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。
Welcome to the Great Wall. Measured more than 6,000 kilometers in length, the Great Wall is known as the long wall in the world. It has a long history of more than 2,000 years. That is amazing about the Great Wall is that it is main made of stones and bricks, and all the construction was done by hand. Though it was used to protect the country from foreign invaders, every few hundred meters along with the Great Wall, there was a watchtower. Now, as symbol of China, the Great Wall will become one of the most famous tourist attractions in the world. It is no wonderful that the Great Wall attract hundreds of thousands of foreign tourists every year.
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。
When we read a poem. we often imagine what the poets1. (think) when they wrote or what they were doing at the time. These thoughts let us connect with the words better,as if we'd created the poem2. (we). Will a poem still mean as much if a compute writes it?
By3. (use) algorithms (算法) , computers can now create all kinds of text, including research papers, books, news, stories and even poems. Computer-generated poems might be correct in both grammar and style, 4.some say they still lack 5. (create) and true meaning.
Australian researcher Oscar Schwartz created a website6.(call) "bot or not". On his site, you can read poems and guess whether they7.(write) by a human or a computer.Schwartz recently gave a speech at TedX Sydney, in8.he stated that some of the website's poems were able to9.(foolish) 65 percent of human readers.
He said that on his website, he hoped people would question the difference between humans and machines一and be able to identify what it is10.makes us human.
Steve was a seventh grader, a big boy, looking more like a teenager than a 12-year-old. Yet, he went unnoticed-- he had been _______every examination since first grade一until Miss Wilma.
In the middle of the first semester of school, the entire seventh grade was_______for basic skills.
“You all did pretty well," Miss Wilma told the class after going over the_______ "except for one boy. And it_______my heart to tell you this, but.." she_______， “the smartest boy in the seventh grade is failing my class." Steve_______his eyes an carefully examined his fingertips.
After that, Steve still wouldn't do his homework. Even if Miss Wilma_______punished him, he remained_______
“Steve, please! I care about you!” _______, Steve got it!“Someone CARES ABOUT ME?!”
One Monday a couple of weeks later, Miss Wilma gave a____________on the weekend homework. Steve____________through the test and was the first to hand in his paper. With a look of____________，Miss Wilma 1ook his paper and began to look it over.
Miss Wilma's face was in____________shock! She glanced up at Steve, then____________, then up. The smartest boy in the seventh grade had just passed his first test!
From that moment, nothing was the same for Steve. He discovered that not only could he remember and understand____________, but he could translate what he learned into his life. He became____________，
After high school, Steve enlisted in the Navy, and he had a(n)____________military career. During his naval years, he inspired many young people who might not have ____________ themselves without him. A____________took place within the heart of a boy all because of one teacher, who ____________ .
1.A. missing B. failing C. passing D. skipping
2.A. tested B. classified C. separated D. dismissed
3.A. questions B. effects C. lessons D. results
4.A. fills B. presses C. breaks D. destroys
5.A. shouted B. hesitated C. interrupted D. laughed
6.A. dropped B. raised C. covered D. closed
7.A. strangely B. steadily C. severely D. secretly
8.A. helpless B. stubborn C. flexible D. crazy
9.A. Commonly B. Unwillingly C. Particularly D. Suddenly
10.A. quiz B. chance C. speech D. presentation
11.A. slept B. looked C. lived D. hurried
12.A. disappointment B. surprise C. satisfaction D. inspiration
13.A. better B. total C. precious D. ridiculous
14.A. down B. away C. out D. back
15.A. homework B. grades C. knowledge D. subjects
16.A. outstanding B. lazy C. rough D. troublesome
17.A. tiring B. ordinary C. hardworking D. successful
18.A. relied on B. looked after C. turned to D. believed in
19.A. competition B. choice C. change D. campaign
20.A. waited B. listened C. wished D. cared
It is not as simple as opening the door and hitting the track in winter. There are a few things you can do to ensure you are getting the most out of your run, and, importantly, not doing more harm than good.
Warm up, cool down
1.Your muscles need some time to warm up when it’s cold, so take it easy when you set off and do a few stretches (伸展) once you're finished.
Drink water
You might not feel hot, but that's because sweat evaporates (蒸发) more quickly into the chilly, dry air. So be sure to drink water before, during and after cold-weather workouts.2.A belt bottle conveniently attaches to your waist so you don't have to carry it and can have a drink whenever you feel like it.
3.
Running in cotton is a bad idea. Wear thin, breathable layers of synthetic ( 合成的)clothing that help protect you from the wind and snow, but still let out heat and moisture (水分) .Thirty percent of your body heat escapes through your hands and forty percent through your head. Wear a hat, or beanie (无边小便帽) ,and gloves so your circulatory system can distribute warm blood to the rest of your body.4.
Run into the wind
5.Obviously, it will be an easier passage home with some extra help from Mother Nature. But, more importantly, you won't have the wind in your face for the second half of your run, when you are more likely to be sweating and catch a chill.
A. Dress right.
B. Keep warm.
C. Don't go too fast, too soon.
D. Start and finish in the same way.
E. Don't wait to drink water until you feel thirsty.
F. Head out into the wind and come home with it at your back.
G. On really cold days, wear a mask or scarf over your mouth to protect your face.
When she first started learning about the climate change from one of her elders, Fawn Sharp was invited on a helicopter flight over the Olympic Mountains to survey the Mount Anderson glacier(冰川). But the glacier was gone, melted by the warming climate. Sharp had a deep sense of loss when she discovered the glacier wasn't there anymore.
Loss is a growing issue for people working and living on the front lines of climate change. And that gave Jennifer Wren Atkinson, a full-time lecturer at the University of Washington Bothell, US, an idea for a class.
This term, she taught students on the Bothell campus about the emotional burdens of environmental study. She used the experiences of Nalive American tribes (部落) , scientists and activists, and asked her 24 students to face the reality that there is no easy fix -- that "this is such an intractable problem that they're going to be dealing with it for the rest of their lives.”
Student Cody Dillon used to be a climate science skeptic (怀疑论者) . Then he did his own reading and research, and changed his mind.
Dillon wasn't going into environmental work--he was a computer-science major. Yet,the potential for a worldwide environmental catastrophe seemed so real to him five years ago that he quit his job and became a full-time volunteer for an environmental group that worked on restoration (恢复) projects.
Six months into the work, he decided that Alkinson's class was just what he was looking for - - a place where he could discuss his concerns about a changing climate.
Atkinson said she hopes the class helped her students prepare themselves for the amount of environmental loss that will happen over their lifetimes.
“We are already changing the planet - . so many species are going to be lost, displaced or massively impacted (巨大影响的) ,”she said. “The future isn't going to be what they imagined.”
1.Why did the author mention the case of Fawn Sharp?
A. To lay a basis for Fawn Sharp's further research.
B. To prove Fawn Sharp's work is similar to Atkinson's.
C. To lead into the issue of loss caused by climate change.
D. To show scientists' concern about the Mount Anderson glacier.
2.What's the main purpose of Atkinson's class?
A. To explore how different people deal with climate change.
B. To get students more concerned about environmental issue.
C. To find solutions to the Olympic Mountains environmental issue.
D. To teach students how to conduct a research about environment.
3.Which of the following best explains “intractable” underlined in Paragraph Three?
A. Simple. B. Difficult.
C. Common. D. Interesting.
4.How did Atkinson's class influence Dillon?
A. Dillon worked as a part-time volunteer for restoration projects.
B. It made him realize a planet-wide climate disaster would happen.
C. It encouraged him to be more involved in environmental protection.
D. It discouraged him to work on restoration projects for the environment.
Two deer jumped out in front of 16-year-old Amanda Floyd's car. She stepped on the brake, stopping the car just in time. But later, she started texting. Distracted (分心的)，Amanda turned left and right, then crashed into another car. Luckily, she wasn't in a real car--she was in a driving simulator (模拟器) at Roosevelt High School, Ohio, US. “I never really realized that cars make a turn that much," Amanda, a Junior, said. She added that she wouldn't text while driving anymore.
The Ohio Department of Transportation (ODOT) and State Highway Patrol brought the simulator to the school. They said they wanted to help students learn about the danger of driving while drunk, while texting, or while talking on the phone.
According to the National Highway Traffic Safety Administration, distracted driving claimed 3,4501ives in2016 alone. Experts believe the actual figure is probably higher.
The simulator is basically a computer program. Like many computer games, it was a hit with the students. They lined up and crowded around to watch each other take turns. The simulator has a steering wheel! (方向盘) ,brake and gas pedal (油门踏板) . It is made up of three large computer screens on a table.
Students choose a distraction, such as driving while drunk or texting. They always crash, of course. Then, they are pulled over by the police to be taught the bad results of their driving: how much damage they've caused, what their fine is, if anyone died in the accident, and if they're going to go to prison.
"It teaches how to drive without being on the road," said Shante Thompson, 16. She had just crashed into a deer.
ODOT spokesman Justin Chesnic said hundreds of kids have gone behind the wheel so far. He said even more have benefited from watching their classmates. "Driving is such a major responsibility, so take it seriously" he said.“Put away your cellphone. A lot of the accidents out there are because of distracted driving. It can not only change your life, but it can change someone else's life forever. The results are serious."
1.What does the author intend to do in Paragraph One?
A. Introduce the topic of the text.
B. Illustrate the author's point of view.
C. Provide some advice for the readers.
D. Offer some background information.
2.Why is the driving simulator project introduced to Roosevelt High School?
A. It tests the students' ability to stay focused.
B. It gets students to have fun between classes.
C. It teaches students how to deal with traffic accidents.
D. It makes students aware of the dangers of distracted driving.
3.What can we know about the driving simulator?
A. It is connected to the local police station.
B. It is a real car but has large computer screens.
C. It attracts the students' interest as a computer program.
D. It benefits the students who use it more than those who only watch.
4.What is the main idea of the passage?
A. Traffic rules in Ohio, US.
B. Danger of distracted driving.
C. Simulated driving for students.
D. Advantages of computer games.
