假定你是李华，几天前外教Joan 离任回英国，你为她在网上购买了一套陶瓷茶具作为礼物。她来邮件说已收到，很喜欢，不过发现有个杯子破了。请回邮件表达歉意，并请她发照片过来，由你和商家联系发。
注意：
1．词数100左右；
2．可以适当增加细节，以使行文连贯。
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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。每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：把多余的词用斜线(＼)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。
May I have you attention, please? I had something important to tell you. Our school will organize a visit the National Museum of China on Saturday morning, December 10. The National Museum of China, where lies to the east of Tiananmen Square, covers an area of about 70,000 square metre. We will gather at a school gate and starting out at 7:30 in the morning. Our visit starts at 8 o’ clock but it will last three hours. Please take up your notebooks and pens with you. In addition, during the visit, please keep quietly.
Do remember: 7:30, Saturday morning and the school gate. That’s all. Thank you.
How do native speakers truly feel when speaking with non-native English speakers? It seems that1.(break) English annoys them. However, they keep being really nice when speaking with non-native speakers. I wonder how they really feel when doing so.
I think it would depend2.the native English speakers. Some people are just3.(easy) annoyed.
Personally, I study Spanish. When I hear someone4.(attempt) English, I am patient with them because I know5.difficult it is to talk in a non-native tongue. I also know English is very difficult6.(learn), and that increases my respect for their efforts. I’m a patient person by nature.
The situation matters too. If I were waiting7.(table) on a super crowded day and really8.(need) to do about a dozen different things, I might become upset at having to wait for someone to struggle while ordering his meal.
There also exists the9.(possible) that what is considered as annoyance is not truly annoyance. I might frown (皱眉) while listening to a non-native speaker, 10.that would be because I am concentrating and listening hard to understand him. It wouldn’t mean I’m at all annoyed.
That was my first ballet performance and I was the lead role. A huge black curtain _______me from the crowd. My heart raced so rapidly that it would_______out of my chest. A rush of _______shot through my body when the music began and I took my_______at the center of the stage. I pushed off the floor as hard as I could and _______into the air. Then I started to come _______for my landing, preparing to jump again, and yet my foot _______I fell, face-first. For a moment I couldn’t _______, wondering if I should go on._______, trained for thousands of hours for twelve years, my muscles ignored the________of my mind and I ________myself back on my feet. I finished the part and left the stage. Bending over a table, I tried to________tears. I didn’t want to go back to finish the last twenty minutes. I didn’t ________the lead role.
Then came my teacher. “The________thing on stage is to fall. You’ve gotten it, so what’s left to________? Just go and give it all. ” Her words ________me. Minutes later, I went back onstage and completely let go of ________. I just danced, letting the music guide me through the movement.
Now, as a Principal Dancer, I often think about that performance. We fall when we try our hardest. There is no ________, only pride. Falling is________and sometimes it is easier just to stay on the________. But if we never get up, we never experience what it is like to fly.
1.A. covered B. hid C. protected D. drove
2.A. beat B. drop C. run D. shout
3.A. amazement B. excitement C. joy D. satisfaction
4.A. time B. turn C. place D. order
5.A. flew B. spun C. rose D. looked
6.A. out B. in C. down D. off
7.A. slipped B. stopped C. stepped D. advanced
8.A. think B. cry C. move D. believe
9.A. Therefore B. However C. Otherwise D. Instead
10.A. loss B. pain C. relief D. hesitation
11.A. found B. dragged C. accustomed D. allowed
12.A. dry up B. wipe out C. burst into D. fight back
13.A. play B. deserve C. get D. finish
14.A. unexpected B. awkward C. common D. worst
15.A. go B. do C. lose D. say
16.A. awoke B. enriched C. excited D. surprised
17.A. the music B. myself C. the teacher D. others
18.A. excuse B. fear C. benefit D. shame
19.A. shocking B. interesting C. rare D. terrible
20.A. spot B. road C. ground D. stage
How to be more creative every day
Creativity isn’t something you either have or don’t have. In fact, it is something like playing the saxophone.1.So read on to know how.
• Be more curious.
It’s important to seek out new viewpoints every day. 2.To involve this in your daily life, make sure to keep an open mind when you’re presented with an idea, and be curious as to what else is around the comer.
• Give yourself space.
Letting every piece of information into your brain drags you from being creative. Try to apply a level of space into your everyday life. 3.It helps to lead your thinking patterns away from potential distractions (潜在分心的事物), leaving much room to have creative ideas.
• Try something new.
Frequent thinking patterns, in effect, cause you to be more likely to think the same things or make the same decisions over and over unless you get out of your comfort zone. 4.Though not always easy, it does open up a whole new world of thinking!
•5.
Social media has created an environment where we’re constantly shown whether we’ve succeeded in the form of likes or comments, which leads us to doubt ourselves. However, creativity is a journey, and you’re learning every step of the way. Honestly, you’ll learn much more from that than a straight win anyway. So be confident and tell yourself you have already done well enough.
A. Learn from failure.
B. Remind yourself you’re good enough.
C. The 8 p. m. — 8 a. m. phone ban is a great way to begin.
D. Getting physical really helps to sort out your brain space.
E. But it’s not easy to feel or be automatically creative either.
F. Thus you can think and approach things from another angle.
G. Using your skills in a different area is a great way to think outside the box.
Scientists in Britain have managed to teach bumblebees(大黄蜂) to pull strings to get to food and then pass on what they have learned to others in their colony(群体)—showing a high level of intelligence despite their tiny brains.
Researchers at Queen Mary University of London said the experiments, often used to test the intelligence of apes (猿) and birds, showed for the first time that some insects are up to the task, and can also pass skills on through several generations.
The findings add to the evidence suggesting the ability for “culture spread” — the ability to learn and pass on knowledge and skills — may not be exclusive to humans.
In the research, published in the journal PLOS Biology on Tuesday, the scientists were able to train 23 out of a group of 40 bees to pull strings with their legs and feet.
The strings were attached to discs — or artificial “flowers” — containing food at their center but placed under a transparent screen. The bees, spotting the food beneath the screen, learned to pull the “flowers” out by pulling the string with their legs and feet to be able to get to it.
From another group of bees given the chance to solve the task without any training, only two of 110 were successful.
Another group of bees was then allowed to observe the trained bees pulling the strings, and 60 percent of them successfully learned the skill. Finally, trained bees were put in colonies, and the scientists found the technique spread successfully to a majority of the colony’s worker bees.
Lars Chittka, a Queen Mary University professor who guided the project, said the team is interested in figuring out the brain processes behind the bees’ learning and teaching skills.
1.What does the underlined word “exclusive” in Paragraph 3 probably mean?
A. Ordinary. B. Unique. C. Beneficial. D. Widespread.
2.What did the researchers find about bees?
A. Bees learn best in insects.
B. Bees are as clever as birds.
C. Bees are born good learners.
D. Bees can be trained to learn skills.
3.What may the research team focus on next?
A. What else bees can do. B. Where bees learn skills.
C. How bees teach others. D. How bees’ brain work.
4.What may be the best title for the text?
A. Small bees, great abilities B. Bees can learn and teach
C. Bees are smarter D. Let bees learn
