假定你是学校英语社成员李华，为了迎接 100 周年校庆，英语社要制作一本英文宣传...

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。

I used to pay little attention to the important of breakfast. I often studied late into the night and choose to skip breakfast. By this way I could have a few extra minutes in bed. Felt hungry in class, I found it difficult to concentrate on my lessons. What’s worse, I was even failed in one of the most important exam. Now, I have realized that breakfast, that can provide 30 percent of the whole day’s energy, plays essential role. Therefore, it is necessary for we students to start our day with a regularly breakfast.

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。

If you always hate certain vegetables, you may be more than a picky eater. Instead, you might be a “super-taster”, a person 1. bitter genes (苦味基因). Those people who have the “bitter genes” are 2.6 times more likely to eat 2. (few) vegetables than others, according to a new study 3. (present) at the annual meeting of the American Heart Association.

“We don’t get the taste of food equally,” said professor Duffy, an expert in the study of food taste. “It could explain some of the differences in our food 4. (prefer).”

About half of us can taste bitter and sweet, so we are not especially sensitive to bitter food. Another 25% are called “non-tasters”, to 5. bitter food might actually be a bit sweeter. The rest of us are 6. (extreme) sensitive to the bitterness that some 7.(plant) develop to keep animals from eating them.

Food scientists are trying to develop ways 8. (reduce) the bitterness in veggies, in the hope that we can keep super-tasters from rejecting vegetables. In fact, some vegetables we grow today 9. (be) much sweeter than before.

We might also try to use various cooking methods, either by adding some fat, sweetness, strong flavors like garlic 10.roasting them, to improve the taste of the vegetables.

    Very few of us become fluent in another language by studying it in high school.

I made a (an) _____ to maintain (保持) the little bit of French that I learned in school, but eventually realized that this was ____ . I was well aware that new languages are_____ learned when young, and that our abilities _____ with age. However, just before my 50th birthday, I ______ French classes.

After I was _____ to see which group I belonged to, I was placed at almost the _____ level. When I looked around at my first Saturday morning class, I was _____ by how many of the students were learning French as a third, fourth, or _____ fifth language.

While I’d always considered myself as a quick _____ , that was no longer the case. I _____ new vocabulary very slowly. What I learned one week seemed to ____  as soon as I learned the next skill. I looked up the same _____ and language structures over and over again.

Now, a couple of _____ in, I can listen to the news in French and catch 90 percent of it on the first try, read a novel if the language is not too difficult, and hold up my end of a _____ if it doesn’t go too fast. Who knows what I might still ____  ? I’ve learned so much beyond grammar and vocabulary. I’ve met people from around the world who have the ______to make fools of themselves to learn something new. I have a _____ understanding of how something can look _____ different from another perspective. I’ve learned that a language is not just a set of words, but a way of _____ .

But most of all, I’ve learned that it really is never too late to learn something new.

1.A.effort B.offer C.mistake D.appointment

2.A.disgusting B.pointless C.cheerful D.simple

3.A.worst B.hardest C.least D.best

4.A.stay B.improve C.decline D.disappear

5.A.dropped in at B.took part in C.paid attention to D.signed up for

6.A.tested B.expected C.requested D.forced

7.A.advanced B.middle C.special D.introductory

8.A.bothered B.struck C.moved D.scared

9.A.ever B.even C.also D.still

10.A.listener B.trainer C.learner D.interviewer

11.A.absorbed B.prepared C.employed D.noticed

12.A.come back B.turn up C.break off D.slip away

13.A.passages B.words C.meanings D.tips

14.A.months B.weeks C.years D.days

15.A.conversation B.quarrel C.speech D.presentation

16.A.arrange B.show C.accomplish D.trust

17.A.courage B.time C.money D.chance

18.A.mutual B.renewed C.poor D.familiar

19.A.hardly B.occasionally C.suddenly D.completely

20.A.listening B.relaxing C.thinking D.doubting

    Competition is a common phenomenon in our social life. 1. There is constant competition for academic degrees, jobs, customers, money and so forth. In a sense, competition is one of the motive forces to the development of society.

2. Therefore, the only way to survive is to be competitive. Growing in a competitive environment is important for a child because future adult life is difficult. Finding a good job, for example, is an extremely competitive activity.

Today, most people obtain knowledge through various ways and a large number of people get good education. 3.The quality of people is rapidly increasing. Competition is more violent than what we thought it should be. The potentially successful job applicant has to be prepared in stronger position by gaining more qualifications and experience. In the sports contests, the strongest will come out as winners. In the business world, to beat your competitors, you must be better than the other employees. 4.

Though the only way our world rewards people is to give honor to the winners, not to the losers, by attempting to compete at different activities, we can still learn to win and lose, gain experience and know our strengths and weaknesses. Competition prepares us for the tough things in life.

Whether in games, in study or in business alike, the aim is to win the game, the degree, the trophy, and the contract. 5.

A. Otherwise, you will be defeated.

B. Modern society demands high-quality talents.

C. Learning to be competitive is clearly the best preparation for life.

D. There are also many people who have higher degrees in their special fields.

E. Children have to learn to be competitive in order to adapt to modern society.

F. In the natural world, the weak will be replaced by the strong and the fittest can live.

G. We compete when we play games and when we try to do better than others in our study.

    When students got their textbooks at the beginning of the year at San Mateo High School, they also received the Yondr pouch Youdr (口袋), a locking device for their phones. The phone slides into it and gets locked through a magnetic (磁力的) device. It’s not unlocked again until the final bell rings. The procedure will repeat every day for the rest of the school year.

Adam Gelb, the vice-president, ran a pilot project last year with 20 students and decided to do a school-wide, bell to bell program for this school year. The Yondr pouch is a start-up in San Francisco with a mission to create phone-free spaces, something that is the very thought with Gelb.

“I really think it’s about being present and engaging in the adult that’s trying to teach you, and your peers that might be in your small group. That’s part of the main philosophy that we're trying to spread,” he said.

Brad Friedman, another teacher at the school, said he was becoming concerned with overuse of phones at school. He said he often saw students completely lost on their phones, some not socializing at all with other students.

This week, he’s already seeing the difference. “Everyone else was socializing and eating lunch together. That’s what I wasn’t seeing enough of when phone usage is at its worst,” he said.

A senior at San Mateo High School Djelani Phillips-Diop said he definitely panicked at first when he heard he had to lock his phone. “I panicked, I guess. Last year when we had phones, I was using it every day,” he said.

In case of emergency, every classroom has the unlocking device. Teachers still have access to their own cellphones and desk phones. “We’ve gotten all 1,700 students unlocked with a matter of minutes,” said Gelb.

We spoke to four students who, despite their initial panic, agreed that a phone-free school experience has its benefits.

1.What can we learn about the Yondr pouch from paragraph 1?

A.It is a device to lock phones. B.It is a bell to unlock phones.

C.It is a device to be used for a year. D.It is a phone intended for students.

2.The Youdr pouch is used more in Gelb’s school to ______________________.

A.create space to use phones freely

B.help the students to be more outgoing

C.encourage more mutual communication among students

D.help the students to realize the harm of overuse of phones

3.What is Friedman’s attitude to the use of the Yondr pouch ?

A.Concerned. B.Favorable.

C.Disapproving. D.Doubtful.

4.What can be learned from the passage?

A.The students were willing to have their phones locked at first.

B.The phone will get unlocked automatically when there is an emergency

C.Students prefer eating lunch together with their phones in hand.

D.Some students came to realize the benefits of the phone-free program.