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，要求你在错误的地方增加、删除或修改某个单词。
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（从十一处起）不计分。
A famous scientist was in his way to other lecture when his chauffeur (司机) offered an idea. “Hey, boss, I’ve heard your speech many time. I bet I could deliver it and give you this night off.” “Sound great,” said the scientist. When they got to lecture hall, the scientist put up the chauffeur’s hat and settled in the back row. And then the chauffeur began to deliver the speech. Afterwards he asked if there were some questions. “Yes,” said a professor. Then he asked a high technical question. The chauffeur was nervous for the moment but quickly recovered. “That’s an easy one,” he replied. “I’m going to let my chauffeur to answer it.”
根据以下各句所给的首字母，用单词的正确形式填空，并将其完整形式写在答题卷上。
1.One small error could make the difference between success and d__________.
2.In dealing with public relations, we should make every effort to prevent the c________ in
personality.
3.Jack and Michael q________ about who should get the money, and stopped speaking to each
other.
4.Usually, we hold a national flag-rising c________ every Monday morning.
5.Much money was contributed to help the v________ of the earthquake.
6. I’m u________ about the meaning of this sentence. Could you explain it to me?
7.L________ of water makes Death Valley a desert, but it is by no means devoid (完全没有).
8.Catherine has just p________ her fourth novel.
9.CEO stands for C________ Executive Officer.
10.Tie a bandage f________ over the burnt area, when necessary.
Fish Ears Tell Fish Tales
Fish have ears. Really. They’re quite small and have no opening to the outside world carrying sound through the body. For the past seven years, Simon Thorrold, a university professor, has been examining fish ears, small round ear bones called otoliths (耳石).
As fish grow, so do their otoliths. Each day, their otoliths gain a ring of calcium carbonate (碳酸钙). By looking through a microscope and counting these rings, Thorrold can determine the exact age of a young fish. As a fish gets older, its otoliths no longer get daily rings. Instead, they get yearly rings, which can also be counted, giving information about the fish’s age, just like the growth rings of a tree.
Ring counting is nothing new to fish scientists. But Thorrold has turned to a new direction. They’re examining the chemical elements (元素) of each otolith ring.
The daily ring gives us the time, but chemistry tells us about the environment in which the fish swam on any given day. These elements tell us about the chemistry of the water that the fish was in. It also says something about water temperature, which determines how much of these elements will gather within each otolith ring.
Thorrold can tell, for example, if a fish spent time in the open ocean before entering the less salty water of coastal areas. He can basically tell where fish are spending their time at any given stage of history.
In the case of the Atlantic croaker, a popular saltwater food fish, Thorrold and his assistant have successfully followed the travelling of young fish from mid-ocean to the coast, a journey of many hundreds of miles.
This is important to managers in the fish industry, who know nearly nothing about the whereabouts of the young fish for most food fish in the ocean. Eager to learn about his technology, fish scientists are now lending Thorrold their ears.
1.What can we learn about fish ears from the text?
A. They are small soft rings.
B. They are not seen from the outside.
C. They are openings only on food fish.
D. They are not used to receive sound.
2.Why does the writer compare the fish to trees?
A. Trees gain a growth ring each day.
B. Trees also have otoliths.
C. Their growth rings are very small.
D. They both have growth rings.
3.Why is it important to study the chemistry of otolith rings?
A. The elements of the otoliths can tell the history of the sea.
B. Chemical contents of otoliths can tell how fast fish can swim.
C. We can know more about fish and their living environment.
D. Scientists can know exactly how old a fish is.
4.How would you understand “fish scientists are now lending their ears”?
A. They are very interested in Thorrold’s research findings.
B. They want to know where they can find fish.
C. They lend their fish for chemical studies.
D. They wonder if Thorrold can find growth rings from their ears.
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McGill Comedy Club Important meeting today. Discussions on putting on Blazing Saddles. Union room 302, 3－4 pm. New members (both actors and non-actors, living and dead) are welcome. |
History Students’ Association Prof. Michael Cross of Dalhousie University will be speaking on “Unskilled Labors on Rivers and Canals in Upper Canada, 1820－1850: The Beginnings of Class Struggle,” at 10 am in Leacock 230. |
Design Mirror Sale All types and sizes of design mirrors priced to please. Sale today in Union room 108. |
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McGill Teaching Assistants’ Association A general meeting, for all the TAs, will be held at 4 p.m. in Leacock 116. |
Women’s Union Important. General Meeting at 6 pm, Union room 423. Speaker on “Importance of deciding basic goals of the Women’s Union.” Everyone, old, new and those interested, please attend. |
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Film Society Last meeting of the term for all members. All managers are required to be present. 6:00 sharp, Union room 434. |
Canadian University Students Overseas CUSO presents “Guess Who’s Coming to Breakfast” at 7 pm, Newman Centre, 3484 Peel. Find out about CUSO here and overseas. Everyone welcome. |
1.Where can you probably find this text?
A. In a school magazine B. In a national paper.
C. In a guide book. D. In a university daily newspaper.
2.If you are interested in arts, where would you go for a visit?
A. Leacock 116. B. Union room 423.
C. Union room 108. D. Newman Centre, 3484 Peel.
3. Which of the following is the name of a play?
A. Blazing Saddles.
B. Guess Who’s Coming to Breakfast.
C. Importance of deciding basic goals of the Women’s Union.
If you ask people to name one person who had the greatest effect on the English language, you will get answers like “Shakespeare,” “Samuel Johnson,” and “Webster,” but none of these men had any effect at all compared to a man who didn’t even speak English—William the Conqueror.
Before 1066, in the land we now call Great Britain lived peoples belonging to two major language groups. In the west-central region lived the Welsh, who spoke a Celtic language, and in the north lived the Scots, whose language, though not the same as Welsh, was also Celtic. In the rest of the country lived the Saxons, actually a mixture of Anglos, Saxons, and other Germanic and Nordic peoples, who spoke what we now call Anglo-Saxon (or Old English), a Germanic language. If this state of affairs had lasted, English today would be close to German.
But this state of affairs did not last. In 1066 the Normans led by William defeated the Saxons and began their rule over England. For about a century, French became the official language of England while Old English became the language of peasants. As a result, English words of politics and the law come from French rather than German. In some cases, modern English even shows a distinction (区别) between upper-class French and lower-class Anglo-Saxon in its words. We even have different words for some foods, meat in particular, depending on whether it is still out in the fields or at home ready to be cooked, which shows the fact that the Saxon peasants were doing the farming, while the upper-class Normans were doing most of the eating.
When Americans visit Europe for the first time, they usually find Germany more “foreign” than France because the German they see on signs and advertisements seems much more different from English than French does. Few realize that the English language is actually Germanic in its beginning and that the French influences are all the result of one man’s ambition.
1. The two major languages spoken in what is now called Great Britain before 1066 were
________.
A. Welsh and Scottish B. Nordic and Germanic
C. Celtic and Old English D. Anglo-Saxon and Germanic
2. Which of the following groups of words are, by inference, rooted in French?
A. president, lawyer, beef B. president, bread, water
C. bread, field, sheep D. folk, field, cow
3.Why does France appear less foreign than Germany to Americans on their first visit to
Europe?
A. Most advertisements in France appear in English.
B. They know little of the history of the English language.
C. Many French words are similar to English ones.
D. They know French better than German.
4.What is the subject discussed in the text?
A. The history of Great Britain.
B. The similarity between English and French.
C. The rule of England by William the Conqueror.
D. The French influences on the English language.
The easy way out isn’t always easiest. I learned that lesson when I decided to treat Doug, my husband of one month, to a special meal. I glanced through my cookbook and chose a menu which included homemade bread. Knowing the bread would take time, I started on it as soon as Doug left for work. As I was not experienced in cooking, I thought if a dozen was good, two dozen would be better, so I doubled everything. As Doug loved oranges, I also opened a can of orange and poured it all into the bowl. Soon there was a sticky dough (面团) covered with ugly yellowish marks. Realizing I had been defeated, I put the dough in the rubbish bin outside so I wouldn't have to face Doug laughing at my work, I went on preparing the rest of the meal, and, when Doug got home, we sat down to Cornish chicken with rice. He tried to enjoy the meal but seemed disturbed. Twice he got up and went outside, saying he thought he heard a noise. The third time he left, I went to the windows to see what he was doing. Looking out, I saw Doug standing about three feet from the rubbish bin, holding the lid up with a stick and looking into the container. When I came out of the house, he dropped the stick and explained that there was something alive in our rubbish bin. Picking up the stick again, he held the lid up enough for me to see. I felt cold. But I stepped closer and looked harder. Without doubt it was my work. The hot sun had caused the dough to double in size and the fermenting yeast (酵母) made the surface shake and sigh as though it were breathing. I had to admit what the ‘living thing’ was and why it was there. I don’t know who was more embarrassed by the whole thing, Doug or me.
1.The writer’s purpose in writing this story is ________.
A. to tell an interesting experience
B. to show the easiest way out of a difficulty
C. to describe the trouble facing a newly married woman
D. to explain the difficulty of learning to cook from books
2.Why did the woman’s attempt at making the bread turn out to be unsuccessful?
A. The canned orange had gone bad.
B. She didn’t use the right kind of flour.
C. The cookbook was hard to understand.
D. She did not follow the directions closely.
3.Why did the woman put the dough in the rubbish bin?
A. She didn’t see the use of keeping it
B. She meant to joke with her husband.
C. She didn’t want her husband to see it.
D. She hoped it would soon dry in the sun.
4.What made the dough in the rubbish bin look frightening?
A. The rising and falling movement.
B. The strange-looking marks.
C. Its shape.
D. Its size.
5.When Doug went out the third time, the woman looked out of the window because she was ________.
A. surprised at his being interested in the bin
B. afraid that he would discover her secret
C. unhappy that he didn't enjoy the meal
D. curious to know what disturbed him
