题目内容
【题目】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处语言错误，每句中最多有两处。每处错误仅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：在错的词下划一横线，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。
My best friend is big football fan. In order to let me fall in love with football, he invited me to watch a football match third months ago. At first, I didn’t know the rules, that made me not understand the match. My friend explained them to me patient, and helped me follow the match. The two team tried to control the football. When the ball got close to the gate, I felt very nervous and couldn’t help yell out. I was surprising by the teamwork. It was in the same with the basketball match. After watching the match, he started to love football. Now I often play football with my friend and felt extremely happy.
【答案】1. 在big前加a
2. third → three
3. that → which
4. patient → patiently
5. team → teams
6. yell → yelling
7. surprising → surprised
8. 删除the same前的in
9. he → I
10. felt → feel
【解析】
本文是一篇记叙文。作者最好的朋友是一个足球迷，文章讲述了和朋友一起看足球比赛的过程，这样的经历是作者喜欢上了足球。
1. 考查冠词。fan是可数名词，此处泛指“一个足球迷”，要用不定冠词，big是以辅音音素开头的词，应使用a。故在big前加a。
2. 考查数词。“三个月前”应该用基数词。故third改为three。
3. 考查定语从句。本句为非限制性定语从句，不能用that引导，又因先行词the rules在从句中作主语，应使用which引导。故that改为which。
4. 考查副词。修饰动词explained，应使用副词。故patient改为patiently。
5. 考查名词复数。根据前面数词two可知，此处应使用team的复数形式。故team改为teams。
6. 考查非谓语动词。固定短语：can’t help doing sth. “情不自禁做某事”。故yell改为yelling。
7. 考查形容词。surprising“令人惊讶的”，surprised“感到惊讶的”。根据句意“我对团队协作感到惊讶”可知，此处应使用ed形容词。故surprising改为surprised。
8.考查固定句型。固定句型：It was the same with sth.“某事物也是如此。”in明显多余。故删除the same前的in。
9. 考查代词。根据语境可知，此处是“我开始喜爱足球”，应使用代词I。 故he改为I。
10. 考查动词时态。根据本句第一个单词now可知，这一句描述的是现在的事情，应用一般现在时。与play 为并列关系。故felt改为feel。
【题目】请认真阅读下面短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。 注意：请将答案写在答题卡上相应题号的横线上。每个空格只填一个单词。
Many of today's young people have a difficult time seeing any moral dimension to their actions. There are a number of reasons why that’s true, but none more important than a failed system of education that avoids teaching children the traditional moral values that bind Americans together as a society and a culture. That failed approach, called 'decision-making', was introduced in schools 25 years ago. It tells children to decide for themselves what is right and what is wrong. It replaced 'character education', which didn't ask children to reinvent the moral wheel, but encouraged them to practice habits of courage, justice and self- control.
Decision-making curriculums pose ethical dilemmas to students, leaving them with the impression that all morality is problematic and that all questions of right and wrong are based on people's own ideas. Youngsters are forced to question values and virtues they've never acquired in the first place. The assumption behind this method is that students will arrive at good moral conclusions if they are given the chance. But the actual result is moral confusion.
This kind of confusion further encouraged by values-education programs that are little more than courses in self-worth. These programs are based on the questionable assumption that a child who feels good about himself or herself won't want to do anything wrong. But it is just as reasonable to make an opposite assumption: namely, that a child who always believes in and accepts himself will conclude that he or she can't do anything bad.
It is time to throw 'decision-making' and 'none-judgementalism' into the rubbish heap of failed policies, and return to a proved method. Character education provides a much more realistic approach to moral formation. It is built on an understanding that we learn morality not by debating it, but by practicing it.
Children Must Be Taught to Distinguish Right from Wrong
Problem | Many young people find it 【1】 to see their actions in a moral way. |
Reason | Replacing character education, the decision-making approach does not teach children 【2】 morality but emphasizes subjective judgment on right and wrong. |
Consequences | ● 【3】 decision-making curriculums were meant to give students the chance to 【4】good moral conclusions by themselves, they make students 【5】 confused, due to the 【6】 of criteria on what's right and wrong. ● Values-education programs 【7】 students' moral confusion. Those with self-acceptance will make the assumption that they can't do anything wrong. ● Public education based on decision-making approach, which 【8】 to guide youngsters on the right track, fuels the explosion of serious 【9】 problems. |
Solution | An immediate shift back to character education is needed. Moral formation can be achieved by means of 【10】. |