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，每句中最多两处。错误涉及一个单词的增加、删除或修改。
增加: 在此处加一个漏字符号（∧），并在其下面写出修改的词。
删除: 把多余的词用斜线（＼）划掉。
修改: 在错的词下划一横线，并在其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11处起）不计分。
Today my parents and I decided to go to the field to pick some wild vegetable. We started out early in the morning. Followed my parents, I walked behind happily. Soon we arrived at a small river. Though it was not wide, we had no way of to cross it. Dad watched for a while or then he had an idea. Soon they three set up a simple bridge with some stones together. And then we crossed a river easily. Finally, we reached the top of the hill, when there were many wild plants fit eat. At dusk, we were so exhausted to walk further. Luckily, our neighbor drive by and picked us up.
Chase and Nicole McKeown are both police officers in Elizabeth town in Kentucky. One night, the two off-duty officers _______a robbery at a restaurant chain.
When they were eating dinner in the restaurant, a man came in _______a mask and went up to the counter.
“I think we both saw him at the same time,” Nicole said during a news conference. _______, she thought the man may be sick, given _______season, but soon she knew the mask was for a less innocent _______, according to CNN. Nicole added they saw the employees behind the counter _______their hands and that’s when we both _______what was happening.
The monitor video _______what happened next. The officers drew their weapons and _______the suspect. On the video, the suspect can be seen ________his weapon and running out of the door, CNN reported. The couple ________to pursue (追赶) him a few blocks away from the restaurant and ________him at gunpoint (枪口) until the Louisville Metro Police arrived and ________him.
“It is my belief that if not for the ________actions of these two officers, the robber’s actions inside the ________would have escalated (升级). They acted ________,” said Deputy Dan Mason of the LMPD’s robbery unit.
The couple said the officer instinct (本能) just kicked in as the situation ________. “We both looked at each other and said ‘Let’s go,” Chase said. “When it ________people’s life in danger, any other officer would have done the ________thing,” Nicole said.
The suspect is now in ________in Louisville, according to the police.
1.A.acted B.made C.found D.prevented
2.A.waving B.wearing C.holding D.carrying
3.A.Later on B.Right away C.At first D.Once more
4.A.flu B.peak C.harvest D.holiday
5.A.aim B.result C.victim D.reason
6.A.put up B.drew back C.took off D.turned over
7.A.decided B.feared C.realized D.wondered
8.A.spread B.showed C.copied D.changed
9.A.left B.asked C.seized D.chased
10.A.hiding B.ruining C.dropping D.returning
11.A.agreed B.started C.continued D.offered
12.A.held B.killed C.punished D.searched
13.A.hurt B.arrested C.examined D.threatened
14.A.heroic B.extra C.sudden D.final
15.A.game B.fight C.business D.situation
16.A.crazily B.luckily C.surprisingly D.honorably
17.A.developed B.improved C.changed D.worsened
18.A.goes for B.comes to C.deals with D.fights against
19.A.same B.opposite C.common D.different
20.A.mercy B.prison C.silence D.hospital
Do what you love and love what you do, and success will come? Well, we wish. 1.It takes more than just passion to succeed in anything.
Passion is just emotion; care is an action.
Wishing hard and wanting something really badly won’t give you anything. Passion is a barely controllable emotion, and emotion is not always reliable. 2.
In today’s world where people always talk about finding your passion, it still seems vague (模糊的) to many. On the other hand, if you’re asked to find something you care about, it’s easier for you to take action.
3.
There’s a lot of work to do besides being enthusiastic. For example, you can be enthusiastic about painting, but if you don’t have any art sense and painting skills, you can hardly become an expert in painting. 4.The belief that you’ll do it well anyway as long as you like it is just an illusion.
Learn not just what you care about, but what’s around that too.
When you’ve got your focus, try to map out the skills you need to get better at that. When you have the learning plan ready, apply that course you need, get yourself the tools required and start learning and practicing.
Success is a way to go, but you can start right now.
5.But if you’ve already got your passion, it will be good enough to make that your foundation and motivation to keep moving. Start mapping out the skills you need and take actions, Instead of passively letting your passion wander around, be active and do something that will push you forward.
A.Care is different, it implies actions.
B.“Like it” doesn’t mean “Good at it”.
C.Passion alone doesn’t guarantee success.
D.However, reality is not as simple as we want it to be.
E.You are good at something and you need the world to know.
F.Desire to make a difference in the world with your strengths.
G.To become an expert, you need to be always learning and improving your skill.
Cells in our brain usually send “stop eating” signal when we’ve had enough. But after mice ate fatty foods for just two weeks, their brains’ brake on overeating quieted down. That finding may help explain the complex link between food and appetite that can become disordered when people overeat.
Food is essential to life. Our brains have, therefore, evolved a series of systems to make sure we eat enough. Garret Stuber, a neuroscientist at the University of Washington, together with his team took aim at one brain area known to be involved in eating behaviors.
This lateral hypothalamus (下丘脑外侧区) contains many diverse cells Stuber’s group looked at the behaviors of genes in the cells here. And in one type—glutamatergic nerve (谷氨酸能神经) cells—big differences appear between fat mice and lean ones.
Earlier work by Stuber’s group had suggested that these cells act like a brake on eating. When the researchers prevented these cells from firing, mice suddenly overate. They also fattened up. But it wasn’t clear how the cells’ activity changed as the mice transitioned from slim to fat.
“Obesity doesn’t just happen overnight,” notes Stuber. To find out the secret, his group undertook a new study. They fed mice high-fat food. Now and again, they’d use a fancy microscope to look at how well the animals’ glutamatergic cells could fire off signals.
Two weeks into the high-fat food—even before the mice became round – the activity of these nerve cells had slowed. It continued as the animals grew larger over a 12-week period. “The cells’ activity was going down as a function of high-fat diet. The results suggest that the high-fat diet is removing the brake on eating and obesity,” explains Stuber.
It’s hard to say whether similar cells normally control people’s appetite. Brain-imaging tests have shown that the same brain region —the hypothalamus—plays a role when people shift between hunger and feeling full.
1.What happened after the mice ate fatty foods for two weeks?
A.Their appetite was getting worse. B.Their brains became disordered.
C.They refused to eat zero fat food. D.They lacked a feeling of fullness.
2.It can be learned from the text that glutamatergic nerve cells ________.
A.are easily found in lean mice B.can prevent mice from overeating
C.function well under any condition D.are a main part of lateral hypothalamus
3.Why did Stuber’s group undertake the new study?
A.To study the role of glutamatergic cells in mice’s fattening up.
B.To find out the link between high-fat diets and obesity.
C.To find out deciding factors in mice’s appetite.
D.To study the eating habit of fat mice.
4.What is the main idea of the text?
A.Obesity influences glutamatergic nerves’ function.
B.Glutamatergic nerves decide people’s appetite.
C.High-fat diets lead to overeating.
D.Our brains control our food choices.
We often hear such statements: “I spilled (洒出) juice, but it wasn’t my fault.”, “I got in trouble at school, but it wasn’t my fault.” or “I was in a car accident, but it wasn’t my fault.” That “It’s not my fault.” is a go-to response for so many people and especially teenagers.
Parents complain they are tired of the “excuse”. The reason why variations of “It’s not my fault.” are so popular is that it lets us off the hook from guilt and blame. I’m a fan of not owning responsibility for things that I can’t control. Teens who often say “It’s my fault.” when something bad happens tend to be highly self-critical, perfectionistic and more easier to be troubled by anxiety and depression.
While it is important to recognize lack of reason to blame oneself, many teens over-rely on “It’s not my fault.” When trying to get them to take responsibility, parents usually attempt to convince their teens that something is their fault. The approach tends to be ineffective and turn into a power struggle. No one wins. A more effective approach can be to stress significant drawbacks to consistently focusing on removing our responsibility with this phrase.
Overuse of the phrase can result in feelings of lack of ability to control their own lives. This sense has been shown to cause low motivation. Besides creating feelings of lack of ability, overuse of “It’s not my fault.” focuses a teen’s attention on what is done as opposed to what needs to be done.
People may not have caused all their problems but they have to solve them anyway. The example I frequently share with teens is the question of what one will do if he is pushed into a deep lake. One can certainly stay in water, yelling, “It’s not my fault.” However, that won’t get him out of water. He needs to swim to the shore, regardless of the fault.
If you take a proper approach to communicating with your teens, you can help them avoid over-reliance on “It’s not my fault.”
1.What phenomenon is described in Paragraph 1?
A.The teenagers’ dislike for school life.
B.The common trouble faced by teenagers.
C.The reasons for blaming others for accidents.
D.The tendency for people not to be responsible for mess in life.
2.What type of teens tends to suffer great mental pressure according to the text?
A.Those lacking confidence and ambition.
B.Those allowing others to find excuses.
C.Those unable to get along well with others.
D.Those often blaming themselves for some incidents.
3.What’s the author’s attitude to parents’ usual way of guiding children?
A.Supportive. B.Negative.
C.Ambiguous. D.Neutral.
4.What lesson is conveyed in the example often shared by the author?
A.We should try to avoid troubling others.
B.We should focus on how to solve problems.
C.We should dare to point out others’ mistakes.
D.We should be self-critical as much as possible.
By the 1970s, the Olympic Marathon had come a long way from the dusty roads of Athens. Yet women were still not allowed to compete and the struggle to establish a women’s Olympic Marathon was itself something of a long-distance race.
Women had been excluded from long-distance running until 1928, when the typical long race was the 800 meters. The women competitors hadn’t properly prepared for the race and several fell down and became temporarily unconscious due to extreme tiredness. This led Olympic organizers in 1928 to consider the marathon too violent for women.
This is not to say there was no tradition of women’s long-distance running. Women had been prohibited from participating in the ancient Olympics by the cruel law. But women in ancient Greece held their own festival to honor the goddess Hera every five years. Only one athletic event was held — a running race.
When the Olympics were revived in 1896, women were again excluded. However, in 1967, women’s ability in running attracted great attention. Number 261 in the Boston Marathon was given to K V. Switzer. Not until two miles into the race did officials realize that Switzer was a woman. Race officials tried to catch Switzer and remove her from the race but her teammates fended them off with body blocks. And Switzer wasn’t scared by officials’ aggressive actions. She kept running. Although the running was demanding, Switzer didn’t give up and eventually finished the race. Switzers story made the quest for equality in long-distance running for women a political issue. Slowly, the rules did begin to change.
The first women’s marathon officially agreed by the IAAF was the Tokyo International, held in 1979. IAAF president Adriaan Paulen watched the race. He was so impressed by the level of the competition that he announced he would fully support the effort to establish a women’s marathon in the Olympics. Soon the IAAF recommended to the IOC that a women’s marathon be included in the 1984 Los Angeles Olympics. And the advice was adopted.
1.What was the reason for women’s failing to attend the Olympic Marathon in 1928?
A.They generally weren’t enthusiastic about it.
B.They were thought not strong enough for it.
C.They weren’t supported by the public to attend it.
D.They were too tired to make full preparations for it.
2.Which of the following can best replace the underlined word in Paragraph 3?
A.separated B.banned C.freed D.protected
3.Which of the following best describe Switzer?
A.Brave and determined. B.Talented and kind.
C.Honest and easygoing. D.Optimistic and clever.
4.What’s Adriaan Paulen’s contribution to women’s running?
A.Letting women have the right to compete against men in running.
B.Making a series of rules for women’s running.
C.Having trained many outstanding women runners.
D.Helping women be qualified for the Olympic Marathon.
