假定你是李华，上周你学校邀请了几位专家来校做职业生涯规划的讲座，你作为学校英文报...

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。作文中共有10处错误，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。

Hearing the bell ring, I got up, quickly dressed me and ran onto the playground. A few minute later, more people came. They worked out for various ways. Some ran around the track. Some played basketball, tried to shoot baskets. A group of girls were walking on the balance beam in the turn. A couple of strongly-built boys made graceful movements on the flying rings. However, dozens of old men and women showed up, some of which did Taiji. At exact 6:30, music came for people to do exercise to radio music. For ten minutes all the people on the playground are seen bending down and straightening up, turning left and right. It’s really a beautiful sight look at!

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。

(CNN) Food labels detailing how 1. exercise is needed to burn off a product's calorie content could help to combat obesity, according to UK researchers.

Physical activity calorie equivalent (PACE) labels could improve on labels 2. identify only calories and nutrient content, according to a new 3.(science) review.

Under the proposed system, a small bar of chocolate would carry a label 4.(inform) consumers that it would take 23 minutes of running or 46 minutes of walking to burn off the 230 calories it contains.

The large-scale application of PACE labels could, on average, cut calorie use 5. up to 200 calories per person per day, according to researchers, 6. work is published in the Journal of Epidemiology and Community Health.

But concerns 7.(raise) recently about the potential impact such labeling might have on people with eating disorder.

The research team looked at data from 14 studies that examined the effectiveness of PACE labeling in reducing calorie 8.(consume) and found that PACE labeling is more effective than no labeling. Amanda Daley, lead researcher from the University of Loughborough, told CNN that 9. aim is to add PACE information to existing labels, rather than replace 10.(they), in order to provide the public with more information.

    My cousin is nine years old, a little bit fat and doesn't do really well at school. She is heavily ____________, and thus has developed some resistance and ________ towards adults, who usually don't put high hopes in her.

Yesterday we went to an art ________ together. There were paintings from kids with disabilities. My little girl has a ________ eye, for the paintings she liked most were also the best of the show. She voluntarily helped to ________ the chairs and table for a sharing session, painted by herself alongside new friends while I attended the sharing, and also ________ helped me to get my bag from another room, something that doesn't happen often at ________ as she’s usually ___________ to her iPad.

In the afternoon, we went to buy books together. I bought a book written by a mom ________ her journey with her autistic (自闭的) son. On the bus back home, I briefly ________ the book to my cousin, and to my surprise she was ________ interested. She kept asking me to tell more stories about the boy in the book who ________ with small things in life. Even when the subject strayed (偏离) elsewhere, she ________ hearing more about this boy. This is the first time I've seen her so interested in a(n) ________. Usually when she talks to me she describes events at school and at home without a ________ focus. I'm ________ that the life of a ________ has found its way into this little girl’s heart.

I'm very thankful for the ________ of books, for the beauty that my cousin revealed to me, and for the time we had together. I ________ that I can keep seeing clearly the wonderful things in her, so that whenever unkindness ________, I can remind her how truly wonderful she has always been.

1.A.abused B.envied C.teased D.amused

2.A.dishonesty B.dependence C.confusion D.distrust

3.A.exhibition B.performance C.competition D.course

4.A.curious B.sharp C.doubtful D.critical

5.A.remove B.borrow C.distribute D.arrange

6.A.casually B.unwillingly C.cheerfully D.cautiously

7.A.home B.school C.night D.weekends

8.A.adjusted B.attached C.committed D.opposed

9.A.observing B.recording C.promoting D.preserving

10.A.sent B.lent C.took D.introduced

11.A.truly B.hardly C.mildly D.mostly

12.A.deals B.plays C.struggles D.meets

13.A.made up for B.insisted on C.carried on D.objected to

14.A.book B.journey C.illness D.topic

15.A.clear B.simple C.natural D.special

16.A.touched B.satisfied C.hopeful D.excited

17.A.relative B.passer-by C.traveler D.stranger

18.A.writers B.content C.power D.characters

19.A.agree B.suppose C.pray D.determine

20.A.continues B.arises C.affects D.works

Making Peace with Your Parents

As a teen, you’re going through big changes physically and mentally. Your interests are increasing. 1. Here is the challenge: Kids need to explore the world in new ways, and parents need to protect them from the dangers that are all out in that world. These conflicts can easily set off fireworks in otherwise calm houses. Sometimes conflicts can’t be avoided. But by paying attention to the building blocks of successful relationships, you can work towards making home a happy and healthy place for you and your parents.

For example, try to find a time to talk when your parents are not angry, tired, distracted or hungry. A good time to talk is when you’re all relaxed. Timing is everything. If the conversation begins to turn into an argument, you’d better calmly and coolly ask to stop the conversation for now. 2. Listen to what your parents are saying, and repeat it back to them. This shows them that you’re listening. 3. Respect is the building block of good communication. People who respect each other and care about each others’ feelings can disagree without getting things ugly. 4. How do you build trust? Trust comes by actually doing what you say you’re going to do. Some teens find that doing fun activities with their parents can improve their relationships. Sometimes we forget that parents are more than rule-maker—they’re interesting people who like to watch movies and go shopping—just like their teenagers!

What do you do if you are trying your best, but your relationship with your parents continues to be rocky? 5. You can find supportive adults, such as a teacher or a coach, who can lend an ear. Remember you can only change your own behavior. Your parents are the only ones who can change theirs.

A. You may consider seeking outside help.

B. And then you’ll be able to accept what your parents say.

C. You can pick it up again when everyone’s more relaxed.

D. Faced with the challenge, children don’t know what to do.

E. And your desire to take control of your own life is growing.

F. It also gives them a chance to clear things up if you’re not on the same page.

G. You are more likely to get along with your parents and have more independence if your parents believe in you.

    It often happens that a number of applicants with almost identical qualifications and experience all apply for the same position. In their educational background, special skills and work experience, there is little, if anything, to choose between half a dozen candidates. How then does the employer make a choice? Usually on the basis of an interview.

There are many arguments about the interview as a selection procedure. One argument is that it gives rise to a wholly subjective decision. As often as not, employers do not choose the best candidate, but the one who makes a good first impression on them. Some employers, of course, reply to this argument by saying that they have become so experienced in interviewing staff that they are able to make a sound assessment of each candidate’s likely performance. Unfortunately, both for the employers and applicants, there are many people of great ability who simply do not interview well. There are also, of course, people who interview extremely well, but are later found to be very unsatisfactory employees.

Those in favour of the interview insist that the well-structured procedure is valid in assessing a candidate’s ability, an essential guarantee for the future job. They also argue that an employer is concerned not only with a candidate’s ability, but with the suitability of his or her personality for the particular work situation. Many employers, for example, will overlook occasional inefficiencies from their secretary so long as she has a pleasant personality. Perhaps the real purpose of an interview is not to assess the assessable aspects of each candidate but to make a guess at the more intangible things, such as personality and social ability.

Today, interview is still a common section of the entire selection procedure, though different employers have different standards for competence. Generally speaking, candidates who interview well tend to be quietly confident, but never boastful; direct and straight-forward in their questions and answers; cheerful and friendly, but never over-familiar; and sincerely enthusiastic and optimistic. Candidates who interview badly tend to be at either end of the spectrum of human behaviour. They are either very shy or over-confident. They show either a lack of enthusiasm or an excess of it. They either talk too little or never stop talking. They are either over-polite or rudely abrupt.

1.According to the passage, which of the following statements is TRUE?

A.Employers are experienced in assessing the interviewees’ performance.

B.Interview is not always recognized as a sensible way to choose employees.

C.The interview helps the employers to pick the desired employees.

D.The remarkable candidates often distinguish themselves in an interview.

2.Which may not be considered in an interview?

A.Personality B.Communication skills

C.Background D.Capability

3.What is the author’s attitude towards the interview as a selection procedure?

A.Supportive B.Negative

C.Objective D.Unconcerned

4.The last paragraph indicates _________________.

A.a link between success in interview and character

B.connections between work abilities and character

C.differences in interview experience

D.differences in personal behaviour