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(＼)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。
Dear Bill,
You must know how deeply saddened I was over your loss. Your sister and I were the dearest friend and recalling the past, I dare saying she was like a sister to me. I will miss him very much.
I could always count at her whenever I needed help, whether with a big project and a small task that she was always so willing to help me with. I came to trust her judgment and wise as well and her advice were always so well thought out and helpful.
She was a terrible great friend and I know our lives will never be same without her. I could never find a better and more caring friend. She has been left us with so many wonderful memories. I will cherish them forever.
In Deep Sorrow,
Betty Smith
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
In August, cases of a mysterious severe lung disease rocked the health society, 1. doctors looking for the cause of the illness. They found the link between vaping and lung disease. Now, there are 805 lung injury cases reported across 46 states in the United States. There had been twelve 2.(death) reported, and all cases reported a history of e-cigarette use.
E-cigarette use poses a significant and avoidable health risk to young people in the United States. Besides increasing the 3.(possible) of addiction and long-term harm to brain development and respiratory health, e-cigarette use 4.(associate) with the use of other tobacco products that can do even 5.(great) damage to the body. Even breathing in e-cigarette smoke that someone else has breathed out 6.(carry) health risks.
It is important to prevent harm to youth and young adults from e-cigarettes. Everyone has 7. role, including parents, health care providers, teachers, and those 8. work with and care about young people. A visit to a health care professional is a great chance 9.(educate) your child on the potential risks of e-cigarette use. Ask your provider to discuss these health risks, including nicotine addiction and the impact of nicotine on the 10.(develop) brain, etc.
Bobby the mountain climber was famous for his attempts to climb the big snowy mountain. He had tried it at least thirty times, but had always failed halfway.
For the sake of ________ Bobby to try again, Old Peeper, the town optician, who bore witness to his ________, presented him with a pair of ________ sunglasses. "If it starts clouding over or if your feet start hurting, put on these glasses. They'll help you.” Bobby accepted the ________ without giving it much mind, but when his feet started _________ again he remembered his words and put on the glasses. Then ________ came as usual in the form of cloud cover, but seemingly not so thick this time. So Bobby ________climbing, leaving the clouds behind, forgetting his ________, and finally arriving at the summit. It was ___________ worth it. His feeling of triumph was ________, almost as magnificent as that wonderful ________. Resplendent in its silence, the mountain below was surrounded by a dense sea of clouds. Bobby didn't remember the clouds being as ________ as that, so he looked more closely at the sunglasses, and ________ everything.
Peeper had carved a light ________ on the lenses (镜片), in the form of the snow-covered summit. It was made in such a way that you could only ________ it if you looked upwards. Peeper had understood that whenever Bobby lost sight of his ________, he would similarly lose sight of his dream, and his ________ to continue would weaken.
Bobby realised that the only obstacle to reaching the summit had been his own _______. When he could no longer see the top of the mountain, the problems ________. He thanked Peeper for using that little ________ to help him see that his aims were not impossible, and that they were still there, where they had always been.
1.A.convincing B.encouraging C.educating D.entertaining
2.A.practice B.disadvantage C.growth D.failure
3.A.special B.beautiful C.fancy D.expensive
4.A.gift B.challenge C.award D.request
5.A.breaking B.damaging C.aching D.swelling
6.A.danger B.adventure C.pressure D.misfortune
7.A.quitted B.kept C.accomplished D.abandoned
8.A.problem B.pain C.injury D.anxiety
9.A.normally B.practically C.certainly D.exactly
10.A.incomparable B.invisible C.undesirable D.unmeasurable
11.A.experience B.attempt C.view D.present
12.A.white B.thin C.dark D.thick
13.A.recognized B.grasped C.believed D.acknowledged
14.A.image B.spot C.photo D.message
15.A.move B.feel C.change D.see
16.A.objective B.power C.success D.journey
17.A.preference B.will C.competence D.concentration
18.A.mistake B.prejudice C.ignorance D.discouragement
19.A.set off B.cut in C.set in D.showed off
20.A.technology B.tool C.trick D.mark
Many people wonder what they can do to become well-rounded and competitive while increasing their rate of success. An often overlooked yet simple way to improve is to increase your knowledge by being a self-starter.
1. Rid yourself of assumptions and convictions so that you can be open and receptive to new information. This at times may even contradict what you have always believed to be true. You will eventually come across information that challenges your worldview. Rather than remaining resting in your comfort zone, use this time to stop, reflect and shed light on these ideas in a way that can develop and expand your vision.
After the mind has been ready, the next step is application. Create a to-learn list just as you would a to-do list. Learning information you can utilize in your daily life is very important to having a continuous desire to further advance your education. 2. Reading a book on automobile repair isn’t the same as physically changing the oil or tire on your car. Reading about art isn’t the same as picking up a brush. If your knowledge can be directly applied in a functional and fun fashion, put it into practice! 3.
Surround yourself with like-minded individuals and try to always take something valuable away from your daily interactions. Many people are professionals in their field and have valuable information and insight to share. 4. Never be too prideful, for each question you don’t ask is a missed opportunity!
Go ahead and challenge yourself today. Commit to expanding your mind, continuing your education and becoming a student of life. 5. Remember to cultivate your mind so it is prepared to expand, blossom and grow. And share your fountain of knowledge.
A. Be willing to expand your mind.
B. Get ready to seek new information.
C. Many people learn by being hands-on.
D. Learning on the go has actually never been easier!
E. If you come across anything that bewilders you, ask them!
F. Skill-based learning, for example, is useless if it isn’t applied.
G. Utilize the world as your classroom, and always come away with a lesson.
Jonathan Agnew recently described “unofficial interviews” as those where you agree that it’s “between you and I”. And a Times journalist wrote about someone who had “made Jenny and I feel so welcome”. They are both intelligent people with the ability to express ideas fluently and logically. And yet they wrote “I” where they meant “me”.
It’s happening more and more. We are scared of the mistake like “Terry and me went to the pub”. We’ve all been taught that it should be “Terry and I went to the pub”. Plus we’ve heard the Queen say “my husband and I” a lot. So we begin to use “and I” even when it should be “and me”.
But my point here is not to support the correct usage. It’s the opposite: I want to reject the idea that there’s such a thing as “correct” English at all. Language isn’t like maths, where you can show that two plus two is four. Language has no fundamental rights and wrongs, only conventions. You cannot definitively prove that any are “right” and others “wrong”.
Sometimes correct language sounds absurd. Look at Ofsted (Office for Standards in Education, Children’s Services and Skills) who came up with a new rule. Primary school children now have to be taught that “inverted commas” is right, while “speech marks” is wrong. You and I know that those terms are interchangeable. And the child who looks at those marks on the page can see that both make perfect sense. That’s because a primary school child is more intelligent than the Ofsted turkey who came up with this rule.
As the teacher who told me about the ludicrous rule pointed out, there is no doubt that in a few years’ time, the “incorrect” term will become the “correct” one. But the truly horrible thing about an education system like this is that it destroys children’s love of language. It tells them they have to worry about rules, instead of encouraging them to read and write for its own sake. Let them read for fun and they’ll absorb the rules — or conventions — anyway. Have them shaking in fear about English tests, and you’ll increase their insecurity about getting language “right”.
Then one day that insecurity will have them saying “and I” even though they mean “and me”.
1.Why do people use “and I” when it should be “and me” according to the text?
A.The Ofsted sets a rule.
B.“and I” is the correct English.
C.The Queen makes a similar mistake.
D.People feel insecure about using “and me”.
2.What can we learn from paragraphs 3 and 4?
A.Rules benefit children’s language learning.
B.Language learning is more complicated than maths.
C.Language is based on commonly accepted rules.
D.A primary school child is smarter than the Ofsted.
3.What does the underlined word “ludicrous” in Paragraph 5 mean?
A.Influential. B.Particular.
C.Conventional. D.Ridiculous.
4.Which of the following best describes the author’s attitude towards the correct English?
A.Critical. B.Objective.
C.Favourable. D.Indifferent.
In 1992, Teen Talk Barbie was released with the controversial voice fragment, “Math class is hard.” While the toy's release met with strong public reaction, this underlying assumption persists, spreading the myth that women do not thrive in science, technology, engineering and mathematic (STEM) fields due to biological inadequacies in math aptitude. However, in 2019 Jessica Cantlon at Carnegie Mellon University led a research team that comprehensively examined the brain development of young boys and girls and found no gender difference in brain function or math ability.
Cantlon and her team conducted the first neuroimaging study to evaluate biological gender differences in math aptitude of young children. Her team used functional MRI（核磁共振）to measure the brain activity in 104 young children (3-to-10-year-old; 55 girls) while watching an educational video covering early math topics, like counting and addition. The researchers compared scans from the boys and girls to evaluate brain similarity. In addition, the team examined brain maturity by comparing the children's scans to those taken from a group of adults (63 adults; 25 women) who watched the same math videos.
After numerous statistical comparisons, Cantlon and her team found no difference in the brain development of girls and boys. In addition, the researchers found no difference in how boys and girls processed math skills and were equally engaged while watching the educational videos. Finally, boys' and girls' brain maturity were statistically equivalent when compared to either men or women in the adult group.
Cantlon said she thinks society and culture are likely steering girls and young women away from math and STEM fields, as previous studies show that families spend more time with young boys in play that involves spatial cognition（空间认知）. “Typical socialization can make worse small differences between boys and girls that can snowball into how we treat them in science and math,” Cantlon said. “We need to be aware of these origins to ensure we aren't the ones causing the gender inequities.”
However, this project is focused on early childhood development using a limited set of math tasks. Cantlon wants to continue this work using a broader scope of math skills, such as spatial processing and memory, and follow the children over many years.
1.What can we infer about the toy’s release?
A.It has raised a storm of applause.
B.Girls perform no worse than boys in math.
C.Math is a subject difficult to every one of us.
D.Women are born with insufficient math abilities.
2.What can we learn from the study conducted by Cantlon?
A.Boys process math skills more quickly than girls.
B.Boys and girls have similar brain in math abilities.
C.Boys and girls have similar interest in math.
D.Adults have better brain than children in math.
3.What will Cantlon most likely agree with?
A.Parents should lengthen the time spent with girls.
B.Society is causing a greater gender difference in math abilities.
C.Culture plays a leading role in children’s brain development.
D.We should cultivate boys’ and girls’ math abilities equally.
4.How will Cantlon further her research?
A.By using a wider range of math skills.
B.By involving a broader scope of subjects.
C.By increasing the complexity of math tasks.
D.By following the children until their adulthood.
