题目内容

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(Λ)，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。

As senior three student, it won’t take long after I graduate. Now, I have much to share with my fellow student.

Firstly, I’d like to show my appreciation to those stand by me all the way, teachers, parents and friends included. Without their help and advice, my life will be different. Secondly, it’s high time that I said sorry to the classmates I have hurt and misunderstand. I firm believe that communication and smiles act as bridges to friendship. Above all, I’ve made up my mind to make every effort to study, so hard work is the key to success. Just as the old saying go, “No pains, No gains.” Finally, I want to express my hope which all the young fellows can make full use of time, because time and tide wait for no man.

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Some college students are seen doing _____work they can find to support themselves．

A．thatB．which

C．whateverD．no matter what

Cell phone use and texting are increasingly common, especially among teens. And that could be a problem. Texting affects learning and performing on test, a new study finds. So a Montana teen, Colin decided to test that.

They asked 47 classmates to take part in a two-part experiment. The goal was to test how well these students understood written material. Each one had to read a paragraph or two about a certain topic, then answer questions about it.

In the first part, the participants had 15 minutes to understand and then answer questions about six readings. Throughout this test, they met no distractions.

During a new set of readings, the brothers sent messages to the participants’ cell phones every 90 seconds. In each message, there were questions that required a reply.

Participants should have scored better on the second test because it was easier. In fact, they scored worse when distracted by messages. Only a few students scored as well when replying to messages as they did when undistracted. But importantly, nobody performed better during the texting part.

The brothers presented details of their findings at the Intel International Science and Engineering Fair. Boys and girls scored equally poorly while texting, the brothers noticed. Older participants didn’t do any better than younger ones. And it didn’t matter if a student thought he was good at multitasking. On average, the brothers found that even students who were confident of their abilities did just as poorly while texting. Surprisingly, even though the students remembered less of what they read while texting, most of them answered questions in messages perfectly.

“Our teachers are very happy to see these results,” says Coler. The teens’ new data strongly support their teachers’ opinion that texting while studying is a serious distraction.

1. What did Colter and Colin want to test?

A. Cell phone use and texting are more common.

B. Teens should avoid cell phone use and texting.

C. Texting affects students’ performance on test.

D. The effect of texting differs from person to person.

2.What can we learn from the two-part experiment?

A. The written material in the two parts was the same.

B. Participants in part 2 received more than one message.

C. The time of the test in two parts was the same.

D. All the participants were distracted by messages.

3.The brothers’ findings were related to participants’ ________.

A. reading performance B. quality

C. writing ability D. reading speed

4. From the results of the experiment, we can find _________.

A. boys were better at multitasking than girls

B. the easier the tests were, the more mistakes were made

C. nobody did good jobs in the two-part experiment

D. some students’ test results were not affected by texting

5.What’s Colter’s teachers’ attitude toward the results?

A. Surprised. B. Worried.

C. Satisfied. D. Serious.

Much of ________ humour of the book was unfortunately lost in ________ translation.

A. the; / B. the; a C. a; / D . a ; a

A full stop is used at the end of an idea or thought, and is an important rule in proper grammar. But text messages are changing the rules, as a new study finds digital messages ending with one aren't sincere. The results suggest skipping punctuation altogether, as it indicates you are answering naturally and heartfelt.

Binghamton University’s Harpur College observed 126 students, who read a series of messages displayed as texts on a screen or handwritten notes on loose-leaf paper(活页纸). In the 16 experimental exchanges, the sender’s message contained a statement followed by an invitation phrased as a question such as, “Dave gave me his extra ticket. Wanna come?” The receiver then gave a one-word response like “Okay”, “Sure”, “Yeah” or “Yup”. Half of the participants’ responses were with a full stop and the other half did not use it. Based on the responses, text messages that ended with a full stop were rated less sincere than those that did not end with one. The students who read the notes on the paper reported that full stop or not, they felt the message was sincere. These results suggest that punctuation can misconstrue or influence the meaning of text messages. The study concludes, “ not so much that the full stop is used to convey a lack of sincerity in text messages, but that punctuation is one of the cues(提示) used by senders, and understood by receivers, to convey practical and social information. ”

“Texting is lacking many of the social cues used in actual face-to-face conversations”, said Celia Klin, associate professor of psychology at Binghamton University’s Harpur College. “When speaking, people easily convey social and emotional information with eye gaze, facial expressions, tone of voice, pauses, and so on. People obviously can't use these mechanisms when they are texting. Thus, it makes sense that texters rely on what they have available to them -- emoticons, deliberate misspellings that mimic speech sounds(拟声) and, according to our data, punctuation. ”

Recently, Klin’s team conducted a follow-up study and found that text response with an exclamation mark（感叹号） is interpreted as more sincere. “That’s not surprising, but it broadens our claim,”saidKlin. “Punctuation is used and understood by texters to convey emotions and other social and practical information. Given that people are wonderfully good at communicating complex information in conversations, it’s not surprising that as texting evolves, people are finding ways to convey the same types of information in their texts. ”

1.According to a new study in the first paragraph, digital messages with punctuation indicate you are ______.

A. impolite B. insincere C. heartfelt D. natural

2.The underlined sentence in the passage means that ______.

A. the full stop conveys a lack of sincerity in text messages

B. to show sincerity, people shouldn’t use punctuation in text messages

C. punctuation can’t influence the meaning of text messages

D. punctuation actually conveys practical and social information in a way

3.Compared with face-to-face conversations, which of the following can text messages rely on to convey their meaning?

A. Eye contact B. Tone of voice C. Emoticons D. Gestures

4. Which of the following agrees with Celia Klin’s opinion?

A. Conversations rely on the same expression way as text messages.

B. Texters may find more ways available to convey the same information.

C. Text response with an exclamation mark sounds more insincere.

D. Punctuation is only used to convey emotions.

The death of languages is not a new phenomenon. Languages usually have a relatively short life span as well as a very high death rate. Only a few, including Egyptian, Chinese, Greek, Latin, have lasted more than 2,000 years.

What is new, however, is the speed at which they are dying out. Europe’s colonial conquests caused a sharp decline in linguistic diversity, eliminating at least 15 percent of all languages spoken at the time. Over the last 300 years, Europe has lost a dozen, and Australia has only 20 left of the 250 spoken at the end of the 18th century.

The rise of nation-states has also been decisive in selecting and consolidating national languages and sidelining others. By making great efforts to establish an official language in education, the media and the civil service, national governments have deliberately tried to eliminate minority languages.

This process of linguistic standardization has been boosted by industrialization and scientific progress, which have imposed new methods of communication that are swift, straightforward and practical. Language diversity came to be seen as an obstacle to trade and the spread of knowledge. Monolingualism became an ideal.

More recently, the internationalization of financial markets, the spread of information by electronic media and other aspects of globalization have intensified the threat to “small” languages. A language not on the Internet is a language that “no longer exists” in the modern world. It is out of the game.

The serious effects of the death of languages are evident. First of all, it is possible that if we all ended up speaking the same language, our brains would lose some of their natural capacity for linguistic inventiveness. We would never be able to figure out the origins of human language or resolve the mystery of “the first language”. As each language dies, a chapter of human history closes.

Multilingualism is the most accurate reflection of multiculturalism. The destruction of the first will inevitably lead to the loss of the second. Imposing a language without any links to a people’s culture and way of life stifles the expression of their collective genius. A language is not only used for the main instrument of human communication. It also expresses the world vision of those who speak it, their ways of using knowledge. To safeguard languages is an urgent matter.

1.Which of the following does not contribute to the death of languages?

A. Colonial conquests of Europe

B. The boom of human population

C. Advances in science and industrialization

D. The rise of nation-states

2.The underlined word “ stifles” in the last paragraph probably means “_____”.

A. boosts B. fuels C. imposes D. kills

3.The serious effects of the death of languages include all except that_______.

A. People would fail to understand how languages originated

B. Language diversity would become an obstacle to globalization

C. Monolingualism would lead to the loss of multiculturalism

D. Human brains would become less creative linguistically

4.What is the author’s purpose of writing this passage?

A. To explain the reasons why languages are dying out.

B. To warn people of the negative aspects of globalization.

C. To call people’s attention to the urgency of language preservation.

D. To argue how important it is for people to speak more languages.

根据括号中所给提示完成下列句子。

1.每天做作业占用了他很多时间。(take up)

2.学生们参加各种社会活动是非常重要的。(get involved with)

3.汤姆觉得独自完成这项工作有困难。(on one's own)

4. 她们努力拼搏直到职业生涯结束。(come to an end)

5. 即使有困难，他们依然会坚持做志愿者工作。(carry on)

阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。

When I was in elementary school, I always argued with a boy in my class. I have forgotten what the 1. (argue) was about, but I have never forgotten the lesson I learnt that day.

I was convinced that “I” was right and “he” was wrong but he argued that “I” was wrong and “he” was right. The teacher decided to teach us 2. very important lesson.She_3. (bring) us up to the front of the class and placed the boy on the side of her desk and me on the other. In the middle of her desk, there was a large 4. round object. She asked the boy what color the object was. “White”, he answered. I couldn’t believe 5._he said, because it was 6. (obvious) black! Another conflict started 7._ him and me, but this time it was about color of the object. The teacher told me to stand in the place8._the boy had been standing. We changed the place and now she asked me what the color of the object was. I had to answer, “White”. It was an object with two differently colored sides. From9.viewpoint it was white, but from my side it was black. Sometimes_10.(look) at a problem from the other person’s view, we will come to a totally different conclusion.

By the time the policemen broke into the house, the thief away through the window.

A. ran B. is running

C. has run D. had run

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