雅思英語口語考生愛說錯的常用語句

　　1. I very like it

　　I like it very much.

　　這個錯誤基本上是每個人都會出錯的，原因非常簡單，就是因為在使用中文思維，然后翻譯成簡單的英語表達，這是非常危險的一個習慣。

　　2. 這個價格對我挺合適的。

　　The price is very suitable for me.

　　The price is right.

　　suitable(合適的、相配的)最常見的用法是以否定的形式出現(xiàn)在告示或通知上，如：下列節(jié)目兒童不宜。The following　programme is not suitable for children.在這組句子中用后面的`說法會更合適。

　　3. 你是做什么工作的呢

　　Whats your job

　　Whats your occupation

　　whats your job這種說法難道也有毛病嗎是的。因為如果您的談話對象剛剛失業(yè)，如此直接的問法會讓對方有失面子，所以您要問：目前您是在上班嗎Are you working at the moment接下來您才問：目前您在哪兒工作呢Where are you working these days或者您從事哪個行業(yè)呢What line of work are you in 最地道的是說Occupation. 順帶說一下，回答這類問題時不妨說得具體一點，不要只是說經理或者秘書

　　4. 用英語怎么說

　　How to say

　　How do you say this in English

　　Note：How to say是在中國最為泛濫成災的中國式英語之一，這決不是地道的英語說法。同樣的句子有：請問這個詞怎樣拼寫How do you　spell that please請問這個單詞怎么讀How do you pronounce this word

　　5. 明天我有事情要做。

　　I have something to do tomorrow

　　Sorry but I am tied up all day tomorrow.

　　用I have something to do來表示您很忙，這也完全是中國式的說法。因為每時每刻我們都有事情要做，躺在那里睡大覺也是事情。所以您可以說我很忙，脫不開身：Im tied　up.還有其他的說法：Im I cant make it at that time. Id love to, but I cant, I　have to stay at home.

　　6. 我沒有英文名。

　　I havent English name.

　　I dont have an English name.

　　許多人講英語犯這樣的錯誤，從語法角度來分析，可能是語法功底欠缺，因為have在這里是實義動詞，而并不是在現(xiàn)在完成時里面那個沒有意義的助動詞。所以，這句話由肯定句變成否定句要加助動詞。

　　明白道理是一回事，習慣是另一回事，請您再說幾話：我沒有錢;I dont have any money.我沒有兄弟姐妹;I dont have any brothers or sisters.我沒有車。I dont have a car.

　　7. 我想我不行。

　　I think I cant.

　　I dont think I can.

　　這一組然是個習慣問題，在語法上稱為否定前置，這就是漢語里面說我想我不會的時候，英語里面總是說我不認為我會。以后您在說類似的英語句子的時候，只要您留心，也會習慣英語的說法的，

　　8. 我的舞也跳得不好。

　　I dont dance well too.

　　I am not a very good dancer either.

　　當我們說不擅長做什么事情的時候，英語里面通常用not good at something，英語的思維甚至直接踴躍到：我不是一個好的舞者。

　　雅思英語口語話題素材之植樹節(jié)Arbor Day

　　Arbor Day (Day of Trees)

　　April 10 (the US, Canada, Australia...)

　　In many countries it has long been the tradition to hold an annual tree or forest festival. The origin of such celebrations dates back to antiquity and is in the dawn of religious feeling and awe for what trees represented. However, Arbor Day, as it is commonly known today, is of American origin and evolved from conditions peculiar to the Great Plains. It was first observed in Nebraska in 1872.

　　The idea, conceived by J.S. Morton, then a member of the Nebraska State Board of Agriculture, was one of forest conservation. It was a move to promote replanting, following deforestation, and to plant up treeless areas. The idea has spread widely to other lands where it is variously celebrated as the Festival of Trees, Greening Week of Japan, The New Years Days of Trees in Israel, The Tree-loving Week of Korea, The Reforestation Week of Yugoslavia, The Students Afforestation Day of Iceland and The National Festival of Tree Planting in India. Arbor Day in its various forms is now recognised in more than fifty countries.

　　THE IMPORTANCE OF ARBOR DAY

　　On Arbor Day, particular attention is drawn to the part trees play in our lives. Its not just a day to plant trees and then forget the gesture for another twelve months. Planting a tree one day is no credit to us if, during the rest of the year, we neglect to care for it and those already growing. Our thought on Arbor Day should be an expression of enduring feeling, thought and action and not just one single, isolated flame of interest.

　　In schools and other community groups, this day can be celebrated in many different ways.

　　By planting trees or shrubs in school grounds, along neighbouring streets or in civic parks.

　　By adopting a patch of bush, with the landowners consent, and caring for it by removal of weeds, rubbish, etc, by preparing firebreaks and by fencing and making paths to reduce trampling.

　　By presenting a play or mime about trees in the history of Australia.

　　By completing a project about certain types of trees (eg. jarrah, boab, karri) or a famous tree like the Gloucester Tree near Pemberton.

　　As a class activity or common interest group go on a visit to a bush area with a spokesperson to explain the characteristics of plant species and their niche in the natural environment.

　　Collect some tree seeds, germinate them in a classroom, and plant out the seedling.

　　Carry out identification of trees in a specific part of your school or neighbourhood. A tree labelling ceremony could also be arranged.

　　Compile a list of everyday objects that are made of wood or wood-based materials, and find out how the wood was processed, where it came from and whatever else you can.

　　Trees and shrubs, whether native or introduced to WA, provide opportunities for the interest and study by the whole community, and when we walk around our own neighbourhood or drive through the countryside, we can appreciate the importance of such a diversity of plants to the well being of humanity.

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