词短语，must be recorded 为谓语。
L31 · 独立主格的主语与分词
不要把独立主格误写成 The clay was still damp, the sculptor covered…；两个完整句不能仅用逗号连接。
对照例句： The clay still damp, the sculptor covered the model before leaving.
The clay still damp 有自己的主语 clay 和形容词 damp，补充背景；主句主语是 sculptor。
L32 · 形容词前置的 as 让步结构
As the evidence is limited 通常更容易读成“因为证据有限”；要保留让步意思可用 Although 或前置 Limited as。
对照例句： Limited as the evidence is, it gives us a reason to repeat the experiment.
Limited 前置，as 引导让步；it 指 evidence；主句主张重复检验而不是立即接受结论。
L33 · 平行结构与 not only…but also
to question claims, comparing sources and explanations 不平行；应统一为三个动词短语。
对照例句： The course teaches students to question claims, compare sources and explain their conclusions.
to 后三个动词 question、compare、explain 并列，共享不定式标记 to，宾语分别对应各动作。
L34 · 倾向表达与概率范围
tend to 不等于 always；不能将示例改写成“所有青少年都只向同伴求助”。
对照例句： In this club, new members tend to ask their peers for help before approaching an adult.
In this club 限定范围；tend to ask 表倾向；before approaching 与主语 new members 共享执行者。
L35 · 将来完成时与未来截止点
by the time the crew will arrive 不用于普通未来时间从句；应使用 arrives。
对照例句： By the time the simulated crew arrives, the support team will have checked every system.
arrives 为未来时间从句的一般现在时；will have checked 表该时点前完成。
L36 · 倍数比较与百分比基数
rose by 120 units 不等于 rose to 120 units；本例只增加20单位。
对照例句： In the fictional budget, maintenance costs rose from 100 units to 120 units, an increase of 20%.
from…to… 给起点终点；an increase of 20% 为同位补充，基数是原来的100。
L37 · 比较级重复与渐变表达
more and more better 不成立；better 已是比较级，应写 better and better。
对照例句： The records became more and more detailed over the course of the study.
more and more detailed 表渐变程度；over the course of… 限定变化发生的时间。
L38 · if、when 后的省略结构
When travelling, the water… 容易把 travelling 的执行者错接成 water；应明确人作主语。
对照例句： When travelling, check current local guidance rather than rely on an old account.
When travelling 相当于 when you are travelling；主句祈使句隐含主语 you，与分词执行者相同。
L39 · wish 后的时态与非现实意义
不要把对现有稿件的遗憾写成 wish the opening is shorter；此处需要过去形式表达非现实。
对照例句： I wish the opening were shorter, because the main point arrives too late.
wish 后 were shorter 表对当前文本的不满意；because 从句说明修改理由。
L40 · where 的地点与条件意义
不要把“实验结束时”写成 where the experiment ends；普通时间关系应写 when the experiment ends。
对照例句： Where the water meets the barrier, the pattern changes.
where 从句指地点；主句 the pattern changes 描述该区域的观察结果。
L41 · with + 宾语 + 补足语
with the observer stood… 不能把一般过去时直接放入该结构；此处应用 standing。
对照例句： With the observer standing at a distance, the handler recorded the animal’s response.
observer 与 standing 是主动关系；with 短语交代背景，主句主语是 handler。
L42 · 被动语态中的时态与体
The signal has recorded 错把信号当记录者；应使用 has been recorded。
对照例句： The signal has been recorded, but the data are still being analysed.
has been recorded 表已完成的记录；are being analysed 表正在进行的被动过程；data 在此按复数处理。
L43 · there be 与存在命题
There have a signal 不成立；应写 There is a signal 或 The receiver has detected a signal。
对照例句： There may be a simpler explanation for the unusual signal.
there may be 为情态存在结构；a simpler explanation 是引入的新信息；for…限定解释对象。
L44 · 限制性与非限制性从句的范围差异
给 who 从句随意加逗号会改变范围：有逗号时通常将参加工作坊作为整组访客的补充信息。
对照例句： The visitors who had attended the workshop recognised the greeting.
who…workshop 是限制性从句，只选出访客中的一部分；没有宣称全部访客参加过。
L45 · no more than 与 not more than
not more than 10 表 ≤10，不是 <10；上限本身也在允许范围内。
对照例句： The summary contained no more than three pages, yet it raised questions the committee had overlooked.
no more than 强调篇幅很短；yet 连接篇幅与作用的反差；had overlooked 表忽略先于摘要提出问题。
继续阅读
- 路线与能力起点
- 路线与能力起点
- 路线与能力起点