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（Λ），并在其下面写出该加的次。
删除：把多余的用斜线（\）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.每处错误及其修改仅限一词；2.只允许修改10处，多者（从第l1处起）不计分。
Today was my former junior school’s fifty anniversary. I attended to its Homecoming Day. Early in the morning, followed some other former schoolmates of different age, I arrived at the school gate. We first went around the school and then visit the school museum to admire all the pleasant changes in recent years. Afterwards, several students had a tea party with some teachers or other students, talking about our old days and school life today. Unknowingly, several hours passed. Before leaving, all of us were inviting to leave a message on a wall. I wrote serious that I was very grateful to my school for her giving me a happy and brilliant childhood. What great Saturday!
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
There is a popular1.(say) in the English language:”Sticks and stones may break my bones, but names will never hurt me.” Well, that is not true! 2.(kind) words and name-calling can hurt children as much as being 3. (physical) hit, sometimes even more so. A recent study of middle school children showed that verbal abuse by other children can do4.to the development in the brain. Researcher Martin Teicher and his team studied young adults5. (age) 18 to 25. These young men and women had no experience with domestic (家庭的) violence or physical abuse by their parents. The researchers asked the young people 6.(comment) on their childhood’s exposure to verbal abuse from both parents and other children. Then the researchers performed imaging tests on the brains of the subjects. The images showed that the individuals7.were reported suffering verbal abuse8.their peers in middle schools had underdeveloped connections between the left and right side of the brain. The middle school years are a time when these brain connections are developing. So, harmful comments from children or adults during this period had the greatest effect. We cannot control 9.other people say to our children, but we can make some preparations. It is time that we10.(protect ) our children from now on.
At the age of nine, I was taking swimming lessons at a pool. The day had arrived when I was to be tested to see if I could _____ to a higher level class.
Fifteen of us were to ______swimming from one side of the pool to the other and back. I watched as my ___ , one by one, tried and failed. Then it was my turn to ____ , I mean, my turn to attempt to pass the test. I was about halfway when I got ____ . I immediately stopped and _____ the side of the pool, ending my test. Our instructor, a college student, was standing ___ me. “Why did you stop?” he yelled, in a less-than ______voice. “I got water in my nose,” I _____ . That’s when this college student _____ me one of life’s great lessons, ____ he probably never realized that. Bending down, he shouted, “So?” “So?” The _____ shocked me. It had just seemed _____ to me that the answer to pain was to remove the thing causing the ____. My nine-year-old brain had not understood the fact that a valuable_____is worth achieving, however difficult to get there. Recognizing that, I was _____ nothing would keep me from completing the test. In fact, I did it rather ______on my next attempt. Seeing me _____ the test, almost all the others did so as well.
Life is a journal, and the road won’t _____ be easy. We have to focus on the final destination, not the ______ along the road.
1.A. skip B. refer C. advance D. add
2.A. take turns B. insist on C. take risks D. put off
3.A. competitors B. classmates C. students D. instructors
4.A. show B. leave C. fail D. observe
5.A. injured B. blamed C. trapped D. choked
6.A. pushed B. pressed C. grabbed D. controlled
7.A. above B. below C. beside D. beyond
8.A. surprised B. sympathetic C. annoyed D. cold
9.A. explained B. reacted C. declined D. urged
10.A. delivered B. owed C. taught D. promised
11.A. so that B. as if C. in case D. even if
12.A. problem B. excuse C. question D. voice
13.A. logical B. illegal C. ridiculous D. impossible
14.A. disaster B. discomfort C. damage D. fear
15.A. result B. advantage C. goal D. task
16.A. concerned B. sensitive C. embarrassed D. sure
17.A. slowly B. easily C. clumsily D. eagerly
18.A. attend B. take C. give D. pass
19.A. always B. sometimes C. ever D. seldom
20.A. sights B. barriers C. surprises D. harvests
A gratitude journal is a great way to keep yourself in a positive state of mind. This article will offer some tips for starting and keeping one.
1.Make it a rule to write down things you are thankful for per day. 1.This will make writing the journal more challenging as time goes on, but that's how your awareness and thankfulness will grow. You'll find new things to be thankful for what you never noticed before.
2.Write about extended material things in your life. 2.For example, if you love to paint, you may be grateful for the paint that you have. Or, if you like music ,you may be grateful for your CD connections.
3.3.. You can start by feeling grateful to be alive . Avoid the trap of being grateful for something that is better than what other people have. Instead, compare whatever you are grateful for with how you would feel if you didn't have it.
4.Think about your abilities. You may start with basic abilities like your abilities to see and hear., 4.Think about skilful things like singing and dancing ,and your character like your skills in cheering up people or your skills in being a good friend.
5. Consider the people in your life. Think about all the people you are grateful to and write down the reasons. It's also good to write about the people that you don't really like and find a reason to appreciate them, its also a test of your character.5.After all ,There is good in everyone.
A. Avoid repeating the same things,
B. Describe how you are grateful for what you have have.
C. This can be difficult but very uplifting.
D. Then progress to those that are unique to you.
E. Feel grateful for any advantage you may have.
F. These things vary greatly depending on your interests.
G. In this way,everything will become more heartwarming.
“No pains, no gains.” gives the impression that we ought to be suffering while we study. It seems that the only way to know if we’re putting in enough work is how much hardship we bear. We are totally taken up with study, shutting ourselves away for a big exam. Is that necessarily true?
When we haven’t taken the time to come up with another idea, we just shut ourselves in a room with a book. It’s no surprise that we find revision boring and difficult. Just as children learn from playing, we can learn from doing, or at least from study techniques that interest us, rather than make us switch off. Shutting ourselves away can make us learn to hate studying, leading to a situation where instead of being able to concentrate on our work, we are troubled by how unfair it is that we must study. This can be part of a vicious cycle(恶性循环) that traps us into ineffective revision, your poor progress fueling further annoyance.
Thankfully, working in the company of other people really helps fight against that. We just need to learn how to deal with distractions. It’s not necessary to avoid all company, just idle(懒散的)company. People, who are bored and looking to be distracted, are terrible to work around. They constantly try to keep others in conversation. While studying in the same room with someone who is ironing or working out is perfectly possible. Of course, it’s also a good idea to avoid the company of people involved in activities where you would rather be playing than study. Working while sitting next to someone playing video games is most likely to end with a new high score in games rather than productive revision.
If being around others means working in a noisy environment, a pair of headphones and some background music can block out noises. They also act as a psychological barrier, so that people think twice before interrupting you. Besides, we should know friends and family can lessen feelings of isolation(孤立). And connecting with other people makes us happy, so it’s important not to give that up and to make sure that we take the time to socialize.
1.The author’s purpose in writing the text is to ___________.
A. introduce an effective studying means
B. encourage us to work as hard as possible
C. remind us to balance activities and study
D. discuss the importance of family company
2.What can we learn from the second paragraph?
A. Revision is interesting and easy with study techniques for certain.
B. Shutting ourselves away can help concentrate on work.
C. A favorable interest might lead to effective revision.
D. Good ideas are needed in terms of progress.
3.The underlined sentence in Paragraph 3 implies that ___________.
A. playing video games is helpful for an effective study
B. one shouldn’t study with the company of a video player
C. one should study from certain activities that one is interested in
D. the more time one spends in playing games, the higher test scores one will get
4.If you are studying in a noisy environment, you’d better ___________.
A. think twice before taking any action
B. give up others’ company at once
C. give indication of not wanting to be interrupted
D. force yourself to be accustomed to the environment
In the story of “The Crow and the Pitcher”（乌鸦和水罐）from Aesop’s Fables（伊索寓言）, a thirsty crow drops stones into a narrow jar to raise the low level of water inside so he can take a drink.
Now scientists have evidence to back up that story. New Caledonian crows actually do understand how to make water displacement work to their advantage, experiments showed. The results suggests that the birds are, at least in some aspects, as smart as first-graders, according to the study.
Researchers, led by Sarah Jelbert at the University of Auckland in New Zealand, presented six crows with tubes filled with water. Inside the tubes, a worm or pieces of meat on a piece of wood was floating, just out of reach of the crow. In front of the tubes, the researchers arranged a bunch of heavy rubber erasers that would sink, and light plastic objects that would float. The crows found out that they could drop the heavy objects into the tubes in order to raise the water level and get their snack.
However, the birds handled awkwardly in experiments in which they could choose to drop objects in either a wide tube or a narrow tube to get snack, the researchers said. Dropping objects into the narrow tube would lift the water level by a greater amount and put the treat within reach after just two drops. In contrast, it took around seven drops to raise the snack to the same level in the wide tube. The crows obviously didn’t realize this, and most of them went for the wide tube first.
Previous studies showed that chimps and human children can solve similar tasks. In a 2011 study, chimps and kids found out that they could put water into a tube to reach a peanut that was floating in a small amount of water at the bottom.
1.What does the text focus on?
A. Aesop’s prediction. B. Crows’ intelligence.
C. The development of crows. D. Human-animal communication.
2.How did the crows get the worm in a tube in Sarah’s experiment?
A. By dropping in the heavy erasers. B. By removing the plastic objects.
C. By standing on the wood. D. By breaking the tube.
3.What does the underlined part “the treat” in paragraph 4 refer to?
A. the tube. B. The object.
C. the snack. D. The water
4.What did the experiment with wide and narrow tubes show?
A. Crows are sensitive to surroundings.
B. Crows have the ability to recognize shapes.
C. Crows are cleverer than chimps and children.
D. Crows understand water displacement incompletely.
