雅思英语口语考生爱说错的常用语句

　　在雅思英语口语考试中，总会有那么几句考生爱说错的语句，下面是小编为您收集整理的雅思英语口语考生爱说错的常用语句，供大家参考!

　　雅思英语口语考生爱说错的常用语句

　　1. I very like it

　　I like it very much.

　　这个错误基本上是每个人都会出错的，原因非常简单，就是因为在使用中文思维，然后翻译成简单的英语表达，这是非常危险的一个习惯。

　　2. 这个价格对我挺合适的。

　　The price is very suitable for me.

　　The price is right.

　　suitable(合适的、相配的)最常见的用法是以否定的形式出现在告示或通知上，如：下列节目儿童不宜。The following　programme is not suitable for children.在这组句子中用后面的说法会更合适。

　　3. 你是做什么工作的呢?

　　What’s your job?

　　What’s your occupation?

　　what’s your job?这种说法难道也有毛病吗?是的。因为如果您的谈话对象刚刚失业，如此直接的问法会让对方有失面子，所以您要问：目前您是在上班吗?Are you working at the moment?接下来您才问：目前您在哪儿工作呢?Where are you working these days?或者您从事哪个行业呢?What line of work are you in? 最地道的是说Occupation. 顺带说一下，回答这类问题时不妨说得具体一点，不要只是说经理或者秘书

　　4. 用英语怎么说?

　　How to say?

　　How do you say this in English?

　　Note：How to say是在中国最为泛滥成灾的中国式英语之一，这决不是地道的英语说法。同样的句子有：请问这个词怎样拼写?How do you　spell that please?请问这个单词怎么读?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来表示您很忙，这也完全是中国式的说法。因为每时每刻我们都有事情要做，躺在那里睡大觉也是事情。所以您可以说我很忙，脱不开身：I’m tied　up.还有其他的说法：I’m I can’t make it at that time. I’d love to, but I can’t, I　have to stay at home.

　　6. 我没有英文名。

　　I haven’t English name.

　　I don’t have an English name.

　　许多人讲英语犯这样的错误，从语法角度来分析，可能是语法功底欠缺，因为have在这里是实义动词，而并不是在现在完成时里面那个没有意义的助动词。所以，这句话由肯定句变成否定句要加助动词。

　　明白道理是一回事，习惯是另一回事，请您再说几话：我没有钱;I don’t have any money.我没有兄弟姐妹;I don’t have any brothers or sisters.我没有车。I don’t have a car.

　　7. 我想我不行。

　　I think I can’t.

　　I don’t think I can.

　　这一组然是个习惯问题，在语法上称为否定前置，这就是汉语里面说“我想我不会”的时候，英语里面总是说“我不认为我会”。以后您在说类似的英语句子的时候，只要您留心，也会习惯英语的说法的，

　　8. 我的舞也跳得不好。

　　I don’t dance well too.

　　I am not a very good dancer either.

　　当我们说不擅长做什么事情的时候，英语里面通常用not good at something，英语的思维甚至直接踊跃到：我不是一个好的舞者。

　　雅思英语口语话题素材之植树节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 Year's 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. It's 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 landowner's 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.