题目内容

此题要求改正所给短文中的错误。短文中有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 is known to all, Henry Ford made a great contribution on the development of cars. While he was a boy, he became interesting in mending watches and machines. When he was only 12 year old, his mother died, but he had to work in a machine shop to support his family. The hard life made him strongly and able. At that time, there is another interest in the life of the young boy. He dreamed of making a machine could run without a horse. He named them "a horseless carriage". He overcame the large number of difficulties and in April. 1893, the "horseless carriage" was finally finished. Later, he founded out his own company.

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7.During her junior year of high school,Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life. Ray pretended to buy a car,rent an apartment,and apply for a credit card. Then,she and her classmates played the"stock market game",investing(投资) the hypothetical(虚拟的) earnings from their hypothetical jobs in the market in the disastrous fall of 2008."Our pretend investments crashed,"Ray says,still frightened."We got to know how it felt to lose money."
That pain of earning and losing money is a feeling that public schools increasingly want to teach. Forty states now offer some type of financial instruction at the high-school level,teaching students how to balance checkbooks and buy stock in math and social-studies classes. Though it's too early to measure the full influence of the Great Recession(大萧条),the interest in personal-finance classes has risen since 2007when bank failures started to occur regularly. Now,many states including Missouri,Utah,and Tennessee require teenagers to take financial classes to graduate from high school. School districts such as Chicago are encouraging money-management classes for kids as young as primary school,and about 300colleges or universities now offer online personal-finance classes for incoming students."These classes really say,'This is how you live independently,'"says Ted Beck,president of National Endowment for Financial Education.
Rather than teach investment methods or financial skills,these courses offer a back-to-the-basics approach to handling money:Don't spend what you don't have. Put part of your monthly salary into a savings account,and invest in the stock market for the long-term rather than short-term gains. For Ray,this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills,spending and saving."Money is so hard to make but so easy to spend,"she says one weekday after school."That is the big takeaway."
Teaching kids about the value of cash certainly is one of the programs'goals,but teachers also want students to think hard about their finances long term. It's easy for teenagers to get annoyed about gas prices because many of them drive cars. But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod."Investing and retirement aren't things teenagers are thinking about. For them,the future is this weekend,"says Gayle Whitefield,a business and marketing teacher at Uth's Riverton High School.
That's a big goal for these classes:preventing kids from making the same financial missteps their parents did when it comes to saving,spending,and debt.Though the personal savings rate has increased up to 4.2percent,that's still a far distance from 1982,when Americans saved 11.2percent of their incomes."It's hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt.It's like telling your kids not to smoke and then lighting up a cigarette in front of them,"Beck says.
Even with these challenges,students such as Ray say learning about money in school is worthwhile.After Ray finished her financial class,she opened up a savings account at her local bank and started to think more about how she and her family would pay for college."She just has a better understanding of money and how it affects the world,"says her mother,Darleen-and that's sown to the details of how money is spent from daily expenses to various taxes.All of this talk of money can make Ray worry,she says,but luckily,she feels prepared to face it.

50.The"stock market game"mentioned in Paragraph 1is meant toB.
A.introduce a new course to students
B.help students learn about investment
C.teach how to apply for a credit card
D.encourage students'personal savings
51.How does the writer show us that schools'interest in teaching financial classes has increased in paragraph 2A
A.By giving examples.
B.By providing data.
C.By raising questions.
D.By making comparisons.
52.According to the passage,taking money-management courses willB.
A.better students'learning methods
B.prevent students going into debt
C.help students get accepted by colleges
D.make students become very wealthy
53.After completing the financial class,Diane Ray is likely toB.
A.pay off all her debts.
B. handle her money better
C.find a job in a bank.
D. manage the family income
54. The passage is mainly aboutC.
A.ways to teach students to earn money
B.how Diane Ray learns to value money
C.the push to teach personal finance in school
D.how students choose a proper financial class.

Hummingbirds (蜂鸟) are one of nature’s most energetic fliers and the only birds to hover in the air by relying on their strength alone.

Now scientists have found that it is the ratio (比值) of the bird’s wing length to its width that makes them so efficient. The discovery is helping experts compete with 42 million years of natural selection to build helicopters that are increasingly efficient.

David Lentink, an assistant professor at Stanford University in California, tested wings from 12 different species of hummingbirds, which he sourced from museums. He placed them on a machine used to test the aerodynamics (气力学) of the helicopter blades (桨叶). Professor Lentink’s team used the same machine to test the blades from an advanced micro-helicopter used by the UK’s army. They found that the micro-helicopter’s blades are as efficient at hovering as the average hummingbirds.

But while the micro-helicopter’s blades kept pace with the average hummingbird wings, they could not keep up with the most efficient hummingbird’s wing. The wings of Anna’s hummingbird were found to be about 27 percent more efficient than the man-made micro- helicopter’s blades.

While Professor Lentink wasn’t surprised at nature’s superiority, he said that helicopter blades have come a long way. “The technology is at the level of an average hummingbird,” he said. “A helicopter is really the most efficient hovering device that we can build. The best hummingbirds are still better, but I think it’s amazing that we’re getting closer. It’s not easy to match their performance, but if we build better wings with better shapes, we might match hummingbirds.”

Professor Lentink said that we don’t know how hummingbirds maintain their flight in a strong wind, how they navigate (确定方向) through branches, or how they change direction so quickly. He thinks that great steps could be made by studying wing aspect ratios—the ratio of wing length to wing width. Understanding these abilities and characteristics could be a benefit for robotics and will be the focus of future experiments.

1.What did the scientists find about hummingbirds?

A. Their wings are long and wide.

B. They can hover in the air for a long time.

C. The ratio of their wing length to wing width is very important.

D. They are the most energetic flier in nature.

2.Which is the right order of Professor Lentink’s research?

① Tested wings from different species of hummingbirds.

② Got resources from museums.

③ Analyzed the results and drew a conclusion.

④ Tested the blades from a micro-helicopter.

A. ①②③④ B. ②①③④ C. ②④①③ D. ②①④③

3.According to Professor Lentink, what will be the focus of future experiments?

A. To know how hummingbirds can fly in a strong wind.

B. To know how hummingbirds change direction so quickly.

C. To develop a new kind of helicopter.

D. To study the secrets of hummingbirds.

Five years after a donor's bone marrow (骨髓)saved a pair of twin girls’ lives, the girls , Elizabeth and Kathryn ,from Minnesota got the chance to thank the man face to face.

The girls’ mother, Michele, said, “To think that somebody who didn’t know your children was selfless enough to give bone marrow to save them is amazing. They gave him giant hugs and danced the night away with him like they had known him before.”

The meeting came together thanks to Be the Match, a community of donors, volunteers, health care professionals and researchers.

The girl were born with a rare disorder that left them without any blood platelets(血小板).The bone marrow transplant was needed to change their DNA to avoid their organs shutting down.

Michele, her husband, and their son, tested negative when it came to being a match for the girls. They were put on the Be the Match list, which finally found Gruda.

“I become breathless,'' Michele said about finding a match. " because there are still so many things that could go wrong even though you have a donor."

Due to the uncertain result, the girls had to have their transplants done separately. Elizabeth’s was in 2011, and Kathryn’s was in 2012. The two girls also had to undergo chemotherapy(化疗).

The family was finally able to express their gratitude in person after Be the Match flew Gruda to Minnesota from Germany.

Gruda, who has three children of his own, tried to donate to a local girl in his town nearly 30 years ago but was not a match. Five years ago, he received a phone call that he was a match for the sisters and didn't hesitate to donate. His bone marrow was flown from Germany to use in the transplant.” “My three children rejoiced(高兴) that I came through as the best donor for the girls,'' he told Be the Match.

Both sisters are now completely healthy and 100 percent cured.

1.Why did Michele say “I become breathless” when I they found a match?

A. They hadn’t found a match till then.

B. They still feared something bad would happen.

C. All of their family members failed to pass the test.

D. The good news made them very excited.

2.Why did the girls have their transplants done separately?

A. Kathryn was then receiving chemotherapy.

B. Not all the bone marrow had arrived.

C. Because of the uncertain result.

D. The doctors were too busy to do two operations.

3.What do you know about Gruda?

A. He is always ready to donate his bone marrow.

B. He stayed at the twins home till the next day.

C. He has succeeded in helping two German patients.

D. He knew who his bone marrow was donated to well.

4.We can infer from the passage that the twins_____.

A. continue to undergo chemotherapy

B. went to Germany to thank Gruda.

C. go to hospital to get re-examined frequently.

D. have completely recovered from their disease

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