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请改正下面短文中的错误。文中共有10处语言错误,每句中最多有两处。每处错误涉及一...

请改正下面短文中的错误。文中共有10处语言错误,每句中最多有两处。每处错误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。

One day, when I was on our way to school, I was asking myself whether it would be better to stop persuade myself that I could do well in my weak subjects? Wouldn’t it be easy to give up math and physics? Just as I was thinking about this, I come across my teacher, with who I often discussed my problems. He gave me some suggestions and taught me several method of addressing my problems. In end, he said, “Keep it up!” From his words, I sudden realized that if I don’t give up, it will always be someone to help me. Because of my teachers and my family is always supporting me, I have no reason to give up.

 

1.our→ my 2.persuade→ persuading 3.come→came 4.who→whom 5.method→methods 6.在In end中间加the 7.sudden →suddenly 8.it →there 9.去掉Because 后的of 10. is →are 【解析】 这是一篇记叙文。作者学习上有弱科,但得到了老师和家人的帮助,他认为自己没理由放弃。 1.考查形容词性物主代词。句意:有一天,当我在上学的路上,我问自己,是否应该停止说服自己,我可以做得很好,我的弱学科?根据句句子主语I,可知这里用形容词性物主代词my,故将our改为 my。 2.考查固定搭配。句意:有一天,当我在上学的路上,我问自己,是否应该停止说服自己,我可以做得很好,我的弱学科?固定搭配:stop doing sth.“停止做某事”。故将persuade改为 persuading。 3.考查时态。句意:就在我思考这个问题的时候,我遇到了我的老师,我经常和他讨论我的问题。根据从句时态was thinking可知主句也用过去时态,故将come改为came。 4.考查定语从句。句意:就在我思考这个问题的时候,我遇到了我的老师,我经常和他讨论我的问题。此处先行词是teacher,指人,在介词with后面用whom引导定语从句,故将who改为whom。 5.考查名词复数。句意:他给了我一些建议,教了我几种解决问题的方法。several“几个”,修饰名词复数,故将method改为methods。 6.考查固定词组。句意:最后,他说:“坚持下去!从他的话中,我突然意识到,如果我不放弃,总会有人帮助我。固定词组:in the end“结束”。故在In end中间加the。 7.考查副词。句意:最后,他说:“坚持下去!从他的话中,我突然意识到,如果我不放弃,总会有人帮助我。此处realized是动词,由副词来修饰,故将sudden 改为suddenly。 8.考查there be句型。句意:最后,他说:“坚持下去!”从他的话中,我突然意识到,如果我不放弃,总会有人帮助我。此处是there be句型,故将it 改为there。 9.考查原因状语从句。句意:因为我的老师和家人总是支持我,我没有理由放弃。Because引导原因状语从句,后面跟完整的句子,而because of后面跟名词、代词宾格和短语,该句是一个完整的句子。故去掉Because 后的of。 10.考查主谓一致。句意:因为我的老师和家人总是支持我,我没有理由放弃。从句主语teachers and my family是复数形式,所以谓语动词用复数形式,故将 is 改为are。  
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