短文改错（共10小题；每小题1.5分，满分15分 ）
此题要求对一段文章改错。先对每一行做出判断是对还是错。如果是对的，在该行右边横线上画一个勾（√）；如果有错误（每行不会多于一个错误 ），则按情况改错如下：
此行多一个词，把多余的词用斜线（﹨）划掉，在该行右边横线上写出该词，并也用斜线划掉。
此行缺一个词，在缺词处加一个漏字符号（∧），在该行右边横线上写出该加的词。
此行错一个词，在错的词下划一横线，在该行右边横线上写出改正后的词。
注意：原行没有错的不要改。
Most Americans would find it hard to think that what life 1.____________
would look like without a car. But, some have realized 2. _______ ____
the serious question of the pollution caused by the car. 3. ____ ________
The polluted air becomes harmful and dangerous to health. 4. ___ ________
One way to getting rid of the polluted air is to build a 5.___ _________
car that doesn’t cause pollution. That is how several of the 6. ____ ______
large car factories have been tried to do. But to build 7. _________
a clean car is more easier said than done. Progress in this 8._________
field has been slow.
Another way is to take place of the car engine by a 9. ___________
steam one. Inventors are now working on steam cars as well as
electric cars. Many makers believe that it will spend 10. __________
years to develop a practical model that pleased people.
补全对话 （共5小题；每小题2分，满分10分）
根据对话内容，从对话后的选项中选出能填入空白处的最佳选项，选项中有两项多余选项。
M：Excuse me. Can you give me some information about active holidays?
W: ___1_____ Would you please tell exactly what you mean?
M: OK. When I go on holidays, I’d like to take exercise. _2_____ What I mean is that I’m the sort of man who enjoys swimming, skiing and those sorts of things.
W: __3____ Um…. active holidays, let me see. What about diving, sir? We can offer you two weeks off the coast: one week diving and one week fishing with the local fishermen. But you only need to pay $800 for it. __4____
M: Fishing? Is there any chance of getting in a bit of sailing?
W: 5____ They are mostly organized by the sailing school. But rowing, yes. Are you interested in rowing, sir?
M: Well, I did a lot of rowing when I was at university.
A. I hate sitting around and doing nothing.
B. No problem.
C. Active holidays, sir?
D. It’s a very good bargain.
E. It’s a bit difficult.
F. I’m sorry we don’t do many sailing holidays, sir.
G. Oh, sir, sounds very interesting.
I promised Michael I wouldn’t mention this until the season was over．Now l think it's time．
Early last season, I wrote a column about an art of kindness I had seen Jordan do to a disabled child outside the stadium．After it ran，I got a call from a marl in the western suburbs．He said，“I read what you wrote about Jordan．but I thought I should tell you another thing I saw．”
Here it comes, I thought. It always does. Write something nice about a person, and people call you up to say that the person is not so nice.
A few weeks later Jordan and I were talking about something else before a game, and I brought up what the man had said. Was the man right? Had Jordan really been talking to those two boys in that poor and dirty .neighborhood?
"Not two boys," Jordan said. "But four."
And he named them. He said four names. And what did they talk about?
"Everything,” Jordan said. " Anything. I’ve asked to see their grades so that I can check to see if they're paying attention to their study. If it turns out that one or two of them may need teaching, I make sure they get it."
It's just one more part of Michael Jordan's life one more thing that no one knows about, and one more thing Jordan does fight for. The NBA season is over now, and those boys have their memories. So do J! When the expert reviewers begin to tuna against Jordan as they surely will, I'll think about those boys under the streetlight, waiting for the man they know to come. For someone they can depend on.
1.The writer wrote this story about Jordan and his young friends because _______
A. he thought highly of Jordan's deeds
B. he hated to see Jordan do something bad
C. he believed it was time to help the disabled
D. he felt sure he needn't keep the promise then
2. A man in the western suburbs made a call to_______
A. know why Jordan stopped in a bad area
B. get a chance to become famous himself
C. let the writer know Jordan was not that nice
D. offer an example to show how Jordan helped others
3. Jordan talked with the boys because he _______.
A. needed their support
B. had promised to do so
C. liked to teach them to play basketball
D. wanted to make sure they all studied well
4. The text implies that Jordan is _______.
A. an excellent basketball player
B. good at dealing with problems of life
C. always ready to make friends with young people
D. willing to do whatever he can for the good of society
Violin prodigies (神童), I learned, have come in distinct waves from distinct regions. Most of the great performers of the late 19th and early 20th centuries were born and brought up in Russia and Eastern Europe. I asked Isaac Stern, one of the world’s greatest violinists the reason for this phenomenon. “It is very clear,” he told me. “They were all Jews and Jews at the time were severely oppressed and ill-treated in that part of the world. They were not allowed into the professional fields, but they were allowed to achieve excellence on a concert stage.” As a result, every Jewish parent’s dream was to have a child in the music school because it was a passport to the West.
Another element in the emergence of prodigies, I found, is a society that values excellence in a certain field to nurture (培育) talent. Nowadays, the most nurturing societies seem to be in the Far East. “In Japan, a most competitive society, with stronger discipline than ours,” says Isaac Stern, children are ready to test their limits every day in many fields, including music. When Western music came to Japan after World War II, that music not only became part of their daily lives, but it became a discipline as well. The Koreans and Chinese as we know, are just as highly motivated as the Japanese.
That’s a good thing, because even prodigies must work hard. Next to hard work, biological inheritance plays an important role in the making of a prodigy. J. S. Bach, for example, was the top of several generations of musicians, and four of his sons had significant careers in music.
1. Jewish parents in Eastern Europe longed for their children to attend music school because ________.
A. it would allow them access to a better life in the West
B. Jewish children are born with excellent musical talent
C. they wanted their children to enter into the professional field
D. it would enable the family to get better treatment in their own country
2. Nurturing societies as mentioned in the passage refer to societies that ________.
A. are highly motivated in the education of music
B. treasure talent and provide opportunities for its full development
C. encourage people to compete with each other
D. promise talented children high positions
3.Which of the following contributes to the emergence of musical prodigies according to the passage?
A. a natural gift. B. extensive knowledge of music.
C. very early training. D. a prejudice-free society.
4. Which of the following titles best summarizes the main idea of the passage?
A. Jewish Contribution to Music B. Training of Musicians in the World
C. Music and Society D. The Making of Music Prodigies
The rise of the so-called “boomerang generation” is revealed in official figures showing that almost one in five graduates in their late 20s now live with their parents.
By contrast, only one in eight university graduates had failed to fly the nest by the same age 20 years ago. It also found that grown-up sons are twice as likely as their sisters to still be living with their parents in their late 20s. With nearly a quarter of men approaching 30 still living at home, the findings are bound to lead to claims of a “generation of mummy’s boys”.
Young professionals in their late 20s or early 30s have been nicknamed the “boomerang generation” because of the trend toward returning to the family home having initially left to study. Recent research has suggested that young people in Britain are twice as likely to choose to live with their parents in their late 20s than their counterparts elsewhere in Europe.
Rising property prices, mounting student debts and the effects of recession on the job market have forced a wave of young people to move back into the family home at an age when they would normally be moving out. But commentators warned that the phenomenon may have more to do with young people facing “dire” prospects than simply a desire to save money.
While the proportion of those of university or college age moving out from the family home has continued to rise in the last 20 years, among those in their mid and late 20s the trend has been reversed. Overall 1.7 million people aged from 22 to 29 now share a roof with their parents, including more than 760,000 in their late 20s. In 1988, 22.7 per cent of men aged 25 to 29 were still living with their parents but last year the proportion was 24.5 per cent.
1. What is the main idea of the passage?
A. The economic crisis has shown its effect on the young generation.
B. More young professionals are returning home to live.
C. British parents are suffering more loads from their grown-up children.
D. Britain is suffering more than any other country in Europe.
2. Which of the following statements is TRUE?
A. Male children seem to more independent than females.
B. Eighty percent of university graduates were able to live independently two decades ago.
C. The grown-up children choose to live with their parents only to save money.
D. More and more children are moving out at university age.
3. What does the underlined word “dire” probably mean?
A. promising. B. inconvenient. C. very bad. D. hopeful
4. The following factors may account for the phenomenon except _____.
A. that living prices have risen a lot.
B. that it’s difficult to land a job.
C. that education has already cost them a lot
D. that parents can help them more
“Linda, if beating yourself up were an Olympic sport, you’d win a gold medal!”
Annabel, my close friend, stunned me with that frank observation after I told her how I had mishandled a situation with a student in a third-grade class where I was substituting. “I should never have let him go to the boy’s room without a pass! It was my fault he got into trouble with the hall monitor! I’m so stupid!”
My friend burst out laughing, and then made her “Olympic” comment. After a brief period of reflection I had to admit that she was right. I did put myself down an awful lot. Why, just during the previous day I had called myself “a slob” for having some papers spread out on my desk, “ugly” when I left the house without makeup and “an idiot” when I left the house for an emergency substitute job without my emergency lesson plan.
In a more reflective tone, Annabel said, “I once took a workshop at church where the woman in charge had us list all the mean things we say about ourselves.”
“How many did you have on your list?” I asked.
“Fifteen,” she confessed. “But then the teacher said, ‘Now turn to the person next to you and say all the items on your list as if you were speaking to that person!’ ”
My jaw dropped. “What did you do?”
“Nothing. Nobody did. We all just sat there, until I said, ‘I could never say these things to anyone else!’ ”
“And our teacher replied, ‘Well, if you can’t say them to anyone else, then don’t ever say them to yourself!’ ”
My friend had a point. I would never insult a child of God---and I’m God’s child, too!
God, today let me be as kind to myself as I would be to another of Your children.
1. What does Annabel mean by the first sentence of the passage?
A. The writer is a good athlete. B. The writer scolds herself too much.
C. She is encouraging the writer. D. A gold medal is not a big deal.
2. What does the writer intends to tell us through the second and third paragraphs?
A. She has low self-esteem over some small things.
B. She often makes serious mistakes in daily life.
C. She is a third-grade teacher.
D. She cares too much about her appearance.
3. We can infer that the underlined word “slob” might be _____.
A. something untidy B. someone dangerous
C. something dirty D. someone lazy
4. What does the writer mean by the last sentence of the passage?
A. She is ready to turn to God for help.
B. She will be kind to all children.
C. She won’t insult herself as well as others.
D. She is willing to be a child of God.
