假定你是学生会主席李华。学校将举办以“Changes in My City”为主...

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。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。

To whom it may concern,

I am one of your customer. I am unwilling to complain, and your service really annoys me. I order a set of Bookworm Series on your website the other day, but not until yesterday I receive it. Much to my disappointment, the books were so poorly packed up that the cover of one book was torn. To make matters bad, it was not a complete set, as I found one book missed.

I am sorry to have received such poor service. I believe I have every right to ask you to deal with a problem. I hope that you either return my money back or deliver a new set of books to me. Therefore, I’d like to be informed of the process of your dealing with my complain.

Looking forward to your reply.

Sincerely,

Wang Ling

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。

China announced on Monday it will provide $2 billion over two years to help to battle COVID-19,  1.  has affected over 7 billion people and taken over 300,000 lives 2.  (globe) and with economic and social development in affected countries, especially developing countries.

3. (give)  that  some  African  countries  have  weak  public  health  systems, supplying more material, technological and personnel support 4.  them must be the top priority in COVID-19 response.

Since the outbreak, China  5.  (send) a tremendous quantity of medical supplies and  6.  (assist) as well as five Chinese 7. (medicine) expert teams to over 50 African countries. Besides, China is ready to work with the international community to help8.  hardest-hit countries under the greatest pressure from debt .

With the virus still raging, the most urgent task is  9.  (make) all-out efforts in COVID-19 control and treatment. We must always put the people first ,  10. nothing in the world is more precious than people’s lives.

    I was born into a family of educators. Growing up, I___________ stories about my grandfather, a headmaster in Guyana. His wife was a teacher. My father and mother continued the _________, teaching at the secondary school levels. As we _________ National Teacher Appreciation Week, I was ___________ by Charles Blow’s Op-Ed column in The New York Times to _________ two teachers who had never failed me: my parents.

I hardly remember a period when my parents were not engaged in the act of ___________ and teaching. When I was born in 1991, my dad, William Panaram, was trying to___________a doctor’s degree in plant science in North Dakota. After we ___________ to the Bronx, New York, my mom, Dhanwanti Panaram, started night ___________ to get a master’s degree in nutrition.  ____________  my mom studied, she also managed a full-time job, raised me, and learned a new city.

As I watched their schooling ____________, I learned that receiving an ____________ meant much more than getting high grades. In fact, a true education has meaning when its learners ____________.

Both my parents show me daily how to live as a good ____________. Both teach me how to love. My parents—my educators for life—make it ____________ that a teacher’s job is ____________ the classroom. A meaningful teacher stays with students ____________ , in mind or in person. I am determined to be a teacher myself, helping young students think freely and ____________ their own ideas, which is a __________  of living, learning, and loving with my first teachers.

National Teacher Appreciation Week might come around once a year, but the reality is that every single day we need to thank those who__________more about others than they do about themselves. Who will you thank today?

1.A.told B.heard C.made D.wrote

2.A.culture B.custom C.tradition D.job

3.A.celebrated B.shared C.congratulated D.reported

4.A.beaten B.praised C.read D.inspired

5.A.treat B.entertain C.recognize D.thank

6.A.acting B.learning C.feeding D.supporting

7.A.consult B.abandon C.admire D.acquire

8.A.turned B.referred C.moved D.settled

9.A.clubs B.classes C.bands D.films

10.A.But B.Because C.While D.Although

11.A.experiences B.movements C.positions D.benefits

12.A.instruction B.examination C.education D.award

13.A.take back B.give back C.look back D.call back

14.A.learner B.believer C.conductor D.performer

15.A.independent B.important C.necessary D.clear

16.A.beyond B.across C.inside D.to

17.A.even B.forever C.before D.once

18.A.stop B.accept C.receive D.develop

19.A.purpose B.decision C.result D.chance

20.A.care B.wait C.account D.look

Rising through stages to realize ourselves

Many modern people have the problem that they don’t know who they are and what their purpose is. 1.. Once high school seniors graduate, they seem to lose their identity. They once studied hard. But after they stop working, they begin to lose their way.

In the theory of the Hierarchy of Needs (需求理论), Abraham Maslo, put forward a similar situation, which consists of the five levels of a person’s need. The fifth and final level is self-realization, which is where our final achievement lies. 2..

I think self-realization has three major aspects. The first stage is acceptance, the second stage is discovery and the last stage is perseverance.

Acceptance is the first stage. We should be reminded that we are all born unique, so we all have our own strengths and weaknesses. Only when we understand these, can we pursue them or change them. 3..

Once we’ve accepted ourselves, we can discover what we are interested in and what we want to be. 4. but indeed we should live for ourselves. So before we start working towards a purpose, we should ask ourselves “Is this what we truly desire?” and “Is this going to change the situation we’re in?”

The last stage is perseverance. 5.. Those who can self-realize are people who focus on the things they want to change.

Through the three stages, we could gain recognition of ourselves. And by this point, whatever our lives were like, we would be able to stand tall, confident of ourselves.

A.It’s nothing to a man of perseverance

B.Only by acceptance of the past can we change it

C.This is especially common among college students

D.Many people tend to go along with social expectations

E.Being objective and yet tolerant is the key to acceptance

F.It is the process of knowing ourselves and finding a purpose

G.Exploring our potential isn’t going to be done in a short time

    What defines who we are? Our habits? Our tastes? Our memories? Like many other people who speak more than one language, I often sense that I’ m a slightly different person in each of my languages — more confident in English, more relaxed in French, more sensitive in Czech. Is it possible that, my moral compass also points in somewhat different directions depending on the language I’ m using at the time?

Psychologists who study moral judgments have become very interested in this question. In a research led by Albert Costa, volunteers were presented with a moral dilemma known as the “trolleybus problem”: imagine that a trolleybus is moving quickly towards a group of five people standing on the tracks, unable to move. You are next to a switch that can shift the trolleybus to a different set of tracks, therefore sparing the five people, but resulting in the death of one who is standing on the side tracks. Do you pull the switch?

Most people agree that they would. But what if the only way to stop the trolleybus is by pushing a large stranger off a footbridge into its path? People tend to be very hesitant to say they would do this, even though in both situations, one person is sacrificed to save five. But Costa and his colleagues found that putting the dilemma in a language that volunteers had learned as a foreign tongue dramatically increased their willingness to push the person off the footbridge, from fewer than 20% of respondents working in their native language to about 50% of those using the foreign one.

According to one explanation, such judgments involve two separate and competing ways of thinking—one of these, a quick, natural “feeling”, and the other, careful consideration about the greatest good for the greatest number. When we use a foreign language, we unconsciously sink into the more cautious way simply because the effort of operating in our non-native language signals our cognitive system to prepare for difficult situation.

An alternative explanation is the differences between native and foreign tongues. There’s strong evidence  that memory connects a language with the experiences and interactions through which that language was learned. Our childhood languages, learned in the middle of passionate emotion, become filled with deep feeling. By comparison, languages acquired late in life, especially if they are learned through limited interactions in the classroom or dully delivered over computer screens and headphones, enter our minds lacking the emotionality that is present for their native speakers.

1.What does “this question” in Paragraph 2 refer to?

A.What can contribute to improving one’s foreign language?

B.Is it necessary to learn more than one foreign language?

C.How do people deal with moral dilemmas in a foreign language?

D.Does the language one uses influence one’s moral judgments?

2.When the “trolleybus problem” was presented in a foreign language, volunteers were more likely to ________.

A.sacrifice the stranger on the footbridge B.care less about the five people

C.pull the switch to the side tracks D.remain hesitant about what to do

3.What can be inferred from the passage?

A.People who speak more than one language are less emotional than others.

B.Native language learning involves greater emotional reactions.

C.Moral judgments made in a foreign language are more careless.

D.Foreign language learning can be promoted by academic settings.

4.What is the author’s purpose in writing the passage?

A.To provide guidance on how to shape our life.

B.To stress the importance of judging in a foreign language.

C.To suggest a way of learning a foreign language.

D.To state the influence of a foreign language on moral judgments.