高考英语短文改错题型 解题方法指导 （1）课件PPT

这是一份高考英语短文改错题型 解题方法指导 （1）课件PPT，共45页。PPT课件主要包含了解题指导，考点归纳，真题自测，巩固练习等内容，欢迎下载使用。
短文改错考查发现和纠正错误的能力。它是测试写作能力的一种客观方式。这种题型不仅要求能够牢固掌握一定的词汇和语法知识，还要求具有一定的阅读理解和逻辑推理能力。考生在平时写作中常出现的错误是短文改错考查的重点。
解题步骤第一步：通读全文，了解大意。通过浏览全文，从宏观上把握文章的主旨、时态、人称，为下一步的纠错做好准备。第二步：逐句推敲，纠正错误。仔细阅读每个句子，同时找出并纠正错误。第三步：重读全文，修正答案。重新仔细阅读全文，检查已修改的部分是否正确且符合逻辑，并尽可能发现漏掉的错误。
应试策略做短文改错时，应注意以下情况：1. 看到平行结构时，要检查是否有用词不一致或成分缺失而引起的句子不平衡错误；2. 看到转折、因果、对比等结构时，要检查是否有行文逻辑方面的错误；3. 看到多重结构句时，要检查是否有时态、语态、引导词或成分残缺等错误；
4. 看到名词、代词结构时，要检查是否有数、格或指代不一致的错误；5. 看到固定短语、词组时，要检查副词、介词、冠词等是否有使用错误或缺失。
短文改错涉及面广，综合性强，但是有一定的规律性。一、冠词。主要考查冠词表示泛指、特指的用法及固定搭配中冠词的使用。1. ... and fish was caught. 解：不定冠词。“一条鱼被抓住了”。fish在本句中是单数可数名词，是泛指，故在前面加不定冠词a。
2. As a result, nbdy knew truth. 解：定冠词the。此处指特定的真相，应在truth前加the。3. In a fact, he even ... 解：in fact是固定短语，应去掉a。
二、名词。主要考查可数名词和不可数名词辨析、可数名词单复数等。1. He has ruined his healthy. 解：名词用法。his是形容词性物主代词，其后应接名词，故应将healthy改为health。2. He was tall, with brad shulder and a beard ... 解：名词单复数。“宽厚的肩膀”应用brad shulders，将shulder改为复数形式。
三、动词。主要考查动词的时态、语态等。1. I was nly fur when she passes away. 解：动词时态。主句是一般过去时，when引导的时间状语从句也应用一般过去时，故应将passes改为passed。2. Tea in China was traditinally drank frm cups withut handles. 解：动词语态。tea与drink之间是被动关系，用被动语态，将drank改为drunk。
四、形容词、副词。主要考查形容词和副词的词性、比较级和最高级、动词-ing形式和动词-ed形式的形容词辨析等。1. Interesting, it had a cnnectin ... 解：副词可以放在句首，用作状语修饰后面的整个句子，并用逗号与后面的句子分开，这里应将Interesting改为Interestingly，表示“有趣的是”。类似的副词还有surprisingly, naturally, hpefully, nrmally等。
2. I remember my grandfather very much. 解：副词用法。这句话的意思是“我清楚地记得我的（外）祖父”。very much表示“很，非常”，不能用来修饰remember，应将much改为well或clearly。
3. ... I was beginning t get impatiently. 解：get在本句中是系动词，“达到某状态或情况；变得”，后应接形容词，应将impatiently改为impatient。4. I learned early in life that I had t be mre patient and little aggressive. 解：形容词比较级。and前是比较级，后面也应该是比较级，应将little改为less。
5. I am awfully tiring ... 解：动词-ing形式和动词-ed形式的形容词辨析。由语境可知，本句的意思是“我非常累”，故应将tiring改为tired。
五、代词。主要考查各类代词的用法及其误加与漏用。1. He had a deep vice, which set himself apart frm thers ...  解：which指代的是vice，从句意为“声音将他和其他人区分开来”，从语意上看此处不需要使用反身代词，故应将himself改为him。
2. Dad lst his jb, and as Mm explained, “He was lucky t find ther ne.” 解：ther和anther的区别。ther表示“其他的，别的”，其后常接可数名词复数；anther表示“另一个”，其后常接可数名词单数。此处表示“另一份工作”，故应将ther改为anther。
3. We tk urs fishing ples and headed fr the lake.解：名词性物主代词和形容词性物主代词的区别。前者后面不接名词，后者后面接名词。本句中物主代词的后面有名词fishing ples，故应将urs改为ur。
六、介词。考查介词意义、用法及固定搭配。1. ... it had a cnnectin by the British prcelain (瓷器) industry. 解：介词的用法。表示“和……有关系”用介词with或t。by表示“被；凭借；经由；由于”。故应将by改为with或t。2. Every day, he spends t much time with his wrk. 解：固定搭配。spend time with sb. / n sth. 是固定搭配，故应将with改为n。
七、连词。主要从逻辑关系角度考查连词的误用，或从成分缺失的角度考查连词的漏用。1. I wanted t give up, and my grandfather tld me t wait a little lnger. 解：连词的误用。“我想放弃”和“我的（外）祖父告诉我再等一会儿”之间是转折关系，用and连接不符合逻辑关系，应将and改为but。
2. He had a deep vice, which ..., he was strng and pwerful. 解：通过分析句子结构可知，这是一个并列句，且前一个分句中包含一个定语从句。两个分句之间，即he was前应加连词and。
八、从句的引导词。主要考查从句引导词的误用。 ... between lunch and dinner, that might nt be served until 8 ’clck at night. 解：非限制性定语从句的引导词。逗号后面的部分是非限制性定语从句，修饰dinner。非限制性定语从句修饰物时关系代词用which不用that。
2. That is which ther teachers say. 解：表语从句的引导词。表语从句中的say缺少宾语，故应将which改为what。3. But befre lng they began t see which was happening. 解：宾语从句的引导词。宾语从句中缺少主语，应将which改为what。
九、主谓一致。主要考查主语和谓语在人称和数上的一致性。1. Gd night and remember, yu, dear diary, is my nly suvenir frm my past life and my nly friend. 解：主语和谓语在人称上的一致性。本句是由and连接的并列复合句，后一分句中包含一个宾语从句。宾语从句的真正主语是yu（dear diary是它的同位语，起解释说明的作用），其对应的谓语应该是are，故应将is改为are。
2. Hard wrk have made him very ill. 解：主语和谓语在数上的一致性。本句的主语Hard wrk是不可数名词，谓语动词应用单数，应将have改为has。
十、非谓语动词。1. Have tea in the late afternn prvides a bridge ... 解：动词-ing形式短语作主语。prvides在句中作谓语，其前面的部分是主语，应将Have改为Having。2. Felt hungry, we built a fire by the lake and barbecued the fish. 解：动词-ing形式短语作原因状语。we和feel是主谓关系，应将Felt改为Feeling。
3. I als shared ... my friends many phts taking in Beijing. 解：过去分词短语的用法。过去分词短语放在所修饰词后面，作用接近于一个定语从句。phts和take是被动关系，应将taking改为taken。
十一、固定搭配或习惯用法。1. She used t hlding me n her knees and sing ld sngs. 解：used t d sth. 固定搭配，过去的状态、习惯做法或习俗，应将hlding改为hld。容易混淆：be used t d sth. 某物被用来干某事；be used t ding sth.习惯干某事。2. T make matters bad, nw I have t share a rm with my yunger sister, Maggie. 解：t make matters wrse固定短语，“更为糟糕的是”，放句首作状语。
3. ... when things did wrng, I gt angry ... 解：g wrng是固定搭配，“出错”，故应将did改为went或在did后加g。 很多东西看似复杂，但只要找到其中的规律就会发现还是很容易的。短文改错题亦是如此。相信认真读完这篇解题指导后定能够更快更准地解答这一题型。
Dear Diary,Here I am in the middle f a city, 350 miles far away frm ur farmhuse. D yu want t knw why we mve last week? Dad lst his jb and as Mm explained, “He was lucky t find ther ne.” His new jb meant I had t say gdbye t my classmate, my schl, r just everything else I lve in the wrld. T make matters bad, nw I have t share a rm with my yunger sister, Maggie. Tmrrw is first day f schl. I am awfully tiring, but I knw I will never fall sleep. Gd night and remember yu, dear diary, is my nly suvenir frm my past life and my nly friend.
2014浙江1. far去掉 (far已被 350 miles代替了) 2. mve →mved (last week, 过去式) 3. ther →anther (“另一个”, 用anther; ther“其他的”) 4. classmate →classmates 5. r →and (并列, 不是选择) 6. bad →wrse (t make matters wrse是固定短语) 7. 在first前加上my/ the 8. tiring →tired (人用tired; tiring指物) 9. sleep →asleep (形容词作表语, fall asleep睡着) 10. is →are ( yu, dear diary, is my nly suvenir... friend作remember 的宾语, 主语是yu; dear diary是yu的同位语; my nly suvenir是表语. 此句的be动词应跟主语yu相一致, 用are.)
文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。删除：把多余的词用斜线（＼）划掉。修改：在错的词下划一横线，并在该词下面写出修改后的词。注意：1. 每处错误及其修改均仅限一词；2. 只允许修改10处，多者（第11处起）不计分。
A My uncle abslute hated his wife’s cat and decided t get rid f him ne day by driving him 20 blck frm his hme and leaving him at the park. As she was getting hme, the cat was walking up the driveway. The next day he decides t drive the cat 40 blcks away. He put the cat ut and headed hme. Drive back up his driveway, there was the cat! At the last he decided t drive far away until he reached that he thught was a safe distance frm his hme and left the cat there. Hurs late he called his wife, “Jen, is the cat there?” “N,” his wife answered. Then he said, “Put him n the phne. I lst way and need directins!” 
Keys：1. abslute → abslutely 2. blck → blcks 3. she → he  4. decides → decided 5. Drive → Driving 6. (At the last)  去掉the 7. (he reached that he)   that → what 8. late → later 9. N → Yes 10. way前加my
B I can never frget the day then I went t have a pian test. Unluckily, an examiner wh appeared rather serius and strict was sitting in the rm. Knwn that many students had failed the test, I felt t nervus that I wndered whether I culd pass it. Then it was my turns and my heart almst skipped a beat. Hwever, when entering the rm, it suddenly ccurs t me that I culd take this as a rare and precius chance t challenge me. Very t my surprise, the teacher, satisfying with my perfrmance, gave me high marks. Whatever we face with, we shuld try ur best t handle it. Only ding this can we succeed in the end.
Keys：1. then → when或去掉then 2. Knwn → Knwing 3. t → s 4. turns → turn 5. ccurs → ccurred 6. (t challenge me) me → myself 7. Very → Much 8. satisfying → satisfied 9. (we face with)    去掉with 10. Only后加by
C Is nline reading gd t us? Opinins differ. Defenders insist nline reading can aruse students’ interests in reading. Als, the Internet ffers much wide chices than paper bks. Critics, thus, hld the ppsite pinins. They say thugh nline reading has been making mre interesting by cartns r pictures, this is nt really reading. What’s mre, many materials that are ffered n the Internet des n gd t yung readers. Finally, expsed t the cmputer screen fr lng harms ur eyes. I think parents shuld chse prper bks fr yu and I als suggest parents t help us frm the habit f critical reading.
Keys：1. t → fr 2. interests → interest 3. wide → wider 4. thus → hwever 5. making → made 6. really → real 7. des → d 8. expsed前加being 9. (bks fr yu)          yu → us 10. ... suggest parents t ...   去掉t或 t → shuld或suggest → advise
D This mrning, I g t the stre near my hme t d sme shpping. I gave a vilently cugh while I was walking dwn the passage. The wman standing next t me was s shcking that she cnsequently drpped a jar f il. Fr that very mment, a girl was walking by. She slipped n the il, fell nt the brke glass and hit her head n the flr. After a while, there were bld pur dwn her face. I felt really guilty and sent the girl t the nearest hspital withut the delay. The dctr examined her wund carefully. T my relief, it was nt serius. The girl had a little smile n her face befre the dctr dressed wund.
Keys：1. g → went 2. vilently → vilent 3. shcking → shcked 4. Fr → At 5. brke → brken  6. were → was 7. pur → puring 8. (withut the delay)       去掉the  9. befre → after 10. wund 前加the或 her
E Can yu imagine wear a pretty sweater made f garbage? It culd nt happen! A few cmpanies acrss the cuntry are making clthes frm things thse are thrwn away by peple. Fr example, the cmpany makes sweaters frm ld plastic bttles. First, the bttles are cut int small piece. The pieces are melted. Then the melting plastic is made int lng and thin threads. The threads are used t making sweaters which are very sft and light. Believe it nt, these sweaters sell well in spite f the fact that they are nt expensive at all. Many peple think that these recycled clthes can help us cut up n garbage.
Keys: 1. wear → wearing 2. 去掉nt 3. thse → that / which 4. (the cmpany makes)      the → a 5. piece → pieces 6. melting → melted 7. making → make 8. (Believe it nt) nt前加r 9. expensive → cheap 10. up → dwn
F Once Rabbit declared ludly that he was the fastest. Thinking what Rabbit was t prud, Frg was annying and decided t teach him a lessn. He challenged Rabbit fr a race thrugh sme thick grass dwn t the twn pnd. Rabbit disagreed. On the day f the race, Frg played with a trick. Many f his frg friends hid in the thick grass, ne big jump apart frm ne anther. Rabbit ran as faster as he culd thrugh the grass, and n matter hw fast he ran, Frg was always ne jump ahead f him. By the time Rabbit gt t a pnd, he was running fast t stp. He fell right int the pnd, just as Frg jumped up frm behind a rck and shuted, “I was the winner!”
Keys: 1. what → that或去掉what 2. annying → annyed 3. (fr a race) fr → t 4. disagreed → agreed 5. (played with)  去掉with 6. faster → fast 7. (and n matter) and → but 8. (gt t a pnd)      a → the 9. fast前加t 10. was → am
G Until the middle f the 19th century, nly wmen were permitted t becme dctrs. A determining wman named Elizabeth Blackwell thught that is unfair and changed the curse f histry. Blackwell was brn in England in 1821, and then mved t the U.S. with her family. When he was 23, Blackwell decided t becme a dctr. She applied many medical schls, but was tld “n” again and again. Finally, three years late, a small schl accepted her. She studied hardly and graduated at the head f her class. Befre she had her medical degree, Blackwell cared fr many patients. She even pened a special hspital fr the wmen and children. Afterwards, she mved back t England and helped wmen there break up the medical field.
Keys: 1. wmen → men 2. determining → determined 3. (that is unfair)       is → was 4. (he was 23) he → she 5. applied后加t 6. late → later 7. hardly → hard 8. Befre → After 9. (fr the wmen)    去掉the 10. up → int