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：在错的词下面画一横线,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。
Last year, our school offered optional courses for the students in Senior 2. At the beginning of a term, our teacher introduced several courses to us, included Music Appreciation, Advanced Math, Western Art, and etc. We selected the courses we were liked, filled in the forms, and handing them in. Several days late, the optional courses started. We went into different classroom to begin our study delightful. During the lessons, some of them enjoyed beautiful music, while others learned amazing knowledge in math. Everyone gained which they couldn’t get in the regular lessons. Thanks to the optional courses, we had the opportunities to learn what we were really interested.
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。
In late April 2017, a violent storm swept through the southern United States, 1.(destroy) more than $ 1 billion in property and killing 35 people. But it was 2.wonder that a group of birds sensed the oncoming disaster and left long before the first clouds arrived. A year earlier, a science team had tagged golden-winged warblers (莺) with leg trackers 3.( study) their annual migrations to South America. Two days before the storms 4.(strike), five golden-winged warblers flied away, traveling south to the Florida coast.
It's the first time that the birds which normally migrate with the seasons 5.(observe) to fly away when a big storm hits. The researchers suspect this behavior occurs only when the threat of 6.(injure) outweighs the energy costs of a long trip. But nobody knows 7.the birds guessed the storm's harm and left so soon. 8.( puzzle) by it, the scientists initially reasoned that changes in weather—atmospheric pressure, temperature or wind speed—signaled the upcoming disaster. Yet when they checked weather records, none of these factors waved 9.(significant) before the storm. Instead, the team thinks that the approaching storms created a disorder of infra sounds, low-frequency sound waves, that birds can hear, 10.humans can't.
When our second child was born, the doctor pointed out that her feet were turned inward (内向). “Left uncorrected, it would be a _______,”he told us.
We _______ to do anything we could do to help our baby. _______ she was growing I had to take her back to the doctor every two weeks to have each foot recast(重塑). _______ the casting was finished and it was time for corrective _______. Jim and I watched with hope and concern as she _______ to walk. Those first, awkward steps made us so _______. By the time she entered preschool, her steps appeared quite _______. Encouraged by her progress, we looked for something else to help strengthen her _______ body.
As it turned out, she loved the ________! When she turned six, we helped her join in skating lessons and soon she was skating ________ a swan. She kept working hard at every new ________, and her efforts ________. At fifteen, she competed in both pairs-skating and the ladies' singles at the 1988 World Junior Championships in Australia, winning both ________!
I thought back to the early years of ________ for Kristi—the years of fear for us as her parents, and the same years of frustration for her as a child who ________ wanted to walk. During those years, we didn't expect gold medals and a good professional career ________ her. We admired Kristi, ________her strength and efforts, and how far she had come on two tiny feet that had ________ been bound in heavy casts. In our eyes, Kristi had always walked with the ________ of a true champion.
1.A.problem B.mistake C.wound D.scar
2.A.aimed B.promised C.stopped D.refused
3.A.So B.If C.Because D.But
4.A.Suddenly B.Immediately C.Especially D.Eventually
5.A.shoes B.books C.bags D.hats
6.A.failed B.struggled C.wanted D.attempted
7.A.lucky B.upset C.proud D.helpless
8.A.hard B.special C.common D.normal
9.A.weak B.brave C.firm D.small
10.A.water B.ice C.fire D.air
11.A.for B.with C.like D.on
12.A.project B.side C.text D.movement
13.A.got off B.paid off C.put off D.showed off
14.A.events B.programs C.courses D.occasions
15.A.task B.reward C.challenge D.hope
16.A.seldom B.almost C.easily D.merely
17.A.in need of B.in spite of C.ahead of D.instead of
18.A.doubting B.respecting C.limiting D.controlling
19.A.once B.still C.never D.seldom
20.A.look B.shadow C.smile D.beauty
Learn to Cite Sources (引用资料)
During your university education, you’ll be exposed to ideas and scientific theories of scholars and scientists. Unavoidably, your own ideas will be shaped by the ideas you come across. 1. That means you should go beyond what you learn in your textbooks or in the library. Your original work is the basis for your professor’s evaluation of your performance. Thus, academic honesty is fundamental in your university education. It demands that you cite the source materials you base your own work on. 2.
Correctly citing your sources helps you distinguish your own ideas from those of other scholars. On the readers’ side, it permits a reader to determine the depth of your research. 3. On the contrary, lack of citing will only raise your reader’s doubt.
So you need to learn when to cite and how to provide an adequate or accurate reference list. If you fail to cite your sources, whether deliberately or carelessly, you will be found responsible for plagiarism (抄袭) . 4. If you are not sure, ask your professor for guidance before submitting the paper or report. Keep in mind this general rule: when in doubt, cite!
5. For example, students from East Asia may think that copying directly from sources is the proper way to do research. Students in France, preparing for the final examination, may be encouraged to memorize whole passages and copy them into papers. Those cultural differences can lead to false assumptions about academic expectations in the country you study in.
A. Some university students may cheat in different ways.
B. These include other scholars’ ideas, figures, graphs and so on.
C. The academic challenge you face is to make something original.
D. Often, students want to use others’ opinions to support their own essays.
E. It also allows a reader to appreciate your original contribution to the research.
F. For international students, it is important to know local academic expectations.
G. Not knowing academic regulations is an unacceptable excuse for such behavior.
An international team of researchers from the University of Oxford have found that the way people use the Internet is closely tied to the seasonal movements in the natural world. Their online species searches follow the patterns of seasonal animal migrations (迁徙).
Migratory birds (候鸟) flood back to where they reproduce every spring. That migratory behavior is accompanied by some human behavior. “In English-language Wikipedia (维基百科), the online searches for migratory species tend to increase in spring when those birds arrive in the United States,” said the lead author John Mittermeier.
And not just birds. Mittermeier and his team surveyed nearly 2.5 billion Wikipedia search records, for 32,000 species, across 245 languages. They also saw variable search rates for insects, horsetails and flowering plants. Seasonal trends seemed to be widespread in Wikipedia behavior for many species of plants and animals.
This finding suggests new ways to monitor changes in the world’s biological diversity. It also shows new ways to see how much people care about nature, and which species and areas might be the most effective targets for conservation.
Mittermeier is encouraged by the search results. He commented, “I think there’s a concern among conservationists (生态环境保护者) that people are losing touch with the natural world and that they’re not interacting with native species anymore. And so in that sense, it was really exciting and quite unexpected for me to see people’s Wikipedia interest closely related to changes in nature.”
Richard Grenyer, Associate Professor from the University of Oxford, says search data is useful to conservation biologists, “By using these big data approaches, we can direct our attention towards the difficult questions in modern conservation: which species and areas are changing, and where are the people who care the most and can do the most to help.”
1.What have researchers found about species searches?
A. They strengthen ties among people.
B. They affect the animal movements.
C. They differ in language backgrounds.
D. They reflect animal migration seasons.
2.What is the purpose of writing Paragraph 3?
A. To summarize the research process.
B. To further support the research findings.
C. To show the variety of species searches.
D. To present researchers’ heavy work load.
3.How does Mittermeier feel about the search results?
A. Satisfied with Wikipedia’s service.
B. Worried about Wikipedia behavior.
C. Amazed at people’s care about nature.
D. Sad about people’s not getting close to nature.
4.Why does Richard think such search data is useful?
A. It helps to aim at conservation targets.
B. It increases interest in big data approaches.
C. It keeps track of trends in biologists’work.
D. It pushes people to solve difficult problems.
It’s 3 o’clock and you’ve been hard at work. As you sit at your desk, a strong desire for chocolate overcomes you. You try to busy yourself to make it go away. But it doesn’t. Here is another situation. Perhaps you are not feeling well. The only thing you want to eat is a big bowl of chicken soup, like your mum used to make when you were sick as a child. Food cravings are a strong desire for a specific type of food. And they are normal.
Scientists at the website How Stuff Works compare hunger and cravings (渴望) this way. Hunger is a fairly simple connection between the stomach and the brain. They even call it simply “stomach hunger”. When our stomachs burn up all of the food we have eaten, a hormone (激素) sends a message to one part of the brain for more food, which regulates our most basic body functions such as thirst, hunger and sleep. The brain then produces a chemical to start the appetite and you eat. Hunger is a function of survival.
A craving is more complex. It activates brain areas related to emotion, memory and reward. These are the same areas of the brain activated during drug-craving studies. Because of this, some scientists call food cravings “mind hunger”. People often crave foods that are high in fat and sugar. Foods that are high in fat or high in sugar produce chemicals in the brain. These chemicals give us feelings of pleasure.
In a 2016 study, researchers at Cambridge University found that dieting or restricted eating generally increases the possibility of food cravings. So, the more you deny yourself a food that you want, the more you may crave it. However, fasting (禁食) is a bit different. They found that eating no food at all for a short period of time lessened food cravings.
So, the next time you crave something very specific, know that your brain may be more to blame than your stomach.
1.Which of the following statements is NOT true when “stomach hunger” appears?
A.The part of brain which regulates some functions of our body works.
B.A chemical is produced by the stomach to start the appetite.
C.All the food we have eaten has been exhausted.
D.A hormone delivers a message to the brain for food.
2.What do we learn about food cravings?
A.It means the stomach functions well.
B.It ensures a person survives hunger.
C.It shows food is linked to feelings.
D.It proves the brain decides your appetite.
3.What’s the likely result of dieting?
A.The increase of food desire. B.The decrease of chemicals.
C.The refusal of fat and sugar. D.The disappearance of appetite.
4.What is the best title of this passage?
A.Dieting: It Makes You Crave More
B.Fasting: It Lessens Food Cravings
C.Food Cravings: They are All in Your Brain
D.Hunger: It is a Function of Survival
