1、六级改错题型分析改错部分（error correction）是一种主观测试题，其目的是测试学生综合运用语言的能力。改错的目的新六级考试“改错的目的是测试学生综合运用语言的能力”。 改错题综合了阅读理解、词汇与语法结构两种题型的特点，它不仅测试考生对篇章的理解能力，而且也测试考生对词汇和语法知识的掌握；同时，它还检查考生拼写单词的能力。 考查综合能力改错中的很多错误其实就是很多学生在平时写作时经常犯的错误。比如说意义形式容易混淆的词，搭配错误的词，词性，时态，语态，数，格等方面的错误。可以说，改错考查了考生的综合能力。改错形式题型通常为一篇 200 字左右的短文，文中分布有共 10 个错误，有“
2、错误”标号的行中最多只有一个错误。要求考生通过改正、增添或删除行中的某个词或短语的方式写出答案。答题时间为15 分钟。三类错误：1、错词（words mistaken） 。在标有题号的一行中有一词在词法、搭配或词义等方面有错误，要求考生找出错误并换上正确的词（change a word ） ，这类错误在所有错误中占绝大多数。 2、缺词（words missing） 。在标有题号的一行的任何位置缺了一词，要求考生按语法、搭配或上下文语义的需要找出缺词的位置并补上所缺的词（insert a word） 。 3、多词（words redundant） 。在标有题号的一行中有一词按语法、搭配或上下文语
3、义要求纯属多余，要求考生认定该多余的词并划去（cross out a word） 。 短文共有 10 处错误，但究竟哪一行多一词，哪一行缺一词或错一词，则没有任何规律和标记。历年考题的统计资料表明，绝大多数改错设计为错词一类。其主要原因除了命题因素外，更由于这类错误形式难度较大，更能考查考生的实际语言驾驭能力。 错误类型从形式上看，需要纠正的错误分为两大类：语法结构错误用词错误，而且这两种错误有时是互相关联的。用词方面可能是意义或形式容易混淆的词，可能是意义相反的词，也可能是语法错误或搭配错误的词；语法结构错误可能是词形变化有误造成的，它可能是词形、时态、语态、性、数、格等语法方面的错误。 改
4、错规则 不论是错词，缺词或多词，考生在改错时只能动一个词。除了掌握一些应试技巧外，考生应在自身语言基本功，尤其是语言的准确使用方面提高自己。错, 肯定有首先要说的是：CET6 每次改错要你指出错误的地方肯定有错，绝对不会没错，而且肯定在这行，不会到前面或者下面去！ 改错解题技巧总结 错误种类 解题方法 考生素质错误种类语 法 类 词汇类 上下文类 语 法 类不一致性错误时态及语态错误连接词、并列句、从属句错误; 形容词、副词用法错误; 非谓语动词即不定式、动名词、分词用法错误;虚拟语气用法错误; 倒装结构错误; 肯定形式与否定形式错误; 平行结构错误; 指代性错误; 词序错误; 缺漏及赘述 (
5、 共 12 项)语法错误占很大比例 任何语法精、语感好的考生在规定时间的二分之一的时间内会找出一大半错误，并且能快速修改。通常一半左右的错误是比较明显的，其中最突出的语法错误有以下几种： 主谓不一致主谓不一致即主语和谓语在人称和数等方面未能保持一致。此类错误形式主要有以下几种： 主语因其特殊形式或因由一个或几个复杂成分修饰而导致主语与谓语单复数形式不能保持一致。如： A. Acoustics are taught in some colleges(are 应改为 is以 s 或 es 结尾的用以表示学科、疾病、游戏等的名词做主语时，其谓语动词应用单数形式)B. Understanding th
6、e cultural habits of another nation, especially one containing so many diversified subcultures as the US, are complex, bewildering task to us(are 应改为 is主语是一动名词短语，尽管其后有较长的修饰成分，然而其谓语仍需用单数形式)。 定语从句的谓语动词未能与先行词在人称和数上保持一致。如：A. I, who is your friend, will do my best to help you(is 应改为 am在代词加定语从句结构中，定语从句的谓语
7、动词要与被修饰的代词保持一致)；B. Tom is the only one of the pupils who are willing to take make-up examinations(are 应改为 is在由 the only one 等加复数名词或代词再加定语从句结构中，谓语动词应用单数形式)。 按照语法要求，某些短语或结构后所跟谓语动词必须用单数或复数形式。如：A. Six times two are twelve(are 应改为 is在加、减、乘、除运算中，谓语动词要用单数形式) ；B. The police is looking for the escaped crimin
8、al(is 应改为 are当主语为 people, police, folk, cattle 等集合名词时，谓语动词只能用复数形式 )。单复数错误与主谓不一致错误这个考点在六级改错中出现的也很频繁,同学们对这种错误也比较熟悉,做题时一定得仔细观察句子的主语： (1)Most education system neglect exploration, understanding and reflection.(07 年 1 月老六级第五题)句子的主语是 education system，而前面的 most 和后面的 neglect 都提示我们这里主语应该是个复数,所以将 system 改成 sy
9、stems. (2)There is therefore a need for resources and methods of teaching that facilitates a deep understanding of science in an enjoyable way.(07 年 1 月老六级第九题)这里 facilitates 前面跟的主语是 resources and methods of teaching,主语是复数,所以根据主谓一致原则,要把 facilitates 改成 facilitate。 (3)New screening tests are identifyin
10、g children at risk before they get discouraged by year of frustration and failure.(06 年 6 月六级改错第 8 题)表示 “多年的沮丧与失败”是一个复数的概念,因此要把 year 改成 years. (4)physical object like cooking pots, computers and bathtubs.(04 年 6 月六级改错第三题)这里的主语是 physical object，也就是后面的那么些东西,因为不止一样东西,所以 object 得用复数形式 objects. (5)There
11、is no guarantee that plant breeders can continue to develop new, higher-yielding crop(04年 1 月六级改错第 10 题)在形容词前没有不定冠词,所以可以认为这里的 crop 表示一个复数概念,因此用 crops.1.2 时态、语态错误时态及语态使用错误也是改错题常考内容之一时态其中时态方面错误主要包括：单句或并列句中的时态用错或不一致。如：A. I usually got up at seven in the morning(got up 应改为 get up由 usually 引导的句子谓语动词应用一般现
12、在时)；B. At the party the film star sang a song for us and later dances for the aged(dances 应该为 danced在并列句中，谓语动词时态多保持一致)。 例 1:These small households were portraits of independence: the entire family, mother, father, children, even grandparents-live in a small house and working together to support each
13、 other.(CET-6,9,03) 此句总体上讲述的是这些小家庭是独立的掠影。而后半句解释到这些小家庭里的成员生活在一起，工作在一起的情景,应该用一般现在时，故将 working 改为 work,和 live 保持一致。 主句与从句的时态不一致。如： He was a teacher before he became a manager of a big firm(was 应改为 had been当教师的时间应在做经理之前)。例 2： He cant remember what he once knows. 主句用的是一般现在时，宾语从句中有 once(从前)作为明显的时间状语，因而从句中
14、动词应用过去时 knew。语态语态方面的错误主要表现为主动语态及被动语态的混用等。如：A. I have never imagined that waste paper can use so widely(应改为 can be used纸张与利用之间应为被动关系) ；B. Large masses of data must be generally undergone a process of summarization(应改为 must generally undergo此处主谓之间用主动更好) 。例： She was very angry at not telling the truth
15、when she listened to the account.句意：当她听这个叙述的时候，她很生气没有被告知真相。这里 “她”是被告诉的对象，因而 telling 应改为 being told。1.3 连接词、并列句、从属句在六级考试中，连接词使用错误屡见不鲜，其内容主要包括在并列句或复合句中出现并列连词、从属连词或关系词的使用不当等。如：A. I invited him to come to my office and he refused(并列连词 and 应改为 but前后有转折关系) ；B. He looked at me even if I were something from
16、 outer space(从属连词 even if 应改为 as if从上下文的意思来看应用表示“似乎、好像”的 as if); C. I read without discrimination everything which I happen to come across(关系代词应改为 that当先行词为 all, everything, nothing, little, much 等时，定语从句子只能由 that 引导)。例： Science is the production of new knowledge that can be applied or not, since tec
17、hnology is the application of knowledge to the production of some products, machinery or the like. 句中连词“since” 用错了，逗号前后的两个句子从句意上是对照关系，但是 since 使之变成了因果关系，整个句子变得模糊不清。应把“since”改成“while”或“whereas”。1.4 形容词、副词用法错误形容词、副词用法错误主要包括： 形容词或副词使用不当。如：A. I frequently feel weakly and dissatisfied with myself(应改为 wea
18、kfeel 为系动词)；B. The cat ran quick as soon as he saw the dog(应改为 quicklyrun 为实意动词)。 形容词、副词在原级、比较级、最高级方面的使用错误：A. 形容词或副词未用比较级形式。如：It is well-known that the sun is much big than the moon(应改为 bigger比较级前可以由 much, a little 等表示不定量的代词修饰 )；例： Microwave ovens are generally more costlier than common ovens.此句 cos
19、tly 是形容词，意思是“昂贵的”。它的比较级形式是 more costly。costlier 是错误的形式，须改成 costly。B. 不可分级的形容词、副词误用了比较级结构。如：But for some spelling mistakes, your composition would be more perfect(应去掉 moreperfect 没有比较级和最高级形式)；C. 比较级与最高级混淆。如： Of all the toys the boy saw in the window the thing he wanted more was a new watch(应改为 most在
20、of all, of the whole 等句子中应用最高级形式) ；D. 比较级、最高级结构中的副词、连词、固定结构等方面的错误。如：a. The more you study during the semester, the lesser you have to do that before the exam(应改为 the lessthe less 本身已是比较级形式)b. This product is inferior than the one you bought yesterday(应改为 to表示比较级时 inferior 后应加介词 to); c. Everest is 3
21、times as high than the Matteriorn, the highest mountain in Europe(应改为 as此处为“数词timesas 形容词原级形式as” 同级比较结构)；E. 混淆句中用于比较的两个部分。如：The climate in the coastal cities is much warmer than in the interior cities(在 than 与 in 之间应加指示代词 that句中用于比较的两个部分是气候而不是地区)。1.5 虚拟语气用法错误虚拟语气的使用错误在综合改错题中主要表现为主句和从句的语气不协调。 虚拟语气类错误
22、主要包括： 主句或从句的动词形式未用虚拟语气形式。如：If we had more rain last summer, we would had a harvest(应改为 had had 与 would have had此句应用与过去事实相反的虚拟语气形式)； 例： We strongly suggest that Henry is told about his physical condition as soon as possible. 句中动词 suggest 之后的从句应用虚拟语气，故 is 应改为 be 或 should be。类似的动词还有 demand, insist, ord
23、er，等等。 混合型虚拟句中的主从句动词形式出现错误。如：If you had been older, I would have allowed you to go that day(应改为 were条件句可以指目前情况下的一种假设)； 在由表示 “建议、要求、命令、坚持”等动词引导的宾语从句中，动词使用出现错误。如：The employer ordered that the letter would be delivered at once(应改为 should be 或 be在表示“建议、要求、命令、坚持”等动词引导的宾语从句中，谓语动词要用 should 加动词原型或直接用动词原型 )；
24、 特殊虚拟语气形式出现错误。如：Without the radio-receiver, the large attention will be of no use(应改为 would由连词 suppose, provided 或介词 without, but for 等引导的句子谓语动词应用虚拟形式)。1.6 非谓语动词即不定式、动名词、分词用法错误非谓语动词是令人头疼的改错类型，它包括不定式、分词、动名词。六级改错中主要出现的是非谓语动词与主要谓语动词之间的混淆。 例： The idea that learn a foreign language is hard work is realiz
25、ed by every student.分析句子结构可知：the idea 是主语；is realized 是谓语部分；that 引导同位语从句。从句中learn a foreign language 是主语，而 learn 是动词形式，应改为动名词“learning”。 非谓语动词用法错误主要由以下几个部分构成： 现在分词形式与过去分词形式混淆。如A. The victory was no more convinced than I had expected.(应改为 convincing此处表语为“令人信服”之意，表示主语的特征)；B. The teacher went into the
26、classroom , following by some students.(应改为 followed动词 follow 与其逻辑主语 teacher 之间应为被动关系); C. The boys delighting look tells us that he passed the exam.(应改为 delighted此处定语为“高兴的、兴奋的”之意，表示主语的状态)； 不定式与动名词相互混淆。如：A. To lie is vice.(应改为 lying此处主语指的是抽象的概念性动作)；B. Lying about it will only make matters worse.(应改为
27、 To lie此处主语指的是具体的、一次性的动作)； 非谓语动作发生时间与谓语动作发生时间方面出现错误。如：I remember locking the door when I left home this morning.(应改为 having locked非谓语动作发生时间应早于主语动作时间) ； 特殊非谓语动词结构方面出现错误。如：A. It is no use to argue about it as he will never change his mind.(应改为 arguing此处为 It is/There is no use doing something 固定结构)B. Y
28、ou have to practise to speak English as much as possible now since you are going to England next year.(应改为 speakingpractise 后的宾语要用-ing 分词形式)。1.7 倒装结构错误倒装结构错误主要表现为：表示否定意义的词或词组位于句首时，句子未用倒装结构。如：Under no circumstances we should do anything that will benefit ourselves but harm the others.(应改为 should we d
29、o具有否定意义的词及词组位于句首时，句子需用倒装结构 )； only 引导状语位于句首时，句子未用倒装结构。如：Only when David did it a second time he realized his mistakes(应改为 did he realize以 only 开头的词或词组位于句首修饰全句时，句子要用倒装语序 )； 以 so, such 等开头的句子未用倒装结构。如：So badly the boy was injured that he was detained in the hospital for months(应改为 was the boyso, such 等
30、加形容词、副词位于句首，句子要用倒装结构)； 倒装结构中的其它常见错误。如：A. Away the car went like whirlwind(应改为 went the car一些表示运动方向的副词位于句首时，句子要用倒装结构)；B. “Come back on time, my boy,” the mother said angrily(应改为 said the mother直接引语置于句首且主语为非人称代词 时，主谓部分应采用倒装结构) 1.8 肯定形式与否定形式错误肯定、否定错误主要表现为在特定的上下文环境中该用肯定形式却用成了否定形式或反之。如：A. There is enough
31、 audience and also it is a large room, you will probably not have to use a microphone(去掉 not由上下文内容来看，该句应用肯定形式 )；B. Science itself is harmless, but as soon as it can provide technology, it is not necessarily harmful .(应改为 harmless本句所要说明的是科学在某种条件下的危害性)；C. The Department of Environment was created show
32、s how unimportant this issue is considered to be(应改为 important上下文所要说明的是该问题的重要性)。1.9 平行结构错误平行结构错误指的是根据句子的意思需要、句子的结构要求或表达习惯的限制等句中某些并列、对等部分应在形式上或意义上保持一致而实际上却未能如此。如：A. My roommate is generous, inconsiderate, and easy to get along with(应改为 considerate根据上下文的意思应为 “体谅人”之意)；B. Black Smith mopped the floor, c
33、leaned the windows, and other odd jobs.(应在 and 与 other 之间加 did该句谓语部分为由三个不同动作构成的并列谓语)；C. The value of a course depends as much on its inherent interest on its practical use(应在 interest 与 on 之间加 as本句应为 asas 固定结构 )。平行结构错误主要指在连接词 and 前后语法结构不对等、不平行。 例：Computer analyzed marketing reports can help deciding
34、 which products to emphasize now, which to develop for the future, and which to be dropped. 本句中三个平行成份 which products to emphasize now, which to develop 和 which to be dropped 结构模式应该一致，均采用不定式主动语态，因而 to be dropped 应改为 to drop。1.10 指代性错误指代性错误主要是指人称代词或指示代词与他们所代表的词在单复数或人称上出现不符。如：A. Scientists are discover
35、ing that sea water can be very valuable. It has been suggested that their currents can be utilized to make electricity(应改为 its此处指代的是前面的不可数名词 sea water); B. All the people agree that being well-mannered really means being kind. Please remember this, and he will not go very far wrong.(应改为 you 或 we此处应指
36、每一位读者或所有人 )；C. I love my hometown very much, though it is not very beautiful.(应改为 she指代国家、车船、月亮等阴性事物应用 she)。1.11 词序错误词序错误主要指的是由于违背了一些固定表达式或词语习惯的、约定俗成的先后顺序而造成的错误。如： A. With this kind of instrument the navigator is able to determine where exactly he is(应改为 exactly where根据语法习惯，exactly 应位于特殊疑问词之前 )；B. T
37、he vest is enough hard to resist a bullet shot from 100 meters away(应改为 hard enoughenough 修饰形容词、副词及其短语时应位于所修饰词之后)；C. The wise man can give you a quite good idea if you ask him(应改为 quite a goodquite 作定语修饰名词时应位于不定冠词 a/an 之前） 。1.12 缺漏及赘述缺漏及赘述主要表现为漏掉介词、代词、关系词、冠词、连词等或重复意义相同或相近的词语以及出现两个主语等。如：A. We have to
38、 make clear to each worker that everybody must observe these rules.(在 make 后加 it宾语为动词不定式或从句时，必须在动词与宾语补足语之间加上形式宾语 it); B. Though we have known great deal about the space, we still have a lot to learn.(在 great deal 之前应加 a词组 a great deal“大量，许多”，修饰不可数名词)；C. The songs sounded out via radios in restaurant
39、s, from cars passing on the highways and shoeshine parlors.(在 and 与 shoeshine 之间加 in此处应是与前面词组并列的介词短语)；D. Both natural and synthetic man-made rubber are of little value in their raw state.(去掉 synthetic 或 man-made两个同义词放在一起，造成重复) ；E. Monson winds, sometimes masked by other features of the general atmos
40、pheric circulation, they are associated with nearly all large continental land masses.(去掉 they出现 Monson winds 与 they 两个主语，造成重复)。2 词汇类错误2.1 单词用错2.2 词性用错 2.3 动词词组用错2. 4 固定搭配2.5 易混淆的词2.6.介词的灵活搭配2.1 单词用错单词用错指在措辞方面出现了同义词、近义词、词形相似词等用词错误，从而造成与句意不符或引起歧义。如：A. The boy was ill, so his mother took him to watch
41、the doctor.(应改为 see“看医生” 的看应为 to see，而不是“看比赛、看电视”的 watch)；B. We should owe our failure to the lack of knowledge.(应改为 attributetoowe to“归功于”仅用于成就方面，而 attribute to“归因于”则既可用于成功，又可用于失败)；C. Mobile communication service will soon be comparative in many respects to the service provided by telephone.(应改为 co
42、mparable根据上下文谓语部分应是 “比得上的、可与 相比的”之意即comparable,而不是 comparative“比较的”)。2.2 词性用错词性误用句中，错误主要表现在形容词、名词、副词上。做这类改错题，首先要判断词性及词在句中的位置，然后根据它们在句中所处的位置来确定词性是否正确。一般说来，形容词修饰名词，副词修饰动词，副词修饰形容词。 词性用错主要指的是将名词与动词、形容词与副词或其它各种词性错误使用。如：A. My suspicion rose owing to his refuse to give me any information(应改为 refusal此处为名词形式
43、)；B. Used wise, science may increase our energy and food supply, improve our health, and expand our joy as well.(应改为 wiselywise 所修饰成分是相当于从句谓语部分的过去分词短语) ；C. A teacher has to make sure that his speech is clear and easily to follow.(应改为 easy并列表语应于前面的形容词形式一致) 。 例： We are not necessary capable of doing s
44、uch an exacting job.句中形容词 necessary 用于修饰形容词 capable,属于词性误用，应改为副词形式 necessarily。 2.3 动词词组用错动词词组用错内容主要包括在动词后使用了与上下文意思不符的介词、副词、名词或其它结构，其中介词使用不当的错误最为常见。如：A. A poor film is often better than a bad play since pleasant scenery can at least compensate with the clumsy acting(应改为 for“弥补、补偿”应为 compensate for);
45、 B. A letter from home set out an attack of homesickness.(应改为 set off此处谓语部分意思是“触发、引起”即 set off,而不是 set out“出发、开始”) ；C. The building material available in a country give raise to different types of construction there(应改为 give rise to上下文的意思决定谓语应是“引起、造成”之义即 give rise to,英语中并无 give raise to 这一词组)。2. 4 固
46、定搭配(包括动词词组） 固定搭配主要包括动词、形容词、名词同介词的搭配以及其它许多惯用法等。解答这类题的关键在于考生掌握大量的短语及固定搭配。 例： It also takes rise to a blurring of the distinction between science and technology. 句中 “takes rise to”是错误搭配，应把“takes”改为 gives。 “give rise to”是固定表达，有“引起、导致”的意思。考生需要平时积累动介词、动副词等词组以及诸多习惯用语。account for, add up to, back up, vt. 支持
47、,援助 （资料）备份break down, break away from, vt. 脱离(离开,背弃,与.脱离关系) break out,突然发生，爆发break up,打碎 结束 break in,非法闯入 ,打断，插嘴 break off,中断，突然停止，断绝，结束 bring about, bring up, take in, take off, bring out, vt. 出现 ,出版bring down,使倒下 ,打倒 build up,逐步建立call off,取消 Call for,需要,邀请,要求call on,访问;号召 ;呼吁carry out, check in,办理
48、登记手续,报到 clear up, (天气) 放晴,打扫，清理come off,脱落，分开 come around,苏醒；顺便来访 count on, turn up,出现,来到 ,开大 turn out,生产；驱逐；翻转cut down,削减，减少,砍倒 cut off,切断do away with,废除,去掉 dwell on, vt. 细想( 详论),凝思 ;详述fall back on,求助于,转而依靠 fall out of,放弃 get over,从.中恢复过来 (疾病、失望等) get out of, vt. 拨出( 由.出来,戒除,避免)give out,分发,发出( 光、声音) give up, give off,发出(光,气味等)v. 放出 ,排出run out of, set about,开始,着手take over, take up,hang on, vt. 坚持下去( 缠住不放, h
