题目内容
5．假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文．文中共有10处错误，每句中最多有两处，错误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：在错的词下画一横线，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（从第11处起）不计分．I've learnt from the notice that you're looking for an English editor for us school paper．I'm written this letter to apply for the position．I'm Li Hua，Senior Three student in our school．In my view，I met your requirements：for one thing，I'm willing to devote some of my spare time to serve others； for another，I'm good at both English or Fine Arts．I'm either skilled in using computers．I would be glad if you could offer to me an opportunity for an interview．I'm looking forward to your kindly reply at your earliest convenient．
分析 本文主要是作者写的应聘校报的应聘信．作者是高三学生，愿意把业余时间奉献给服务他人，擅长英语和艺术，会熟练操作电脑．作者希望能提供给一个面试的机会．
解答 I've learnt from the notice that you're looking for an English editor for us school paper．I'm written this letter to apply for the position．I'm Li Hua，∧Senior Three student in our school．In my view，I met your requirements：for one thing，I'm willing to devote some of my spare time to serve others； for another，I'm good at both English or Fine Arts．I'm either skilled in using computers．I would be glad if you could offer to me an opportunity for an interview．I'm looking forward to your kindly reply at your earliest convenient．
详解：
1．us改为our 考查代词．school paper是名词词组，其前用形容词性物主代词作定语．
2．written改为writing 考查动词语态．I与write之间是主谓关系，用现在进行时态．
3．加a 考查冠词． student是可数名词，单数形式前加不定冠词a表示泛指．
4．met改为meet 考查动词时态．全文讲述的是一般事实，用一般现在时态．
5．serve改为serving 考查动名词．to是介词，后接动词时用动名词形式．
6．or改为and 考查固定搭配．both…and…意为"两者都…"，作为关联并列连词，它通常应连接两个相同性质的句子成分．
7．either改为also 考查词语用法．either和also都意为"也"，前者用于否定句，后者用于肯定句．此处是肯定句，用also．
8．去掉to 考查词语用法．offer是及物动词，后直接接宾语，不需要介词to．
9．kindly改为kind 考查形容词．reply是名词，要用形容词修饰．
10．convenient改为convenience 考查名词．at one's convenience意为"顺便（得便时）"，是固定搭配．
点评 高考短文改错题的形式有说明文，短文故事，书信等，具有很强的实用性．短文的内容和语言都符合高中学生的实际，从表面上看类似一篇学生习作．首先，通读全文，了解短文大意，把握全篇的时态、人称及行文逻辑，在通读全文时把一些容易的错误先改好，再进行逐句改错．其次，要进行逐个句子的改错．这是要对文中的词法、句法和语篇着重分析和特别注意．最后把改好的短文再阅读一遍，检查答案是否正确，感觉是否还有不妥之处，最终形成定稿．
赢在课堂名师课时计划系列答案
it parked for a couple of minutes．
sticker into production．| A． | has gone to | B． | have gone to | C． | has been to | D． | have been to |
Dr Hartas led the research．She said："Filial（子女的） dynamics such as emotional closeness to parents and cultural capital were better predictors than more school-driven parent-child interactions．"Factors relating to family emotional closeness，bullying，friendships，homework，extra-curricular activities and perception of parental interest in the child's education were examined．The researchers measured responses to questions about a variety of topics such as visiting art galleries，discussing books at home，the number of evenings spent doing homework，relationship with siblings and quarrelling with parents．
Dr Hartas and her team found that the willingness to solve problems was a strong predictor of educational aspiration．Adolescents who indicated they were less confident at handling problems were 30% less likely to rate gaining GCSEs important．In addition those who expressed a lower level of general well-being were 18% more likely to choose not to go to university．Closeness to parents was an indicator of attitude towards GCSEs； those who did not feel emotionally close to their parents were two times higher to consider GCSEs unimportant．However，emotional closeness to parents was not found to be significant in predicting a desire to attend university．
What the researchers termed‘cultural capital'or participating in cultural activities also appeared to affect the desire to study further．Those who weren't exposed to cultural activity were 14% and 20% respectively less likely to consider university or GCSEs as important．Those who did go to museums，galleries，concerts etc．were found to be 23% less likely to consider training or employment post-16．
Dr Hartas said that these findings had significant implications for family and educational policy，especially with regard to"raising aspirations and reducing early school leaving．"They also raised the issue of reconsidering the role of the home environment as a web of emotionally and intellectually charged relationships between parents and children rather than an extension of the school day．
| Quality time rather than study time improves teens'educational aspirations | |
| （71）Findingof a recent study | There is a high （72）possibility/probabilitythat teenagers spending quality time and （73）participatingin cultural activities with their parents are willing to further their studies． |
| （74）Factorsaffecting the desire for further study | Being （75）emotionallyclose to parents can better predict that teenagers will motivate themselves to study． |
| The more （76）confidence/willingnessthe adolescents have to solve problems，the （77）strongertheir educational desire will become． | |
| It seems that teenagers who have （78）accessto cultural activities desire to study further． | |
| Implications of the research | With the research's help，we can raise teenagers'aspirations and prevent them （79）leaving/quittingschool early． |
| The role of the home environment should be reconsidered as an emotional and intellectual relationship web （80）insteadof a school day extension． | |