頭腦Y一下(IV)

[Yahoo奇摩] 頭腦 Y 一下 和英文相關的測驗來挑戰一下

(114) 名詞衍生的「不同義」形容詞  學新單字及其他相關衍生字，有效率的記法是比較字尾變化後整組字都學起來，像是imagine、imaginary、imaginative。問題是這些字一旦搞混，可能張冠李戴

(113) 漲價該用raise還是rise？ 中文解釋相同的英文單字或片語，時常無法彼此代換，否則會造成文法出錯，或是語意有出入。

(112) 「會成真的希望」要用hope  Hope和wish是很多人常搞錯的字，hope用在希望「可能發生的事」，而wish則是奢望「不太可能成真的事」，現在我們專攻hope這個單字。

(111) 英文句子裡重要的小字  英文句子裡有些小字經常扮演重要角色，例如從屬連接詞；它連接兩個有因果關係的子句，不過其引導之子句的文法，往往就是學生最容易出錯的地方。

(110)  你可能沒發現，用錯這些字讓英文大扣分！使役動詞、感官動詞、連綴動詞，這些特殊動詞常成為學生學英文的罩門。

(109)  It當主詞，重點更清楚  it除了可以作為代名詞外，也經常放在句首擔任虛主詞，代替原本過長的主詞，以免整個句子看起來頭重腳輕。以it引導的句子稱不上難，但稍不留意，還是可能出包。

(108) 別再用中式語法這樣說  很多人學習英文時，只專注在背單字，忽略了常見句型的應用，以致說、寫出來的英文總是像直譯、或帶了點中式語法。

短篇故事學文法

English Grammar through Stories (短篇故事學文法) 依文法主題提供了短篇故事，學習者透過小篇故事閱讀去理解時態及文法用法，也許這個電子書在文法及時態解說部份並不十分詳盡，但不妨將小故事當作閱讀材料，每篇故事僅兩、三頁，適合短時間的閱讀。

按這裡免費下載PDF檔。

[Youtube教學] 加強流利度…等的英語學習方法

http://www.english-at-home.com/ 的站長Clare拍了四部英語學習系列影片，內容為針對流利度(fluency)、發音(pronunciation)、字彙(vocabulary)及自信心(confidence)方面加強的方法，若想了解如何能增進這方面的能力的話，就來看看吧！

第一部：2 Secrets for a Native English Vocabulary (2個學習道地英文單字秘訣)



第二部：4 Easy Ways to Remember English Phrasal Verbs (4個記住動詞片語的簡單方式)





第三部：The 1 Simple Secret For Great Pronunciation (優美發音的一個簡單秘訣)




第四部：How To Be Fluent In A Few Words (用幾個單字讓自己變流利)  ---口說對話時超級實用的秘訣

頭腦Y一下(III)

[Yahoo奇摩] 頭腦 Y 一下 和英文相關的測驗來挑戰一下

(81) 搭配語的陷阱在介系詞  搭配語的意思很多可以互通，同樣都是「犯」，「犯」罪用commit，「犯」錯用make，不過其中最容易錯的，就屬介系詞了，來看看以下搭配語的介系詞錯在哪裡。

(80)  as和like「像」在哪裡？ as是一個很常用的小字，它可以作連接詞、副詞、介系詞、代名詞，更常常與其他字連起來作為慣用片語，而它的出錯率也相當高。

頭腦Y一下(II)

[Yahoo奇摩] 頭腦 Y 一下 和英文相關的測驗來挑戰一下

(52) 精準掌握英文同義字  是draw還是paint、該寫injure或是wound、remind還是remember…搞懂這些易混淆的字，讓它們「適得其所」，代表你的英文功力又更進一步。

(51) 不能用Not直譯的否定句  中文裡否定的表達，在英文的句子中有時可能是否定字所擺放的位置不同，有時則可能是以正向表述較道地。

頭腦Y一下

[Yahoo奇摩] 頭腦 Y 一下 和英文相關的測驗來挑戰一下

(31)  【英語小測驗】這些字你拼對了嗎？比起方方正正的中文字，英文單字更容易拼錯，有時是多、少了一個字母，有時則是字母次序不對。

(30)  【英語小測驗】一個句子，幾個動詞？ 英文句子中若已有一個動詞，第二個動詞須以不定詞、動名詞或過去分詞的形式出現，然而，在某些特殊情況下，第二個動詞仍是原形形式，倘若一時不察，就成了bug所在。

(29) 【英語小測驗】主詞是單數還是複數  表示單數時用is、複數時用are，be動詞的單複數規則十分簡單，難就難在有時不容易分辨其所指稱的主詞是單數還是複數。

 

Patricia T. O'Conner--WNYC

美國紐約廣播電台(WNYC)有一個節目The Leonard Lopate Show，每個月會請Patricia T. O'Conner到節目中，討論英文，可能是發音(最新一集提到某些字如news的發音，很有趣哦)，也有是文法等等，因為是廣播討論，所以一定會結合時勢潮流，讓我們雖然在台灣，也可藉由著節目，掌握一些美國當地的英文用法及英文口語方面的資訊。

The Leonard Lopate Show--WNYC (由此可連結到之前的節目內容)

The Grammarphobia Blog

英學者:7歲開始學文法較適當

相信很多家長都為了孩子的英文而傷腦筋，到底小孩子適不適合學習文法？何時又是學習文法的最佳時機呢？以下這則報導或許可作個參考。

http://tw.news.yahoo.com/article/url/d/a/090306/5/1fl0h.html

(中央社記者林思宇台北 6日電）英國愛丁堡大學教授普倫（Geoffrey Pullum） 今天接受中央社訪問時強調，學習英語，文法和自然溝通兩種應該並行，學文法的目的是與人進行日常生活溝通，最適當的年齡是7歲。

財團法人語言訓練測驗中心今天起一連 2天，在台灣大學舉辦「英語教學測驗國際學術研討會」，會議主題是「語言教學與測驗的新視野─英語的主體性與媒介性」；邀全球英語教學與測驗知名學者談英語研究及教育應有的新思維，與會的普倫是英國著名的語言學家。

普倫表示，一般學習英語有文法學習和自然溝通學習，兩種應該並行，文法本身就存在，但需要經由語言學家歸納出來，學文法的目的不是要學文法，如果是這樣，文法學習會很無聊，學文法的目的是與人溝通。

普倫指出，孩子越小的時候學習語言越好， 5歲的孩子，給他英語和中文閱讀與說的刺激，他的語言表現就會很好，不用特別去學習文法；等到 7歲以後，孩子的心智逐漸成熟，能夠了解文法抽象的架構，同時也滿足孩子想知道為什麼如此的心理。

普倫強調，只學文法，孩子會覺得無聊，英文也會變成像拉丁文一樣死的語言，如果只學自然溝通也不行，日本就是最好的例子，孩子從小不學文法，以日本人英文的表現來看，證明是錯誤的。

Grammar point: 進行式代替未來式

English, Baby!: Business Traveler(此連結有效期限一週，逾期需入會員才可瀏覽。)

The forms will and going to are used to talk about the future. In addition to will and going to, most native English speakers use the present continuous tense ( [be] + -ing) to talk about things happening in the future.

In the conversation between John and Taylor, John says: "I am going to Montreal." Though he is going to go to Montreal in the future, he uses the present continuous am going to talk about his trip.

Similarly, Taylor says: "I know that you're going to be meeting with business clients." He uses the going to form to talk about the future, but he could also say "I know that you are meeting with business clients," to talk about a future event.

Other examples include:

Tomorrow I am eating at my friend's house.

We are flying to Amsterdam this summer.

She is throwing a party on Friday night.

woulda

woulda

(colloquial) would have

You woulda told him the truth.

Learning English BBC World Service:should and should have, would and would have, could and could have

網路翻譯家:語氣助動詞表示「推測」的用法

[文法網站]English grammar

已脫離研讀文法的時代很久了，關於過去簡單式和過去完成式的差別也忘的差不多，這裡稍微提供了一些解釋，好像又有了些概念了。今天和外師們討論這兩個時態外加現在完成式的不同，光是"I forget,""I forgot,""I had forgotten,""I have forgotten"就可以花上五分鐘理解。

讓我們來複習一下這些時態吧。

To teach or not to teach English grammar

這個問題想必是很多英文老師最想問的問題，對較年幼的學生來說，不用太著重於文法上的解釋，而對成人學生來說，文法就是個重要課題了。但不管答案為何，任何一位英文學習者，都該儘量讓自己多接觸英文並創造使用英文的機會。

By Shih-Fan Kao 高士凡

Sunday, Mar 04, 2007, Page 8

About three months ago, a colleague told me that she just spent two hours teaching students the different usages of the English word "as."

I then asked her if she thought, after her dedicated efforts, her students could then use the word accurately in day-to-day conversations. Her answer, interestingly, was that she didn't think so, because it all depended on how much exposure to English the students would get outside the classroom.

I began to wonder if it is worth spending so much time teaching English grammar to students because a number of empirical studies have demonstrated that the critical factor for students' proper use of English grammar is more the result of real-life exposure than learning in the classroom. Only if grammatical structures are used in an authentic context do they have meaning.

For this reason, EFL (English as a Foreign Language) teachers have to create situations in which the students feel a need to utilize grammar in order to communicate properly in English. In other words, the students learn grammar more effectively when grammar is contextualized -- not singled out as a separate "skill" or "course."

From the 1950s through the 1980s, the manner in which grammar was taught in countries like Taiwan was not put into question, owing to a grammar-centric teaching of the language.

During this period, teaching English and teaching grammar were virtually synonymous. Questions on whether and how to teach grammar arose during the mid-1980s, as communicative language teaching, which emphasized the use of English as a means to communicate, came into fashion.

Today, only a few researchers and teachers advocate "no grammar at all" in the teaching of English, while most experts think that appropriate attention to grammar can speed up learning.

Research has shown that variables such as age, proficiency level, language skills, needs and goals can help teachers determine the role of grammar in teaching.

Note that grammar is important to some extent in all variables, depending on the continuum of each. In terms of abstraction capabilities and levels of cognition, the focus on grammar is more important to adults, whereas it is less important to young children and somewhere in between to teenagers.

Thus, to teach or not to teach English grammar may not be a question anymore; how to teach it is now the real issue and this is where teaching professionals can't seem to agree.

One of the most frequently asked questions is: should English grammar be taught explicitly or implicitly? Many of those who were born before the early 1980s in Taiwan had to experience the explicit (or deductive) method of grammar instruction, with direct teacher explanations followed by related exercises tailored to reflect entrance exams.

By contrast, implicit (or inductive) teaching occurs when students are exposed to various language forms and are left to discover grammar rules on their own. Advocates of this approach argue that students can acquire English naturally if they are provided with an adequate amount of comprehensible input.

Most students prefer the explicit approach because it requires less mental effort.

Many researchers think that in most contexts, the implicit approach is more appropriate because it goes with natural language acquisition. For this reason, one of the most important homework assignments for EFL learners is to get English input outside the classroom.

It is language use -- not the conscious focus on grammar -- that accounts for effective communication and interaction between human beings.

Shih-Fan Kao is an assistant professor at Jin-wen University of Science and Technology.