【題目】假定英語課上老師要求同桌之間交換修改作文，請(qǐng)你修改你同桌寫的以下作文。文中共有10處語言錯(cuò)誤，每句中最多有兩處。每處錯(cuò)誤僅涉及一個(gè)單詞的增加、刪除或修改。

增加：在缺詞處加一個(gè)漏字符號(hào)(∧)，并在其下面寫出該加的詞。

刪除：把多余的詞用斜線(\)劃掉。

修改：在錯(cuò)的詞下劃一橫線，并在該詞下面寫出修改后的詞。

注意：1.每處錯(cuò)誤及其修改均僅限一詞；

2．只允許修改10處，多者(從第11處起)不計(jì)分。

Hello，everyone！I would like to share my travel experience for you.Last summer，ours school had an exchange programme with an American school，but I took part in it with many classmates.We stay at host families，that gave us an opportunity to learn more about America.The main part of our programme was to experience the school life in the America.Compare with Chinese students，American students were very open and active.Besides，they had less homeworks and fewer exams.During the visit，I made friends with some American students，who were very interesting in Chinese culture.I think the programme is of great benefit to us as well the American students.

【答案】

【解析】這篇文章主要講了作者的學(xué)校與美國(guó)的一所學(xué)校有一個(gè)交換計(jì)劃。這個(gè)交換計(jì)劃，對(duì)學(xué)生很有幫助。

考查固定用法。share sth. with sb. 是固定用法，意思是與某人分享某物，所以for改成with。

考查代詞。句意：我們的學(xué)校與美國(guó)的一所學(xué)校有一個(gè)交換計(jì)劃。表示“我們的”，所以ours改成our。

考查連詞。句意：并且我和許多同學(xué)都參加了這個(gè)交換計(jì)劃。表示并列關(guān)系，所以，but改成and。

考查時(shí)態(tài)。表示發(fā)生在過去的事情，所以用一般過去時(shí)。stay改成stayed。

考查定語從句。這里含有一個(gè)非限制性定語從句，關(guān)系詞在從句中作主語，指代整個(gè)主句內(nèi)容，所以用which。

考查固定用法。在美國(guó)，直接說in America，所以去掉the。

American students與Compare with之間是被動(dòng)關(guān)系，所以用過去分詞。compare改成compared。

考查名詞。homework是不可數(shù)名詞，所以homeworks改成homework。

考查固定用法。be interested in…是固定用法，意思是對(duì)……感興趣。所以interesting改成interested.

考查固定用法。句意：我認(rèn)為這個(gè)交流項(xiàng)目不但對(duì)我們很有益，而且對(duì)美國(guó)學(xué)生也很有益。as well as是固定用法，意思是不但……而且，所以在well后面加as。

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假定英語課上老師要求同桌之間交換修改作文，請(qǐng)你修改你同桌寫的以下作文。文中共有10處語言錯(cuò)誤，每句中最多有兩處。每處錯(cuò)誤僅涉及一個(gè)單詞的增加、刪除或修改。

增加：在缺詞處加一個(gè)漏字符號(hào)()，并在其下面寫出該加的詞。

刪除：把多余的詞用斜線(＼)劃掉。

修改：在錯(cuò)的詞下畫一橫線，并在該詞下面寫出修改后的詞。

注意：1．每處錯(cuò)誤及其修改均僅限一詞；

2．只允許修改10處，多者(從第11處起)不計(jì)分。

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【題目】假定英語課上老師要求同桌之間交換修改作文，請(qǐng)你修改你同桌寫的以下短文。短文中共有10處錯(cuò)誤，每句中最多有兩處。錯(cuò)誤涉及一個(gè)單詞的增加、刪除或修改。

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修改：在錯(cuò)的詞下劃一橫線，并在該詞下面寫出修改后的詞。

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【題目】假定英語課上老師要求同桌之間交換修改作文，請(qǐng)你修改你同桌寫的以下作文，文中共有10處錯(cuò)誤，每句中最多有兩處。每處錯(cuò)誤涉及一個(gè)單詞的增加、刪除或修改。

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刪除：把多余的詞用斜線（\）劃掉。

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注意：1.每處錯(cuò)誤及其修改均僅限一詞；

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增加：在缺詞處加一個(gè)漏字符號(hào)(∧)，并在其下面寫出該加的詞。

刪除：把多余的詞用斜線(\)劃掉。

修改：在錯(cuò)的詞下劃一橫線，并在該詞下面寫出修改后的詞。

注意：1.每處錯(cuò)誤及其修改均限一詞；

2．只允許修改10處，多者(從第11處起)不計(jì)分。

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【題目】閱讀下列短文，從每題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng)。
Lockers(儲(chǔ)物柜)have been the symbol of American high school for decades. But walk down any hallway of the new Germantown High School in Madison County, Mississippi, and you won’t spot a single locker.
New technology such as e-books, interactive(互動(dòng)的)assignments and Web-based learning is making lockers in American high school a thing of the past.
Officials from schools that have gone lockerless listed several benefits: less noise, less delay and an increased sense of safety. “It’s all to create an environment that’s student-friendly”, said Ronnie McGehee, chief official of the Madison County School District.
Getting rid of lockers can also cut hundreds of thousands in construction costs. Madison County saved $200, 000 by not including lockers in the new high school, McGehee said.
It is also believed that removing lockers could help prevent school violence. “Lockers give kids a place to hide things”, said Mike Nelson, founder of a safety-training group. Nelson believes that some school shootings and other incidents could have been prevented if there had been no lockers.
However, Andrew Booth, a 10th-grader at Germantown High, said there are some disadvantages of not having a locker. “It can make your book bag really heavy”, he said. The 16-year-old has four textbooks “plus notebooks and a binder(活頁夾)”to carry to school each day.
He said some teachers have shelves at the back of the classroom on which students can leave their bags. Others provide an extra set of textbooks in the classroom, so students don’t have to carry books from home.
New York architect Peter Lippman said schools will have to address such concerns and find ways to give students a “sense of space”. “If you are carrying books around, it does limit your flexibility in the classrooms”, he said.
Lippman said he would like to see schools starting to use the new free space to provide less structured learning opportunities for students, including gathering areas and learning centers. “If you think about a school with just rows of lockers—there’s nowhere for learning opportunities in that”, he said.
（1）What does the text mainly talk about?
A.The history and development of lockers in US high schools.
B.The influence of new technology on some US high schools.
C.The trend of getting rid of lockers in US high schools.
D.The advantages and disadvantages of lockers in US high schools.
（2）According to the text, lockers are being taken away from US high schools.
A.due to the spread of new technology
B.in response to parents’ requests
C.for the students’ security at school
D.to save construction costs
（3）What is Andrew Booth’s attitude to removing lockers?
A.Complaining.
B.Approving.
C.Ignorant.
D.Favorable.
（4）What does Lippman suggest schools that have removed lockers should do?
A.Give students as much freedom as possible in the classroom.
B.Provide students with an extra set of textbooks in the classroom.
C.Make more learning opportunities for students in the new free space.
D.Put shelves at the back of the classroom for students to leave their bags.

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