假段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。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(
删除：把多余的词用(＼)划掉。
修改：在错的词下画一横线，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。
My mother was driving me to school while we saw a cyclist fall over his bike onto the side of the road ahead. Without the second thought we pulled over and got out. He said he was OK but I could see his face bleed, so I returned to our car, taking out a case of first-aid supply like bandages. Cars were going by but we were safely on the side of the road and manage to tend to the injuries. Thankfully his head wasn’t hurt seriously. I was glad we happened have all those supplies in our car. Though we have never used them before, but we must prepare them in case anything like that happens again.
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。
Ahh… Fish, chips and soft peas! There is nothing 1.(much) British than fish and chips. Freshly cooked fish and chips, covered in salt, wrapped in newspaper and 2.(eat) out of doors on a cold day, 3.(simple) cannot be beaten! So how, when and where did this typically British dish come about?
The potato4.(think) to have been brought to England from the New World in the 17th century 5. Sir Walter Raleigh although it is believed that the French invented the fried potato chip.
Both Lancashire and London claim to be the first 6.(invent) this famous meal. In 1838, Charles Dickens7.(refer) to “fried fish warehouses (仓库)” in 8. novel Oliver Twist.
Ordinary people soon decided that putting fried fish and chips together was a very tasty 9.(combine) and so was born the dish of fish and chips!
The first fish and chip shop in the North of England was founded in Mossley around 1863. Mr. Lees sold fish and chips from a wooden house in the market and later he moved the business to a shop across the road 10. had the following words on the window, “This is the first fish and chip shop in the world.”
I was biking on a trail after work. About 2 miles of biking down the trail I passed another group of _______ , and almost directly after them, I saw a key in the middle of the trail. I picked it up, and _________ it was a new style Jeep key. I turned around and ______ to catch up with the group, but they were too fast and I was a bit out of ______.
I made it all the way back to my car, asking people along the way if they had _______ dropped a key. I was pretty tired at that ______, but started down the trail again on my bike, thinking they went in the other ________. After going about 4 miles down the trail asking everyone I saw but without ________ , I finally made it back to my car, and drove up the mountain road, looking for Jeeps. I held the key out of the window and _______ the panic button, but no luck. I ________ the previous thought and decided I would somehow ________ online that I found a missing key.
Heading back down the mountain, I passed where I had ________ earlier and passed all the ________ I had seen while on my bike. At the last _________, I saw a girl sitting on a brand new Jeep. I made a u-turn, and ________ right behind the Jeep while holding the key out of the _______. I could tell she had been crying, and her face _______ the second she saw me. She was so _______, and she gave me a hug through the window.
The ______ of the lost key helped my mental state so much tonight, and I’m so happy I didn’t _______ it in the trail.
1.A. survivors B. discoverers C. campers D. cyclists
2.A. recognized B. acknowledged C. admitted D. insisted
3.A. instructed B. attempted C. wandered D. disturbed
4.A. shape B. duty C. breath D. action
5.A. normally B. sadly C. elegantly D. accidentally
6.A. event B. point C. expense D. prediction
7.A. case B. situation C. direction D. absence
8.A. luck B. conclusion C. operations D. efforts
9.A. designed B. reserved C. matched D. pressed
10.A. applauded B. undertook C. abandoned D. polished
11.A. strike B. edit C. sponsor D. post
12.A. parked B. Tracked C. claimed D. promoted
13.A. destinations B. vehicles C. equipment D. advice
14.A. admit B. observation C. stop D. approach
15.A. looked over B. gave over C. brought up D. pulled up
16.A. window B. wheel C. seat D. sky
17.A. clouded B. shone C. informed D. previewed
18.A. cautious B. tricky C. grateful D. innocent
19.A. inspiration B. adventure C. Performance D. challenge
20.A. leave B. remain C. keep D. spare
Behind every great product is a great team. Teamwork in the workplace offers the staff the opportunity to become more familiar with each other and learn how to work together. 1.. There are several ways in which teamwork is important to the success of the company and to the development of each employee.
Efficiency (效率)
Work teams develop systems that allow them to complete tasks efficiently. 2., the team’s work pace makes sure that the task is completed quickly and accurately. This allows the company to take on more work and also lets the company increase more income without having to add more staff. This becomes helpful when efficient teams from different departments work together.
Support
3. And a strong team environment can act as a support system for staff member. Work group members can help each other improve performance and work together toward improving professional development. Team members come to rely on each other and trust each other. 4., these bonds can be important.
Ideas
Teams in the workplace often met to discuss how to deal with company problems. When a team works well together, it allows staff members to feel more comfortable in offering suggestions. Team members become accustomed to processing brainstorming information.
5..
A. There are challenges each day in any workplace
B. When the team faces a particularly hard challenge
C. We all know teamwork helps companies earn more money
D. When a task is handed to a well-trained and efficient team
E. It is also the fuel that allows employees and companies to have success
F. The company surely benefits from various suggestions given by efficient teams
G. One of the main benefits of a strong team environment is to share ideas with each other
It is becoming increasingly important for researchers to closely monitor our ocean life. However, observing sea creatures up close is almost impossible since human presence scares them. Now, thanks to the The Soft Robotic Fish, also known as SoFi, researchers may be able to keep a close eye on the sea creatures.
Built by MIT Computer Science and Artificial Intelligence Laboratory (CSAIL), the white remote-controlled robot resembles the real fish, complete with a tail that waves from side to side. Though not the first autonomous underwater vehicle (AUV) created to monitor the ocean, SoFi settles many of the problems that have blocked the usefulness of previous robot fish.
Previous AUVs have had to be linked to boats because of radio frequency communications don’t work well underwater. To overcome the problem, Director of the CSAIL Daniela Rus and her team used sound waves. The technology can travel greater distances allowing divers to pilot SoFi from up to 50 feet away.
Also limiting the usefulness of traditional AUVs is the risk of collision. With the outside made of soft silicone (硅树脂) rubber and flexible plastic that keeps its inbuilt electronics dry, SoFi poses no such danger. “Collision avoidance often leads to unnecessary movement, since the robot has to settle for a collision-free path,” says Rus. “ In contrast, a soft robot is not only more likely to survive a collision but also could use it as information to form a more workable movement plan next time around.”
During test dives, SoFi moved alongside the ocean life at depths of 50 feet for up to 40 minutes at a time, taking photos and making videos. The researchers say sometimes the fish would swim alongside the strange-looking robot-fish out of curiosity, while at other times they took no notice of its existence.
While SoFi presently only records video, future versions will include sensors. The researchers also hope to make it more autonomous. “We imagine someday it might help us uncovers more secrets from the amazing underwater world that we know so little about,” says Rus.
1.What can we learn about SoFi?
A. Its tail is flexible. B. It is the first AUV.
C. It is closely controlled. D. Its presence scares sea animals.
2.What can be learned from paragraph 3?
A. Sound waves travel faster than radio.
B. Radio does not work well underwater.
C. Previous AUVs use radio to communicate.
D. A boat travels along with SoFi on the water.
3.How does SoFi differ from traditional AUVs?
A. It is controlled above.
B. It can avoid a collision.
C. It can smartly adjust its movement plan.
D. It is set for a collision-free path.
4.Where is the passage possibly taken from?
A. A news report. B. A science fiction.
C. A social website. D. A short biography.
As more Europeans arrived in America 500 years ago, they were in such great need of the land that they and the Native American Indians battled constantly. By the end of the 19th century, most Indian tribes (部落) were moved to reservations. A lot of their children were taken away to boarding schools to learn to speak English. By the end of the 20th century, more than half of the Native Americans in the US were living in the cities. They gave up speaking their old tribal language and only used English. As a result, many Native American languages disappeared and with that their culture.
Today some American Indian languages are usually spoken by the older members of the tribes who still live on the reservations. In North America there are 150-170 languages that have at least one speaker. One ancient language spoken by the Northern Paiute tribe has over 100 speakers.
But the good news is that some of these people are keeping their culture and language alive. They are also receiving help from the National Geographic Society’s Enduring Voices project, whose aim is to help languages around the world which are dying out. The team meets these “last speakers”. The experts interview them and they are recorded with video, pictures and so on. They also tell old stories which are written down in English so people can learn more about the cultures.
Recording the language and culture is only part of the project. The next stage is to pass on the language to the next generation. The Salish tribe is an excellent example of how schools can help. The tribe lives on the Flathead Indian Reservation in Montana. Their language is spoken by about 50 people aged over 75. So now, the local people have set up a school. It has 30 students aged two to twelve during the day and there are also courses for adults in the evening.
1.Why did Europeans fight with the American Indians?
A. To live in American cities B. To occupy more living space
C. To have Indians speak English D. To make Indian cultures disappear
2.What does the underlined word “They” refer to in Paragraph 3?
A. The experts B. The recordings
C. The Indian cultures D. The last speakers
3.What can we know about the Salish tribe?
A. It has its own language school. B. It has given up speaking English.
C. Its next generation speaks English. D. Its language is only learnt by adults.
4.What can be a suitable title for the text?
A. Learning American Indian Languages
B. Researching on American Indian Languages
C. Saving American Indian Languages
D. Finding Lost American Indian Languages
