文法重點
被動語態的基本構成 (be + p.p.)
主動語態強調「動作執行者」,被動語態強調「動作承受者」。構成方式為「be動詞 + 過去分詞(p.p.)」。由主動句轉換為被動句的步驟:①將主動句的受詞移到被動句的主詞位置;②動詞改為「be + p.p.」,be動詞須與新主詞的人稱、單複數一致;③原本的主詞加上by放在句尾(此部分視情況可省略,見下一點)。基本句型:主詞(原受詞) + be + p.p. + (by + 原主詞)。須注意:只有「及物動詞」才能改成被動式,不及物動詞(如happen, occur, arrive, appear)沒有被動語態。
Tom repairs the car.
湯姆修理這輛車。
The car is repaired by Tom.
這輛車被湯姆修理。
The teacher praised Mary.
老師稱讚瑪莉。
Mary was praised by the teacher.
瑪莉被老師稱讚。
常見錯誤/易混淆處 學生常忘記be動詞要隨主詞單複數與時態變化,例如誤寫成"The car is repair by Tom",忘記將動詞改為過去分詞;也常忽略不及物動詞沒有被動式,誤寫出"An accident was happened"這種錯誤句型(happen不能用被動)。另外也常把過去分詞的不規則變化寫錯,例如寫成"maked"而非"made"。
各時態的被動式轉換
被動語態需依主動句的時態改變be動詞的形式,過去分詞(p.p.)本身不變。對照如下:現在簡單式 am/is/are + p.p.;過去簡單式 was/were + p.p.;未來式 will be + p.p.;現在進行式 am/is/are being + p.p.;過去進行式 was/were being + p.p.;現在完成式 have/has been + p.p.;過去完成式 had been + p.p.;含情態助動詞(can/must/should等)時為「助動詞 + be + p.p.」。
She is writing a letter. → A letter is being written (by her).
她正在寫一封信。→一封信正被寫著。
They have finished the project. → The project has been finished (by them).
他們已完成這個計畫。→這個計畫已被完成。
You must submit the report by Friday. → The report must be submitted by Friday.
你必須在星期五前繳交報告。→報告必須在星期五前被繳交。
He had already locked the door. → The door had already been locked (by him).
他已經鎖好門了。→門已經被鎖好了。
常見錯誤/易混淆處 進行式被動最容易出錯,學生常漏掉being,寫成"is written"而非"is being written",導致誤變成簡單式被動;完成式被動也常誤寫成"has be finished"而非"has been finished",混淆be動詞的過去分詞been。學測文法題常考進行式與完成式被動的正確形式辨析,須特別留意being與been的區別。
by介系詞何時可省略
當動作執行者(by之後的受詞)不重要、不明確、顯而易見、或是泛指一般人(如people, someone, they)時,可省略by片語。常見情況:①執行者不明或未知;②執行者是泛指的一般人;③強調動作本身而非執行者;④執行者從上下文可明確推知。反之,若執行者是句子的重要資訊(如特定人物、發明者、作者),則不可省略。
Rice is grown in Taiwan.
稻米在台灣被種植。(不需說明是誰種的)
My wallet was stolen last night.
我的皮夾昨晚被偷了。(小偷身分不明,省略by someone)
English is spoken in many countries.
英語在許多國家被使用。(泛指使用者,省略by people)
This novel was written by Mark Twain.
這本小說是馬克吐溫寫的。(作者是重要資訊,不可省略)
常見錯誤/易混淆處 學生常誤以為被動語態一定要加by片語,畫蛇添足寫出"by someone"、"by people"這種累贅資訊;也有人在by後方的執行者是重要資訊(如作者、發明者)時卻誤將其省略,導致句意不完整。學測選擇題常考「判斷哪一句的by不能省略」,須依語意判斷執行者是否為關鍵資訊。
關係代名詞 who/whom/whose/which/that 的基本用法
關係代名詞用來連接兩個句子,引導形容詞子句修飾先行詞(名詞)。who代替「人」做子句主詞;whom代替「人」做子句受詞(口語常以who替代);whose代替「所有格」,後方須接名詞,可代替人或物;which代替「事物、動物」;that則可同時代替人或事物,在限定用法中可替換who/whom/which(但非限定用法不可用that,見下一點)。選用依據為:先行詞是人或物,以及該關代在子句中擔任的文法角色(主詞/受詞/所有格)。
I know the man who lives next door.
我認識住在隔壁的那個男人。
The woman whom you met yesterday is my aunt.
你昨天遇到的那位女士是我阿姨。
This is the book whose cover is torn.
這是封面破損的那本書。
The car that is parked outside belongs to my father.
停在外面的那輛車是我爸爸的。
常見錯誤/易混淆處 學生最常混淆whose與who's(who is的縮寫);也常誤用which代替人。另外常見錯誤是在關代之後又重複使用人稱代名詞,例如誤寫"the man who he lives next door"多加了he,形成文法冗贅。學測會考查先行詞在子句中擔任的文法角色,須留意主格/受格的判斷。
限定用法(無逗號)與非限定用法(有逗號)的差異
限定用法(restrictive):形容詞子句對先行詞進行「限定、篩選」,是辨識該先行詞不可或缺的資訊,子句前不加逗號,且可用that替代who/which。非限定用法(non-restrictive):形容詞子句只是「額外補充說明」,先行詞本身已明確、獨一無二(如專有名詞、世上唯一的對象),子句前後須加逗號隔開,且不可使用that,關代也不可省略。
Students who study hard usually get good grades.
認真讀書的學生通常成績好。(限定,指「那些認真讀書的」學生)
My brother, who studies in the US, called me last night.
我哥哥,他在美國讀書,昨晚打電話給我。(非限定,我只有一個哥哥,子句只是補充資訊)
The book that I borrowed from the library is due tomorrow.
我從圖書館借的那本書明天到期。(限定)
Taipei 101, which is a famous landmark, attracts many tourists.
台北101,一個知名地標,吸引許多遊客。(非限定)
常見錯誤/易混淆處 學生常忽略逗號的有無會改變句意,例如"My brother who studies in the US called me"(無逗號)會暗示說話者有不只一個哥哥;也常在非限定用法中誤用that,這在文法上是不允許的;此外也常忘記非限定用法的逗號需前後成對出現。學測閱讀測驗常利用逗號有無來測試考生對句意精準度的理解。
關係代名詞的省略與「介系詞+關代」結構
限定用法中,若關代在子句中擔任受詞(whom/which/that),可以省略;但若擔任主詞,則不可省略。當先行詞在子句中須搭配介系詞時,可將「介系詞+關代(whom/which)」整組移到子句最前面,此時關代不可省略、也不可用that;或者將介系詞留在子句原本位置(句尾),此時可用that/who(m)/which,也可省略關代。
The movie (that) I watched last night was boring.
我昨晚看的電影很無聊。(做受詞,可省略)
The man who called me is my uncle.
打電話給我的那個人是我叔叔。(做主詞,不可省略)
This is the topic about which we talked.
這是我們談論的主題。(介系詞+關代放句首)
This is the topic (that) we talked about.
這是我們談論的主題。(介系詞留在句尾,可省略關代)
常見錯誤/易混淆處 學生常誤將擔任主詞的關代省略,寫出"The man called me is my uncle"這種不完整句子(缺少who);在「介系詞+關代」結構中常誤用that,例如"about that we talked"是錯誤用法(that前不可加介系詞);也常忘記介系詞留在句尾時,子句動詞結構仍須完整。
只能接不定詞(to V)作受詞的動詞
某些動詞後面只能接不定詞(to V)當受詞,不能接動名詞(V-ing)。常見動詞包括:want, hope, wish, expect, decide, plan, promise, refuse, agree, offer, manage, afford, pretend, fail等。這類動詞多帶有「未來、尚未發生」的語意,表達意圖、期望或決定。句型:主詞 + 動詞 + to V。
I decided to study abroad next year.
我決定明年去國外讀書。
She promised to help me with my homework.
她答應要幫我做功課。
They refused to accept the offer.
他們拒絕接受這個提議。
He managed to finish the race despite his injury.
儘管受傷,他仍設法完成了比賽。
常見錯誤/易混淆處 學生常誤將這類動詞後接V-ing,例如寫成"I decided studying abroad",是段考與學測常見的扣分點。建議整理成固定動詞清單背誦,尤其want to, hope to, decide to, plan to, promise to這幾個高頻詞最常出現在考題中。
只能接動名詞(V-ing)作受詞的動詞
某些動詞後面只能接動名詞(V-ing)當受詞,不能接不定詞。常見動詞包括:enjoy, finish, avoid, consider, suggest, practice, mind, imagine, admit, deny, give up, keep (on), quit, risk等。這類動詞多表達「已經在做的動作、既定事實」的語意。句型:主詞 + 動詞 + V-ing。
I enjoy listening to music while doing homework.
我喜歡一邊聽音樂一邊做功課。
He suggested going to the beach this weekend.
他建議這個週末去海邊。
She finally admitted cheating on the exam.
她終於承認在考試中作弊。
We should avoid using plastic bags.
我們應該避免使用塑膠袋。
常見錯誤/易混淆處 學生常誤把這類動詞接to V,例如寫成"I enjoy to listen to music"或"He suggested to go",這是學測文法題極高頻的考點,尤其suggest, enjoy, finish, mind, avoid幾乎每年必考,務必熟記固定搭配用法。
接to V與V-ing意思不同的動詞 (remember, forget, stop, try)
少數動詞後接to V與V-ing意思不同,須依語意判斷:remember/forget + to V表示「記得/忘記(要去做某事,動作尚未做)」;remember/forget + V-ing表示「記得/忘記(曾經做過某事,動作已發生)」。stop + to V表示「停下手邊的事,去做另一件事(表目的)」;stop + V-ing表示「停止正在做的動作」。try + to V表示「努力嘗試(做困難的事)」;try + V-ing表示「嘗試看看(某種方法)」。
Remember to lock the door before you leave.
離開前記得要鎖門。(動作尚未做)
I remember locking the door this morning.
我記得今天早上鎖過門了。(動作已發生過)
He stopped to answer the phone.
他停下手邊的事去接電話。
He stopped smoking last year.
他去年戒菸了。(停止抽菸這個動作)
常見錯誤/易混淆處 這是學測最愛出的陷阱題,學生常混淆stop to V與stop doing的差異,誤以為兩者意思相同;也常忽略remember/forget接V-ing時,該動作必定發生在「記得/忘記」之前(已完成)。建議用「to V=未來、尚未做;V-ing=過去、已經做」的原則輔助記憶,此原則對remember, forget, stop皆適用。
比較級與最高級的構成與用法
比較級用於「兩者」比較,句型:主詞 + 動詞 + 形容詞/副詞比較級 + than + 被比較對象。最高級用於「三者以上」比較,句型:主詞 + be動詞 + the + 形容詞/副詞最高級 + (in/of + 範圍)。構成規則:單音節及部分雙音節形容詞字尾加-er/-est(tall-taller-tallest);字尾為子音+y改y為i再加er/est(happy-happier-happiest);多音節形容詞前面加more/most(beautiful-more beautiful-most beautiful);不規則變化須個別記憶(good-better-best, bad-worse-worst, many/much-more-most, little-less-least)。
Mount Jade is higher than Mount Ali.
玉山比阿里山高。
This question is more difficult than that one.
這個問題比那個難。
She is the tallest student in her class.
她是她班上最高的學生。
Health is the most important thing of all.
健康是所有事物中最重要的。
常見錯誤/易混淆處 學生常見錯誤為雙重比較,例如"more taller"或"most tallest"同時使用more/most與er/est;也常忘記多音節形容詞須用more/most而非直接加er/est,如誤寫"beautifuler";最高級句型中常漏掉定冠詞the,或誤用in/of(範圍為地點、群體用in,同類事物比較用of)。
as...as 原級比較句型
表示「兩者程度相同」,句型為:主詞 + 動詞 + as + 形容詞/副詞原級 + as + 被比較對象。若要表示「不如、比不上」,可用not as/so...as,句型:主詞 + 動詞 + not as/so + 原級 + as + 被比較對象。此結構中間須用形容詞或副詞的「原級」,不可加er或加more。若中間為名詞,須搭配many/much(as many books as, as much money as)。
Tom is as tall as his father.
湯姆和他爸爸一樣高。
This bag is not as expensive as that one.
這個包包沒有那個那麼貴。
She can run as fast as a professional athlete.
她可以跑得跟職業運動員一樣快。
My computer is not so powerful as yours.
我的電腦沒有你的那麼強。
常見錯誤/易混淆處 學生常在as...as中間誤加比較級形式,例如寫成"as taller as",這是錯誤用法;也常混淆not as...as的語意方向,誤以為是「比較...更」而非「比不上」。另外要注意中間若接名詞需搭配many/much,且形容詞或副詞不可省略。
the + 比較級...the + 比較級 句型
表示「越...就越...」,用來表達兩件事情的程度同步變化。句型:The + 比較級 + S + V, the + 比較級 + S + V。前後兩個子句的比較級都必須放在句首,且都要加the。另有簡化用法為疊用形容詞/副詞的比較級本身(如more and more、colder and colder),表示「越來越...」,這與the...the句型不同,是單一事物隨時間持續變化。
The more you practice, the better you become.
你練習得越多,就變得越好。
The harder he works, the more successful he will be.
他越努力工作,就會越成功。
The sooner we leave, the earlier we will arrive.
我們越早出發,就會越早到達。
The weather is getting colder and colder.
天氣變得越來越冷。
常見錯誤/易混淆處 學生常忘記在兩個子句前都要加the,只在其中一句加,例如誤寫"More you practice, the better you become";另外容易混淆此句型與比較級疊用(more and more)的差異,前者是兩件事程度同步變化,後者是單一事物程度隨時間持續增加,兩者結構與語意皆不同,需分開記憶。
核心單字
| 單字 | 詞性 | 中文意思 | 例句 | 常用搭配 |
| academic | adj. | 學業的;學術的 | She has a strong academic record in science subjects. 她在自然科目方面有優異的學業表現。 | academic performance / academic record |
| achieve | v. | 達成;達到 | He worked hard to achieve his goal of entering a top university. 他努力用功以達成考上頂尖大學的目標。 | achieve a goal/success |
| achievement | n. | 成就;成果 | Winning the debate contest was a great achievement for our class. 贏得辯論比賽對我們班來說是一項偉大的成就。 | a great achievement / a sense of achievement |
| assignment | n. | 作業;任務 | The teacher gave us a challenging assignment on climate change. 老師給了我們一份關於氣候變遷的高難度作業。 | hand in / complete an assignment |
| attend | v. | 參加;出席(課程、活動) | All students are required to attend the morning assembly. 所有學生都必須參加早上的朝會。 | attend class / attend a meeting |
| attention | n. | 注意力 | Pay attention to the teacher's instructions before the exam. 考試前請注意聽老師的指示。 | pay attention to |
| career | n. | 生涯;職業 | Choosing the right elective courses can help shape your future career. 選對選修課程有助於形塑你未來的職業生涯。 | build / pursue a career |
| challenge | n./v. | 挑戰 | Learning a third language is a real challenge for most students. 學習第三種語言對大多數學生來說是一大挑戰。 | face a challenge |
| classmate | n. | 同班同學 | My classmates and I formed a study group before final exams. 我和我的同班同學在期末考前組成了讀書會。 | study with classmates |
| comment | n./v. | 評論;評語 | The teacher wrote a positive comment on my essay. 老師在我的作文上寫了一則正面的評語。 | make a comment on |
| communicate | v. | 溝通;傳達 | Students should learn to communicate their ideas clearly in group discussions. 學生應學習在小組討論中清楚表達自己的想法。 | communicate with someone |
| compete | v. | 競爭;比賽 | Our school will compete against three others in the science fair. 我們學校將在科展中與另外三所學校競爭。 | compete against / compete for |
| competition | n. | 競賽;競爭 | She entered the English speech competition and won first place. 她參加了英語演講比賽並贏得第一名。 | enter / win a competition |
| concentrate | v. | 專心;集中注意力 | It's hard to concentrate on homework with the TV on. 電視開著的時候很難專心寫作業。 | concentrate on |
| confidence | n. | 信心 | Giving presentations regularly has boosted her confidence. 經常上台報告增進了她的信心。 | build / gain confidence |
| confident | adj. | 有信心的 | He felt confident about passing the math test. 他對通過數學考試感到有信心。 | confident about / confident in |
| cooperate | v. | 合作 | Group members must cooperate to finish the project on time. 小組成員必須合作才能準時完成專題。 | cooperate with |
| counselor | n. | 輔導老師 | If you feel stressed about grades, talk to the school counselor. 如果你對成績感到有壓力,可以找學校輔導老師談談。 | school counselor |
| curriculum | n. | 課程;教學大綱 | The new curriculum includes more hands-on science experiments. 新課程包含更多動手做的科學實驗。 | design / follow a curriculum |
| degree | n. | 學位;程度 | Many jobs nowadays require at least a bachelor's degree. 現在許多工作至少都需要學士學位。 | earn / hold a degree |
| dormitory | n. | 宿舍 | Students living far from school can stay in the dormitory. 住家離學校較遠的學生可以住在宿舍。 | live in a dormitory |
| educational | adj. | 教育的;有教育意義的 | The museum trip was both fun and educational. 這趟博物館之旅既有趣又具教育意義。 | educational value / educational system |
| effort | n. | 努力 | Their teacher praised them for making a real effort in class. 老師稱讚他們在課堂上真的很努力。 | make an effort |
| elective | adj./n. | 選修的;選修課 | Photography is one of the most popular elective courses at our school. 攝影是我們學校最受歡迎的選修課之一。 | elective course |
| encourage | v. | 鼓勵 | The teacher encouraged us to ask questions during class. 老師鼓勵我們在課堂上發問。 | encourage someone to V |
| enroll | v. | 註冊;報名 | She decided to enroll in an extra math class after school. 她決定放學後報名一堂額外的數學課。 | enroll in |
| entrance | n. | 入學;入口 | Passing the entrance exam is the first step to studying abroad. 通過入學考試是出國留學的第一步。 | entrance exam |
| evaluate | v. | 評估 | Teachers evaluate students' progress through weekly quizzes. 老師透過每週小考來評估學生的學習進度。 | evaluate one's progress |
| examination | n. | 考試 | The final examination covers everything we learned this semester. 期末考試涵蓋了這學期學過的所有內容。 | take / pass an examination |
| extracurricular | adj. | 課外的 | Joining extracurricular activities helps students develop new skills. 參加課外活動有助於學生培養新技能。 | extracurricular activity |
| focus | v./n. | 專注;焦點 | You need to focus on your weak subjects before the exam. 考試前你需要專注在自己較弱的科目上。 | focus on |
| goal | n. | 目標 | Setting a clear goal makes studying more effective. 設定明確的目標能讓讀書更有效率。 | set / achieve a goal |
| grade | n. | 成績;年級 | His grades improved a lot after he started reviewing every night. 他開始每晚複習後,成績進步了很多。 | get good grades |
| graduate | v./n. | 畢業;畢業生 | My sister will graduate from senior high school next year. 我姊姊明年將從高中畢業。 | graduate from |
| guidance | n. | 輔導;指導 | With the teacher's guidance, he finally solved the difficult problem. 在老師的指導下,他終於解出了那道難題。 | under someone's guidance |
| improve | v. | 改善;進步 | Reading English news every day can improve your vocabulary. 每天閱讀英文新聞能改善你的字彙量。 | improve one's skills |
| instructor | n. | 指導老師;教練 | Our PE instructor taught us how to play badminton properly. 我們的體育老師教我們如何正確地打羽球。 | 無特殊搭配 |
| major | n./v. | 主修(科目) | She plans to major in biology at university. 她打算在大學主修生物學。 | major in |
| memorize | v. | 記憶;背誦 | We had to memorize twenty new words for today's quiz. 我們必須背二十個新單字準備今天的小考。 | memorize vocabulary/facts |
| motivate | v. | 激勵;使有動機 | A good teacher knows how to motivate students to learn. 好老師知道如何激勵學生學習。 | motivate someone to V |
| participate | v. | 參與 | Everyone is welcome to participate in the school talent show. 歡迎大家參與學校的才藝表演。 | participate in |
| peer | n. | 同儕 | Teenagers are often influenced by peer pressure. 青少年常常受到同儕壓力的影響。 | peer pressure |
社會(歷史・地理・公民)
本學期進度(高三上・9月-學測前)
重點整理