📚 Common Mistakes and How to Correct Them in Year 8 WJEC Chinese | Year 8 WJEC 中文：常见误区与纠正方法
For many Year 8 learners following the WJEC Chinese specification, mastering Mandarin can feel like assembling a puzzle with thousands of pieces — tones, characters, grammar, and cultural rules all demand attention at once. This article identifies the most frequent mistakes students make and provides clear, practical strategies to overcome them. By understanding these common errors, you will not only improve your accuracy but also build a stronger foundation for future study.
对于许多遵循 WJEC 中文课程大纲的八年级学生来说，掌握普通话就像拼一幅有上千块拼图的拼图——声调、汉字、语法和文化规则都同时需要关注。本文指出了学生最常犯的错误，并提供了清晰、实用的克服策略。通过了解这些常见错误，你不仅会提高准确性，还会为未来的学习打下更坚实的基础。
1. Tone Confusion | 声调混淆
One of the earliest hurdles for English-speaking learners is the four tones plus the neutral tone. A slight change in pitch can turn ‘mā’ (mother) into ‘mǎ’ (horse), causing awkward misunderstandings. Many students either ignore tones when reading aloud or apply a flat, monotone stress pattern copied from English intonation. This is particularly noticeable when they ask ‘Nǐ hǎo ma?’ with a rising tone on ‘ma’, making it sound like a question within a question, whereas the neutral tone is required.
对于以英语为母语的学习者来说，最早的障碍之一就是四个声调加一个轻声。音高稍有变化就会让“mā”（妈）变成“mǎ”（马），造成尴尬的误解。许多学生在朗读时要么忽略声调，要么模仿英语语调，使用平坦、单一的重音模式。这在他们说“Nǐ hǎo ma?”时尤其明显，他们会在“ma”上使用升调，使其听起来像问题中的问题，而实际上这里需要轻声。
To correct this, practise tone pairs first, such as 1st+3rd (gāo + hǎo) and 2nd+4th (míng + tiān), drilling them with hand gestures or head movements to connect muscle memory with sound. Use a mirror to check your mouth shape, and record yourself reading pinyin with tones clearly marked. Over time, isolate each tone in isolation before combining them in words. Remember: tones are not optional decorations — they are as essential as consonants and vowels.
要纠正这一点，首先要练习声调组合，比如第一声加第三声（高 + 好）以及第二声加第四声（明 + 天），通过手势或头部动作来练习，将肌肉记忆与声音联系起来。用镜子检查口型，并录制自己朗读标出声调的拼音。随着时间的推移，先单独练习每个声调，再组合成词语。记住：声调不是可有可无的装饰——它们和辅音、元音一样重要。
2. Mistaking Similar Characters | 形近字误认
The logographic writing system can trick beginners into mixing up characters that share a similar shape. Common confusions include 大 (dà, big) and 太 (tài, too), 日 (rì, sun) and 目 (mù, eye), or 人 (rén, person) and 入 (rù, enter). Students often guess the meaning based on the overall outline rather than on the precise stroke details.
表意文字系统容易让初学者混淆形状相似的汉字。常见的混淆包括“大”和“太”，“日”和“目”，或者“人”和“入”。学生常常根据整体轮廓猜测意思，而不是根据精确的笔画细节。
A powerful corrective method is component analysis. Break each character into its radicals and phonetic clues. For example, 好 (hǎo, good) contains the radical 女 (nǚ, female) and the component 子 (zǐ, child). Practise writing characters slowly, counting strokes and narrating the stroke order aloud. Create flashcards that explicitly contrast look-alikes: put 大 and 太 on opposite sides of a card, and write a short phrase using both. Frequent dictation and reading exercises where you must choose the correct character from a minimal pair will sharpen your visual discrimination.
一个有效的纠正方法是部件分析。把每个汉字拆分成部首和声旁。例如，“好”包含部首“女”和部件“子”。慢写汉字，边数笔画边口头说出笔顺。制作闪卡，明确对比形近字：把“大”和“太”放在卡片的两面，并写出一个同时使用两者的短语。经常进行听写练习，以及从最小对立对中选择正确汉字的阅读练习，将会提高你的视觉辨别力。
3. Word Order Errors | 语序错误
English speakers often transfer the Subject–Verb–Object order directly into Chinese, but Mandarin places time expressions, location phrases, and adverbs in fixed positions that differ from English. A classic mistake is saying ‘I eat dinner at home every day’ as ‘Wǒ chī wǎnfàn měitiān zài jiā’ instead of the correct ‘Wǒ měitiān zài jiā chī wǎnfàn’. Another error involves placing the object before the duration complement, as in ‘I studied Chinese for two years’ wrongly rendered as ‘Wǒ xuéle liǎng nián Zhōngwén’ instead of ‘Wǒ xué Zhōngwén xuéle liǎng nián’ or the more natural ‘Wǒ xuéle liǎng nián de Zhōngwén’.
说英语的人常常会把主谓宾的语序直接套用到中文里，但汉语中时间状语、地点短语和副词都有固定位置，与英语不同。一个典型错误是把“I eat dinner at home every day”说成“Wǒ chī wǎnfàn měitiān zài jiā”，正确的语序是“Wǒ měitiān zài jiā chī wǎnfàn”。另一个错误是把宾语放在时量补语前面，比如把“I studied Chinese for two years”错误地表述为“Wǒ xuéle liǎng nián Zhōngwén”，正确的应该是“Wǒ xué Zhōngwén xuéle liǎng nián”或者更自然的“Wǒ xuéle liǎng nián de Zhōngwén”。
To internalise the correct order, draw a simple template: Subject + Time + Place + Verb (+ Object). Always place the time phrase immediately after the subject and before the verb. Note that location phrases with ‘在’ (zài) come before the verb when describing where an action takes place. Practise by substituting different time and place words into the same sentence frame, such as ‘Tā měitiān zài túshūguǎn kàn shū.’ (He reads in the library every day.) Reading graded texts aloud and ordering sentence jumbles will gradually make this pattern automatic.
为了内化正确的语序，可以画一个简单的模板：主语 + 时间 + 地点 + 动词 (+ 宾语)。始终把时间短语放在主语之后、动词之前。注意，带有“在”的方位短语在描述动作发生的地点时，要放在动词前。通过在同一个句子框架中替换不同的时间和地点词来练习，比如“Tā měitiān zài túshūguǎn kàn shū.”（他每天在图书馆看书。）大声朗读分级读物并排列打乱顺序的句子，会让这个模式逐渐变得自动化。
4. Measure Word Mistakes | 量词误用
In English we say ‘a book’, but Chinese requires a measure word between the number and the noun: ‘yī běn shū’. Year 8 learners often omit the measure word entirely, using ‘yī shū’ or overusing the generic ‘gè’ (个) for everything. While ‘gè’ is acceptable in many contexts, relying on it too much sounds unnatural and can lead to confusion in exams where specific measure words are expected, such as ‘yī tiáo kùzi’ (a pair of trousers) or ‘yī zhāng piào’ (a ticket).
英语中我们说“a book”，但中文需要在数词和名词之间使用量词：“yī běn shū”。八年级学生常常完全省略量词，说成“yī shū”，或者过度使用通用量词“个”。虽然“个”在很多语境下可以接受，但依赖它听起来不自然，并且在考试中如果期望使用特定量词时，可能会导致失分，比如“yī tiáo kùzi”（一条裤子）或“yī zhāng piào”（一张票）。
Learn measure words in clusters associated with the shape or function of the noun. ‘张’ (zhāng) often goes with flat objects: 纸 (zhǐ, paper), 照片 (zhàopiàn, photo), 床 (chuáng, bed). ‘条’ (tiáo) accompanies long, flexible items: 鱼 (yú, fish), 路 (lù, road), 裙子 (qúnzi, skirt). Create a personal chart with columns: Noun, Measure Word, Example. Whenever you learn a new noun, immediately find its preferred measure word. Try describing your room using measure words: ‘yī zhāng zhuōzi, liǎng bǎ yǐzi, sān běn shū’, and this habit will quickly take root.
根据名词的形状或功能，分类学习量词。“张”常与平面物体搭配：纸、照片、床。“条”用于长而柔软的物品：鱼、路、裙子。制作一个个人表格，包括列：名词、量词、例句。每学一个新名词，就立即找到它常用的量词。尝试用这些量词描述你的房间：“yī zhāng zhuōzi, liǎng bǎ yǐzi, sān běn shū”，这个习惯会很快扎根。
5. Confusion of ‘de’ Particles | “的得地”混用
The three structural particles ‘的’, ‘得’, and ‘地’ are all pronounced ‘de’ in neutral tone, but their written forms and grammatical functions are distinct. Many students write ‘的’ for everything because it is the most frequent. This leads to errors like ‘他跑的很快’ (tā pǎo de hěn kuài) instead of ‘他跑得很快’, or ‘高兴的笑’ (gāoxìng de xiào) instead of ‘高兴地笑’. At Year 8 level, correct usage is often assessed in both reading and writing tasks.
三个结构助词“的”“得”“地”都读轻声“de”，但它们的书写形式和语法功能各不相同。许多学生因为“的”最常用，就把所有情况都写成“的”。这导致诸如“他跑的很快”（应为“他跑得很快”）或“高兴的笑”（应为“高兴地笑”）之类的错误。在八年级阶段，阅读和写作任务中常常会考查正确用法。
Use this simple rule: ‘的’ marks possession or description before a noun (可爱的猫, kě’ài de māo). ‘地’ transforms an adjective into an adverb before a verb (认真地学习, rènzhēn de xuéxí). ‘得’ introduces a degree or result complement after a verb (跑得快, pǎo de kuài). A handy table helps:
使用这条简单的规则：“的”表示所有格或名词前的描述（可爱的猫）；“地”将形容词转变为状语，用在动词前（认真地学习）；“得”引出动词后的程度补语或结果补语（跑得快）。下面的表格很有帮助：
| Particle | Function | Example |
| 的 | Possession / description + noun | 我的书 (wǒ de shū) |
| 地 | Adverbial modifier + verb | 慢慢地走 (màn màn de zǒu) |
| 得 | Complement after verb | 写得很好 (xiě de hěn hǎo) |
Regular dictation of contrasting sentences and correcting your own writing with a highlighter to mark each ‘de’ type will reinforce the distinction. After a few weeks, you will begin to sense which ‘de’ fits naturally.
定期听写对比性的句子，并用荧光笔在自己写的文章中标记出每种“de”的类型，会巩固这种区别。几周之后，你就会开始感觉到哪个“de”更合适。
6. Pronunciation: Retroflex and Aspiration | 发音难点：平翘舌与送气
English lacks the retroflex series zh, ch, sh, r, so learners often replace them with the similar-sounding j, q, x, or z, c, s. Saying ‘zhīdào’ (to know) as ‘jīdào’ or ‘zīdào’ changes the meaning or makes the word unrecognisable. Equally problematic is the weak differentiation between aspirated and unaspirated stops: confusing b/p, d/t, g/k. For example, ‘dùzi’ (stomach) and ‘tùzi’ (rabbit) sound too much alike in the mouth of a beginner.
英语中没有翘舌音 zh、ch、sh、r，所以学生常常用发音相似的 j、q、x 或 z、c、s 来代替。把“zhīdào”（知道）说成“jīdào”或“zīdào”会改变意思或让人无法理解。同样成问题的是送气音与不送气清塞音的区别不明显：混淆 b/p、d/t、g/k。例如，“dùzi”（肚子）和“tùzi”（兔子）在初学者口中听起来太相似了。
For retroflex sounds, imagine curling the tip of your tongue slightly backwards towards the roof of your mouth, but not touching the teeth. Practise with a pen on your tongue to check the position. Exaggerate the aspiration by holding a tissue in front of your mouth: it should flutter for p, t, k, c, ch, q, but not for b, d, g, z, zh, j. Drill minimal pairs: bō (wave) vs pō (splash), dōng (east) vs tōng (through). Use pinyin tables and read aloud columns of sounds slowly, overcorrecting at first, then relaxing into natural speech. Recording and comparing your output with native audio will highlight where you blend sounds that should remain distinct.
对于翘舌音，想象舌尖稍稍向后卷向硬腭，但不要碰到牙齿。可以把一支笔放在舌头上检查位置。通过将纸巾举在嘴前来夸张地表现送气：发 p、t、k、c、ch、q 时纸巾应该飘动，而发 b、d、g、z、zh、j 时则不会。训练最小对立对：bō（波）vs pō（泼），dōng（东）vs tōng（通）。使用拼音表，慢速朗读每一列的音，起初可矫枉过正，然后放松到自然语速。录下自己的发音并与母语音频比较，能突显出你把哪些应该区分的音给混在一起了。
7. Time Expression Mistakes | 时间表达误区
Expressions like ‘next week’, ‘last month’, and ‘two days later’ often trip up Year 8 students. They might say ‘xià ge xīngqī’ correctly but then apply English word order to ‘last year’ as ‘zuǒnián’ instead of ‘qùnián’. The confusion between ‘qián’ (before/ago) and ‘hòu’ (after/later) in temporal phrases is another hotspot: ‘sān tiān qián’ (three days ago) vs ‘sān tiān hòu’ (three days later). Some learners try to insert ‘zài’ (again) into time phrases, like ‘zài míngtiān’, which is ungrammatical.
“下星期”“上个月”和“两天后”这样的表达常常绊倒八年级学生。他们可能会正确地说出“xià ge xīngqī”，但随后把“last year”按照英语语序说成“zuǒnián”，而正确形式是“qùnián”。时间短语中“前”和“后”的混淆是另一个常见问题：“sān tiān qián”（三天前）与“sān tiān hòu”（三天后）。有些学生试图在时间短语中插入“再”，比如“zài míngtiān”，这是不合语法的。
Create a visual timeline and learn fixed time words as lexical chunks, not by translation. Memorise: 昨天 (zuótiān, yesterday), 今天 (jīntiān, today), 明天 (míngtiān, tomorrow); 去年 (qùnián, last year), 今年 (jīnnián, this year), 明年 (míngnián, next year). The pattern for weeks and months uses 上 (shàng, previous) and 下 (xià, next): 上个月, 下个星期. For days relative to today, use 大前天, 前天, 昨天, 今天, 明天, 后天, 大后天. Practise by keeping a simple diary in Chinese, writing the date and day at the top: ‘Jīntiān shì xīngqīsān, wǔ yuè shíliù hào’. When you make a plan, say it aloud: ‘Hòutiān wǒmen qù kàn diànyǐng.’ This embeds the patterns into your daily routine.
制作一条可视时间线，并按词块来学习固定的时间词，而不是通过翻译。记住：昨天、今天、明天；去年、今年、明年。星期和月份的模式用“上”和“下”：上个月、下个星期。对于相对于今天的天数，用大前天、前天、昨天、今天、明天、后天、大后天。通过写简单的中文日记来练习，在顶部写日期和星期：“Jīntiān shì xīngqīsān, wǔ yuè shíliù hào”。当你制定计划时，大声说出来：“Hòutiān wǒmen qù kàn diànyǐng。”这会把模式嵌入到你的日常生活中。
8. Negation: ‘bù’ and ‘méi’ | 否定词“不”和“没”
A very common error is using ‘bù’ (不) for all negative sentences, ignoring the aspectual difference between ‘bú huì’ (won’t), ‘bù xǐhuan’ (don’t like), and ‘méi yǒu’ (don’t have / haven’t done). Students might say ‘Wǒ bù kàn diànyǐng zuótiān’ instead of ‘Wǒ zuótiān méi kàn diànyǐng’. The rule that ‘bù’ negates habitual actions, adjectival states, and future intentions, while ‘méi’ negates completed actions and existence, is crucial.
一个非常常见的错误是所有否定句都用“不”，忽略了“不会”“不喜欢”和“没有”在体貌上的区别。学生可能会说“Wǒ bù kàn diànyǐng zuótiān”，其实应该是“Wǒ zuótiān méi kàn diànyǐng”。“不”否定习惯性动作、形容词状态和将来的意愿，而“没”否定已经完成的动作和存在，这条规则至关重要。
To master this, contrast sentences side by side. State a fact: ‘Tā bù gāo’ (He is not tall). Negate a past action: ‘Tā zuótiān méi lái’ (He didn’t come yesterday). Negate a present habitual action: ‘Wǒ bù hē kāfēi’ (I don’t drink coffee). Note that ‘yǒu’ is always negated with ‘méi’: ‘méi yǒu’. Practise by reacting to statements: if someone says ‘Nǐ chīfàn le ma?’ and you haven’t, answer ‘Méi chī’, not ‘Bù chī’. Over time, the choice will become instinctive.
要掌握这一点，可以并排对比句子。陈述一个事实：“Tā bù gāo.”（他不高。）否定一个过去的动作：“Tā zuótiān méi lái.”（他昨天没来。）否定一个现在的习惯性动作：“Wǒ bù hē kāfēi.”（我不喝咖啡。）注意，“有”永远用“没”否定：“没有。”通过回应陈述来练习：如果有人问“Nǐ chīfàn le ma?”，而你还没吃，就回答“Méi chī”，而不是“Bù chī”。久而久之，这种选择会变成本能。
9. Overuse of ‘le’ | “了”的滥用
The particle ‘了’ (le) is notorious for being overused by beginners. Because it is often taught as a past tense marker, students append it to any sentence referring to the past, even when the action is a past habit or negated. They write ‘Qùnián wǒ měitiān dōu qù le gōngyuán’ — here ‘le’ should be omitted because a habitual past action does not take ‘le’. Similarly, ‘Méi kàn le’ is doubly wrong: after ‘méi’, ‘le’ typically disappears.
“了”这个助词因被初学者过度使用而闻名。因为它常被当作过去时态的标志来教，学生就把它附加到任何指涉过去的句子上，即使这个动作是过去的习惯或被否定了。他们会写“Qùnián wǒ měitiān dōu qù le gōngyuán”，但这里应该省略“了”，因为过去习惯性的动作不用“了”。同样，“Méi kàn le”也是双重错误：在“没”之后，通常不能加“了”。
The key is to recognise ‘le’ as a marker of completed action or change of state, not simply past tense. It appears after a verb to indicate completion (‘Wǒ mǎi le sān běn shū’) or at the end of a sentence to signal a new situation (‘Xià yǔ le’). For past habits, use time phrases alone without ‘le’. Drills that require you to decide whether to insert ‘le’ based on context — given hints like ‘yesterday’s completed action’ versus ‘every day last year’ — will refine your sense. Pay close attention to double ‘le’ structures in completed actions with a quantity: ‘Wǒ xué le liǎng nián le’ (I have been studying for two years now).
关键是要认识到，“了”是完成动作或状态变化的标志，而不仅仅是过去时态。它出现在动词后表示完成（“Wǒ mǎi le sān běn shū”），或者句末表示新情况的出现（“Xià yǔ le”）。对于过去习惯，只使用时间短语，不用“了”。通过需要根据语境决定是否插入“了”的练习（例如，给出提示“昨天完成的动作”对比“去年每天”），会完善你的语感。特别注意带数量的完成动作中的双“了”结构：“Wǒ xué le liǎng nián le.”（我已经学了两年了。）
10. Mispronunciation from Pinyin | 字音对应错误
Pinyin is an invaluable tool, but it can create false friends. Learners may pronounce ‘c’ like the English ‘k’ or ‘s’, or read ‘x’ as ‘eks’. They also tend to voice the ‘b’, ‘d’, ‘g’ sounds because in English these are voiced, while in Mandarin they are unaspirated voiceless stops. Another classic mistake is merging the final ‘-ian’ into a single sound similar to ‘yen’, when it actually involves a clear ‘i’ glide to ‘an’. A Year 8 student might say ‘xièxie’ as ‘shèshè’ if they misread the pinyin ‘x’ as ‘sh’.
拼音是一个无价的工具，但它也会产生误导。学生可能把“c”发成英语的“k”或“s”，或者把“x”读成“eks”。他们也会把“b”“d”“g”发成浊音，因为在英语中这些是浊辅音，而普通话中是清不送气音。另一个典型错误是把韵母“-ian”合并成一个类似“yen”的音，而实际上它包含一个清晰的“i”滑向“an”。一个八年级学生如果误读了拼音“x”，可能会把“xièxie”说成“shèshè”。
Treat pinyin as a separate phonetic system; never assume its letters match English sounds. Create a reference card with each pinyin symbol paired with an English approximation and a reminder, e.g. ‘c’ as in ‘cats’ but with stronger burst. For ‘q’, imagine saying ‘cheese’ with your lips spread and tongue flat. Drill the six simple finals: a, o, e, i, u, ü. Then move to compound finals, and finally nasal finals. A daily warm-up of reciting the pinyin table aloud for three minutes will significantly reduce mispronunciations. Use colour-coded pinyin charts where each initial is a different colour to avoid confusion.
把拼音当作一个独立的语音系统；不要想当然地认为它的字母与英语发音相符。制作一张参考卡，每个拼音符号配对英语近似音和提示，例如“c”像“cats”中的音，但气流更强。对于“q”，想象发“cheese”时双唇展开、舌头放平。练习六个单韵母：a, o, e, i, u, ü。然后学习复韵母，最后是鼻韵母。每天花三分钟大声朗读拼音表作为热身，会大大减少发音错误。使用彩色编码的拼音表，每个声母标记不同颜色，以避免混淆。
11. Cultural Misunderstandings in Communication | 文化误解导致的交际失误
Language and culture are inseparable, and Year 8 learners sometimes fail to apply appropriate social conventions. Directly translating ‘You look tired’ as ‘Nǐ kàn qǐlái hěn lèi’ may sound too blunt; a more culturally attuned expression would be ‘Nǐ shì bù shì hěn lèi?’ (Are you perhaps tired?). Refusing an offer with a flat ‘bù, xièxie’ (no, thank you) can seem rude when the ritual is to decline politely several times before accepting. Not using titles like ‘lǎoshī’ or ‘āyí’ in greetings can also come across as disrespectful.
语言和文化密不可分，八年级学生有时没能应用恰当的社交惯例。直接把“You look tired”翻译为“Nǐ kàn qǐlái hěn lèi”可能听起来太直白；一个更符合文化习惯的表达是“Nǐ shì bù shì hěn lèi?”（你是不是很累？）。用生硬的“bù, xièxie”拒绝他人的好意会显得粗鲁，因为通常的礼节是先礼貌地推让几次再接受。打招呼时不使用“老师”或“阿姨”等称呼也会让人觉得不尊重。
Learn set phrases for common social situations. When receiving a compliment, say ‘Nǎlǐ, nǎlǐ’ or ‘Guòjiǎng le’ instead of a simple ‘xièxie’. When offering food or a gift, expect the other person to refuse at first, so repeat the offer gently. In the classroom, always address your teacher as ‘Lǎoshī’ + surname. Practise role-plays: invite a friend to a birthday party, offer tea to a guest, or ask for directions politely. These scenarios should be practised aloud with a partner, paying attention to body language and tone. Cross-cultural comparison discussions can highlight why certain phrases work and others fail.
学习常见社交场合的固定表达。受到赞美时，说“哪里，哪里”或“过奖了”，而不是简单的“谢谢”。在提供食物或礼物时，预期对方会先拒绝，所以要温和地再邀一次。在教室里，始终称呼老师为“姓氏+老师”。练习角色扮演：邀请朋友参加生日聚会、给客人倒茶，或者礼貌地问路。这些情境应该与搭档大声练习，注意肢体语言和语气。比较文化的讨论可以突显出为什么某些用语起效而另外一些会失败。
12. Literal Translation Errors | 词汇直接翻译错误
Relying on word-for-word translation from English often produces unidiomatic or even hilarious results. A student might say ‘Wǒ hěn rè’ (I am very hot) to mean they feel hot temperature-wise, but this idiomatically means ‘I am very popular’ or can be misinterpreted; the natural phrase is ‘Wǒ hěn rè’ is actually acceptable, but more precisely ‘Wǒ juéde hěn rè’ (I feel hot). A clearer example is ‘open the light’ becoming ‘kāi dēng’ — which is correct, but the reverse mistake of ‘close the light’ is often rendered as ‘guān dēng’ (correct) while some learners say ‘jìn dēng’ based on ‘close’. A true error is saying ‘Kàn diànshì’ (watch TV) and then trying to say ‘watch a movie’ as ‘kàn diànyǐng’ which is correct, but often they confuse ‘kàn’ and ‘kànshū’ (read a book). A typical literal mistake: ‘I have a headache’ rendered as ‘Wǒ yǒu tóutòng’ instead of ‘Wǒ tóu téng’.
依赖英语的字对字翻译往往会产生不地道甚至可笑的结果。学生可能会说“Wǒ hěn rè”来表示他们感觉热，但这更容易被理解为“我很受欢迎”或者产生歧义；更自然的说法是“Wǒ juéde hěn rè”（我觉得很热）。一个更清晰的例子是“开灯”说对了，但“关灯”可能会被误译：有人会基于“close”说成“jìn dēng”，而正确是“guān dēng”。另一个典型直译错误是：“I have a headache”说成“Wǒ yǒu tóutòng”，而不是“Wǒ tóu téng”。
To avoid literal translations, learn collocations as whole phrases instead of isolated words. Collect verb+object pairs: 吃饭 (chīfàn), 开车 (kāichē), 打电话 (dǎ diànhuà). Notice that ‘play’ in English can be ‘wán’, ‘dǎ’, ‘lā’, ‘tán’ depending on the object: 打篮球 (dǎ lánqiú), 玩玩具 (wán wánjù), 拉小提琴 (lā xiǎotíqín). Build a phrase bank organised by topics such as body parts, daily routine, and school, and test yourself on translating whole sentences rather than single words. If you catch yourself creating a sentence by stringing English words together, pause and ask yourself: ‘Is there a set expression for this?’ More often than not, there is.
为了避免直译，要把搭配当作整体短语来学习，而不是孤立的单词。收集动宾搭配：吃饭、开车、打电话。注意英语中的“play”根据宾语的不同可以是“玩”“打”“拉”“弹”：打篮球、玩玩具、拉小提琴。按话题（如身体部位、日常生活、学校）建立一个短语库，并测试自己翻译整个句子，而不是单个词。如果你发现自己正在通过把英语单词串在一起造句，停顿一下，问问自己：“有没有一个固定表达？”十有八九是有的。
Published by TutorHao | Chinese Revision Series | aleveler.com
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