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。

When Mom was 61, she showed signs on the lung cancer. We knew something was wrong and that Mom needs a journey. She suggested a movie and a dinner. But I had another plan Though Mom had been to the ocean only twice, but she loved the seashore. Her kitchen was decorating with souvenirs(纪念品) from those two trips. I told Mom that we would leave for Jersey Shore. Mom was very excited that she screamed. Once we got Jersey Shore, she began to enjoy the trip, greeting strangers and spending hours collected shells. The morning we left, I found her taking photos of every inch of her bedroom. Short after we returned, Mom passed away. For a long time, Mom s shells stayed in a box. I found it again while searching for something else. I put them in a familiar place as a reminder(提醒物) from a mother which never lost her sense of wonder.

【答案】

【解析】

这是一篇记叙文。作者回忆母亲生前去海边旅游时经历的事情,作者把母亲捡回来的贝壳放在自己熟悉的地方以纪念妈妈。

1.考查介词。此处表示癌症的迹象,应使用介词of表示所属关系。故将on改为of

2.考查时态。根据本句中的was可知,need应该使用过去式的形式。故将needs改为needed

3.考查让步状语从句和并列句。though引导让步状语从句,but连接两个分句构成并列句。因此thoughbut不能同时出现在这个句子中,即应该去掉其中的一个,因为though后面的单词Mom的第一个字母是大写的,因此去掉Though或者but均可以。故将Though but去掉。

4.考查固定短语。be decorated with是固定短语,意为“装饰着”。故将decorating 改为decorated

5.考查固定结构。so …that…是固定结构,意为“如此……以至于……”。故将very 改为so

6.考查固定结构。表示“到达某地”应该为“get to+地点”,它是固定短语。故在got后加to

7.考查固定短语。spend time (in) doing sth是固定短语,意为“花费时间做某事”。故将 collected改为collecting

8.考查副词。shortly after是固定词组,意为“在某事之后不久”,short应该使用副词形式。故将Short 改为Shortly

9.考查人称代词。此处代词用于指代上文的复数名词,应该使用them。故将 it改为them

10.考查定语从句。分析句子结构可知,mother是定语从句的先行词,它在从句中作主语。因此使用关系代词whothat。故将which 改为who/that

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【题目】 What Does the Length of Your Fingers Say About You?

Are you the peace-loving type or the ambitious go-getter? Your finger length might be a clue. Take a look at your fingers. Would you believe me if I told you that the length of your fingers in relation to one another can predict your personality? I know that it sounds like one of those silly tests you see on Facebook, but I have to admit that it is exactly correct for me. Here's how it works.

Look at your three middle fingers of your hand. Is your index finger longer than your ring finger? Is your ring finger longer than your index finger? Or are the two of the same length? Find the situation that best matches your hand and see if what follows is an accurate description of your personality.

●Longer ring finger: The Sweet Talker

If your ring finger is longer than your index finger, research shows that you're likely a charming type, and you can probably talk yourself out of any situation. Others often find this personality type irresistible and will go to great lengths to help you. You're more likely to take risks, and you're good at problem-solving. People in this category make great engineers, soldiers and crossword-puzzle solvers.

●Longer index finger: The (Over) Confident One

If your index finger is longer than your ring finger, chances are you are full of confidence—possibly even to the point of being over-confident and proud. You are not necessarily introverted(内向的),but you do enjoy time to yourself, especially when you're trying to complete a project. You are a dream pursuer who can make things happen, but you may be shy when it comes to taking the first step in a relationship. You are also probably happy with what you have, but you're always wishing for more.

●Index and ring finger are of the same length: The Peacemaker

If your index finger and ring finger are roughly of the same length, you are likely to avoid conflict at all costs and seek to keep the peace in your relationships. You are well-organized, faithful and sympathetic. But deep down under all of that caring and peace-loving, you also have a hot-tempered side that can appear unexpectedly when you're pushed too far. You will try your hardest to avoid a fight.

How well do these descriptions match your personality? I was surprised at the accuracy in my case, but I'm not going to tell you which one it was!

1Which of the following hand could be an engineer's hand?

A. B.

C. D.

2What does the passage intend to tell us?

A. How accurate the description of the test is.

B. The length of fingers can reveal personality.

C. Why your fingers are not of the same length.

D. Personality is determined by your finger length.

3Where can you probably find the text?

A. An official report.

B. A biology textbook.

C. A popular magazine.

D. A public advertisement.

【题目】 Curiosity is what drives us to keep learning, keep trying, keep pushing forward. But how does one generate (产生) curiosity, in oneself or others? George Loewenstein, a professor of psychology at Carnegie Mellon University, offered an answer in the classic1994 paper, “The Psychology of Curiosity.”

Curiosity arises, Loewenstein wrote, “when attention becomes focused on a gap in one's knowledge. Such information gaps produce the feeling of deprivation (匮乏) labeled curiosity. The curious individual is motivated to obtain the missing information to reduce the feeling of deprivation.” Loewenstein's theory helps explain why curiosity is such a force: it's not only a mental state but also an emotion, a powerful feeling that drives us forward.

Scientist Daniel Willingham notes that teachers are often “so eager to get to the answer that we do not devote enough time to developing the question.” Yet it's the question that stimulates (刺激) curiosity; being told an answer stops curiosity before it can even get going.

In his 1994 paper, George Loewenstein noted that curiosity requires some basic knowledge. We're not curious about something we know absolutely nothing about. But as soon as we know even a little bit, our curiosity is aroused and we want to learn more. In fact, research shows that curiosity increases with knowledge: the more we know, the more we want to know. To get this process started, Loewenstein suggests, take steps with some interesting but incomplete information.

Language teachers have long used communication in exercises that open an information gap and then require learners to communicate with each other in order to fill it. For example, one student might be given a series of pictures for the beginning of the story, while the student's partner is given a series of pictures showing how that same story ends. Only by speaking with each other (in the foreign language they are learning, of course) can the students fill in each others' information gaps.

1When one notices a gap in his knowledge, he .

A.desires to fill it

B.tends to be afraid

C.might get tired and sad

D.will become focused on his learning

2What does Daniel Willingham imply in the article?

A.Answers are more important than questions.

B.Teachers should be eager to get to the answer.

C.Teachers know how to stimulate students’ curiosity.

D.Teachers are partly to blame for students’ hating school.

3According to George Loewenstein’s paper, curiosity about something occurs only when you .

A.have read a lot of booksB.know little about something

C.have some related informationD.are given incomplete information

4What is the article mainly about?

A.Why students hate school.

B.Why curiosity is important.

C.How to stimulate curiosity.

D.What makes people hungry for knowledge.

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