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 I am young, I dreamed of becoming chef. My dad, therefore, insisted that I was too young to learn to cook. For many year, he only allowed me to observe him cook. When I was 18, my dad finally allowed myself to start cooking at my own. Years of watching made it quite easily for me to cook dishes like Kung Pow chicken but I could even make a cake! Now I can cook almost all kinds of common dishes, make cooking like an art to express my creativity. Indeed, the whole world is looks like a kitchen to me — just cook your life according to your dreams!

【答案】第一处:amwas

第二处:chef前加a

第三处:thereforehowever

第四处:yearyears

第五处:myselfme

第六处:aton

第七处:easilyeasy

第八处:butand

第九处:makemaking

第十处:去掉is

【解析】

本文是一篇记叙文,作者讲述了自己的烹饪梦想。

第一处:考查时态。句意:小时候,我梦想成为一名厨师。讲述的是发生在过去的事情,用一般过去时,故am改为was

第二处: 考查冠词。句意同上,chef是可数名词,此处泛指“一名厨师”,且chef首字母的发音为辅音音素,所以应该用不定冠词a修饰,故chef前加a

第三处:考查副词。句意:然而,我爸爸坚持说我太小了,不能学习烹饪。前后为转折关系,故therefore改为however

第四处:考查名词单复数。句意:多年来,他只允许我看他做饭。many修饰可数名词复数,故year改为years

第五处:考查人称代词。句意:当我18岁的时候,爸爸终于允许我独自做饭了。这里指爸爸允许我做饭,故myself改为me

第六处: 考查固定搭配。句意同上,on one’s own 表示“独自地”,为固定搭配。故at改为on

第七处: 考查形容词。句意:多年的旁观让我很容易做宫保鸡丁这样的菜,我甚至可以做蛋糕!make it easy to do…“使做某事变得容易”,此处用形容词作宾补,故easily改为easy

第八处:考查连词。句意同上,根据句意可知前后为并列而非转折关系,故but改为and

第九处:考查非谓语动词。句意:现在,我可以做几乎所有的普通菜肴,让烹饪成为一门艺术来表达我的创造力。I make之间是逻辑上的主谓关系,表示主动,用现在分词作伴随状语,故make改为making

第十处:考查谓语动词。句意:真的,在我看来,整个世界就像一个厨房,按照你的梦想来烹饪你的生活。此句的谓语是动词短语looks likeis是多余的,故去掉is

练习册系列答案
相关题目

【题目】ACADEMIC ACTIVITIES AND LEARNING TRIPS

NACA (Native American Community Academy) involves students in academic activities and learning trips in order to strengthen the classroom learning experience. Some examples of our commitment to academic activities include:

Student Demonstrations

At the end of every school year, NACA celebrates student learning and growth through Student Demonstrations. Each student chooses a project that reflects their best work and demonstrates it publicly for family and community members. Through this process students also practice the skills of giving a proper introduction, sharing content knowledge, making a personal connection, bettering their visual and oral presentation skills and interacting with their community.

Student Council

Student Council is a group of peer-elected representatives. They serve as leaders of their grade level and promote NACA Core Values. They model positive relationships among each other and staff. Student Council will facilitate school wide events to foster school spirit.

Potential Leaders Development Trip to Washington DC

Every summer, about thirty 8th grade students take part in a Potential Leaders Development. A trip to Washington DC is an important opportunity that promotes youth leadership for students while engaging them on a deeper academic level. It provides an experience-based understanding of the endless opportunities that higher education can provide and encourages the pursuit of academic success. Students who attend this trip are greatly impacted, long for completing their high school education in a more focused and determined manner and begin making plans for college. The trip also creates awareness of the significance of Washington DC/US government and importance of government to government relationships.

1What’s the aim of NACA trips?

A. To equip students with social experience.

B. To help students strengthen what they learn in class.

C. To promote the awareness of protecting nature.

D. To help students with learning difficulties to catch up.

2How does NACA celebrate the end of a school year?

A. By organizing trips for students to Washington DC.

B. By choosing model students for their good relationships.

C. By getting students to present their best work publicly.

D. By making personal connections with the community.

3What does the passage say about Trip to Washington DC?

A. Its participants are future leaders of all fields.

B. Its teachers are all experts at presentation skills.

C. It sets models for students to socialize in real life.

D. It aims to inspire students for higher education.

【题目】 In 2011, the old style Malta buses were taken off the road and replaced by modern vehicles. Most of the old buses were deserted, a few were sold, and about 100 of them were put into storage in the hope of showing them in a museum at some stage.

A pre-2011 visit to Malta wouldn’t have been complete without a ride on one of the colorful buses. Until 1973 you could tell the destination of the bus just by looking at its color — Sliema was green and white, Zabbar was red and white with a blue stripe(条纹)etc. . Later, the buses all had numbers. For a while, they were all painted green and white before the ‘final’ orange, yellow and white.

In their prime, walking around the Triton fountain at the Valletta bus station, you would have found it very difficult to see two buses of exactly the same design. Most of them had locally built bodies. On the front of the buses carried names like Dodge, Leyland, Bedford etc. . You were equally likely to find football pennants(锦旗)and the like decorating the cabs. Real bus experts would have recognized that these were there mainly for decorative reasons, and were seldom an accurate reflection of the vehicle’s origins.

Nowadays much more modern buses are to be found at the Floriana bus station. They are more environmentally friendly and possibly even more comfortable than the older types. However, I miss the old buses. I remember, when you boarded your bus, you had to prepare the correct change to pay the usually bad-tempered driver as you got on. If you were seated anywhere near the front, you would have noticed that most drivers sat well to the right of their steering wheel. The reason for this, as any Maltese would tell you, was to leave space for their pet to sit alongside them. I wonder where the pet sits these days.

1What makes a pre-2011 visit to Malta special according to Paragraph 2?

A. Traveling in colorful buses.

B. Using buses with stripes.

C. Painting buses bright colors.

D. Telling destinations by different colors.

2Which of the following best explains “prime” underlined in Paragraph 3?

A. Painful time.B. Exciting time.

C. Moment of fantasy.D. Moment of glory.

3What can we learn about Malta buses when they were popular?

A. They were of the same pattern.

B. The decorations reflected their origin.

C. Most were uniquely designed.

D. Only football pennants decorated the cabs.

4How would the author feel about the old style Malta buses?

A. Comfortable.B. Environment-friendly.

C. Safe.D. Memorable.

违法和不良信息举报电话:027-86699610 举报邮箱:58377363@163.com

精英家教网