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:在错的词下划一横线，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。
When I was in the seventh grade, I was too naughty that I had difficulty behave myself. My heart was in the right place, and I couldn’t always follow the rules. I played many trick on my schoolmates. As the result, I repeatedly sent to the office of the headmaster. Although I hated going to there, I didn’t hate the headmaster, who was kind and patience. When I got called to the headmaster’s office for the sixth time, I have no idea what I had done. There he told me, “I’ve heard you’ve been behaving really well lately. I want you to know how proudly I am of you.”
As we know, prolonged sitting has been linked to cancer, diabetes (糖尿病) and speeding up ageing. However, standing for long periods of time might not be good 1. you either, according to a new study 2. (publish) last year.
In the 12-year-long study, researchers looked at the workplace habits of 7,000 participants in Ontario Canada and 3. (find) that those who stood at work were twice as likely 4. (catch) heart disease in comparison to those who spent the day sitting down.
Standing for hours on end increases the pressure in the veins (血管), 5. might contribute to the increased risk of heart disease. Prolonged standing has also been linked to chronic back pain and musculoskeletal disorders in the legs.
6. is suggested that employers should focus on wellness programs that target those who are subjected to prolonged periods of standing just as they would target daily 7. (smoker). Those who cannot avoid standing at work should 8. (regular) stretch during breaks to ease the muscles.
With studies 9. (suggest) both sitting and standing for long periods of time carry health risks, perhaps the 10. (solve) is to alternate between the two.
It used to be an American tradition: as soon as school let out for the summer, many teens ______ their fast food uniform or grocery store apron and went to ______ at a summer job. But the ______ that seemed routine for people of the ______ is becoming a rarity.
When Pew ______ the average employment rates of ______ during summer months between 1948 and 2018, it found that the number of teens who do summer jobs has ______ in recent decades. In 1974 and 1984, over 55 percent of teens between the ages of 16 and 19 held jobs during July. ______ that number fell to just below 45 percent in 2004 — and by 2018, things were even ______, with only 31.6 percent of teens ______ during the summer.
Pew notes that the ______ a teen is, the less likely he is to ______ a job. Last summer, 20 percent of 16-and 17-year-olds had jobs and 43.6 percent of 18-and 19-year-olds were employed.
Why aren’t kids ______ more work? It’s tricky. Pew cites falling youth employment over time, but notes that other ______ like early school schedules and the rise of ______ summer internships (实习) might be to blame. And the Bureau of Labor Statistics does not ______ unpaid internships as employment, so all the teens doing internships aren’t being counted in these estimates (估算).
But ______ summer employment doesn’t just mean more time to______ with friends. It can have ______ effects on teens who don’t get a ______ to build their job skills, says Andrew Sum, a youth employment expert. He told the Pew Charitable Trusts’ Christine Vestal that for every year teens work, they can expect a 14 to 16 percent rise in their income during their twenties.
1.A. put on B. take off C. put away D. throw away
2.A. play B. work C. volunteer D. compete
3.A. progress B. movement C. experience D. application
4.A. time B. past C. bottom D. country
5.A. kept B. raised C. reduced D. examined
6.A. men B. women C. teenagers D. graduates
7.A. fallen B. remained C. doubled D. averaged
8.A. So B. Or C. For D. But
9.A. safer B. worse C. stranger D. prettier
10.A. mentioned B. employed C. encouraged D. challenged
11.A. cleverer B. stronger C. happier D. younger
12.A. find B. finish C. abandon D. create
13.A. offering B. getting C. producing D. avoiding
14.A. titles B. events C. issues D. accidents
15.A. unpaid B. shared C. remote D. traditional
16.A. report B. discuss C. count D. organize
17.A. coming up with B. looking forward to C. skipping out on D. making fun of
18.A. cooperate B. celebrate C. grow up D. hang out
19.A. real B. rapid C. instant D. temporary
20.A. course B. change C. choice D. chance
Taking a vacation with friends could turn out to be the getaway of a lifetime or one that’s a total disaster. How do you make sure the trip is a success? 1.. Here are some tips on planning a vacation with friends that’s memorable in the right kind of way.
Establish expectations first
You may think that you and a friend have the same idea of a holiday because you both want to go to the beach, but you might be interested in relaxing while your friend is looking forward to going to nightclubs. 2. or you are setting yourself up for conflict.
Have an itinerary (旅行路线)
When traveling with others, set an agenda ahead of time to avoid any last-minute, tense negotiation. Either work with a travel adviser to create the itinerary or delegate (委派) one person in the group for the job — it should show when activities start, and how long and what exactly they are. 3..
Build in some space
You don’t have to spend all your time with your friend. 4.. Order room service for breakfast one day or plan other meals and a few tours for just you and your family. But it’s best to schedule these ahead of time — not when you feel that you cannot spend another minute together.
5.
Deciding who is paying for what and how it will be tracked should be discussed before your trip. You can end up with one person who doesn’t drink feeling angry that they are splitting the bills with people who order expensive bottles of wine, and this is the kind of anger that can destroy a friendship.
A. Choose the ways to treat friends
B. Figure out money matters first
C. Make sure you understand each other’s ideas of vacation
D. In fact, taking breaks makes your time together more enjoyable
E. Different ways to parent may not matter at home but can be obvious on vacations
F. It’s all about choosing the right travel partners and going in with some ground rules
G. And everything should be optional, so whoever isn’t interested doesn’t have to join
Analogical ability — the ability to see common relations between objects, events or ideas — is a key skill that underlies human intelligence and differentiates humans from other apes.
While there is considerable evidence that preschoolers can learn abstract relations, it remains an open question whether infants (婴儿) can as well. In a new Northwestern University study, researchers found that infants are capable of learning the abstract relations of sameness and difference after only a few examples.
“This suggests that a skill key to human intelligence is present very early in human development and that language skills are not necessary for learning abstract relations,” said lead author Alissa Ferry, who conducted the research at Northwestern.
To trace the origins of relational thinking in infants, the researchers tested whether seven- month-old infants could understand the simplest and most basic abstract relation — that of sameness and difference between two things. Infants were shown pairs of items that were either the same — two Elmo dolls — or different — an Elmo doll and a toy camel — until their looking time declined.
In the test process, the infants looked longer at pairs showing the novel (新奇的) relation, even when the test pairs were composed of new objects. In other words, infants who had learned the same relation looked longer at test pairs showing the different relation during the test. This suggests that the infants had noticed the abstract relation and found when the relation changed.
“We found that infants are capable of learning these relations,” said Ferry, now doing post-doctoral research at the International School for Advanced Studies in Italy. “Additionally, infants exhibit the same patterns of learning as older children and adults — relational learning benefits from seeing multiple examples of the relation and is blocked when attention is drawn to the individual objects composing the relation.”
Susan Hespos, a co-author of the study and associate professor of psychology at Northwestern’s Weinberg College of Arts and Sciences, said, “We show that infants can form abstract relations before they learn the words that describe relations, meaning that relational learning in humans does not require language and is a fundamental human skill of its own.”
1.How do the infants show they recognize the sameness or difference between two things?
A. By looking at the difference longer.
B. By describing the difference happily.
C. By smiling at the difference.
D. By crying at the difference loudly.
2.What does the underlined word “fundamental” (in the last paragraph) mean?
A. Basic. B. Evident. C. Useful. D. Complicated.
3.What can we infer from the passage?
A. Apes have analogical ability.
B. Infants have difficulty gaining analogical ability.
C. Scientists have done little research on analogical ability.
D. Infants learn words later than analogical ability.
4.What is the passage mainly about?
A. Evidence on preschoolers’ abstract learning.
B. Infants born with analogical ability.
C. Human skills related to analogical ability.
D. A skill key to human intelligence.
“Everything happens for the best,” my mother said each time I faced disappointment or even depression. “If you carry on, one day, something good will happen. And you’ll realize that it wouldn’t have happened if not for that previous disappointment.”
Mother was right, but I didn’t realize that until I graduated from college in 1932. I had decided to try for a job in radio and then work my way up to be a sports announcer. I hitchhiked (搭顺风车) to Chicago and knocked on the door of every station — and got turned down every time. In one studio, a kind lady told me that in most cases, big stations couldn’t risk hiring an inexperienced person. “Go out in the remote areas and find a small station that’ll give you a chance,” she said. I went back home to Dixon, Illinois.
While there were no radio-announcing jobs in Dixon, my father said Montgomery Ward had opened a store and wanted a local athlete to manage its sports department. Since Dixon was where I had played high school football, I applied. The job sounded just right for me.
But I wasn’t hired. My disappointment must have shown. “Everything happens for the best.” Mom reminded me. Dad offered me the car to hunt for jobs. I tried WOC Radio in Davenport, Iowa. The program director, a wonderful Scotsman named Peter MacArthur, told me they had already hired an announcer.
As I left his office, my frustration boiled over. I asked aloud, “How can a fellow get to be a sports announcer if he can’t get a job in a radio station?” I was waiting for the elevator when I heard MacArthur calling, “What was that you said about sports? Do you know anything about football?” Then he stood me before a microphone and asked me to broadcast an imaginary game. The preceding autumn, my team had won a game in the last 20 seconds with a 65-yard run. I did a 15-minute boost to that play, and Peter told me I would be broadcasting Saturday’s game!
On my way home, as I have had many times since, I thought of my mother’s words, “If you carry on, one day, something good will happen. It wouldn’t have happened if not for that previous disappointment.”
1.Which of the following statements is NOT true?
A. The author graduated from college in the 1930s.
B. The author’s dream job was a sports announcer.
C. The author was refused by every radio station across the country.
D. The author was considered unqualified because of his lack of experience.
2.What does the underlined phrase “boil over” (in paragraph 5) most probably mean?
A. To pass on some evil emotions. B. To become overwhelming.
C. To be turned into calmness. D. To break down.
3.What can be inferred from the passage?
A. The author was given a car by his father after he failed his first-ever job interview.
B. The author’s mom always advised him to learn from his failures.
C. Peter MacArthur, the program director of WOC Radio, turned down the author for his lack of flexibility.
D. Peter MacArthur was able to recognize the talent of the author as a sports announcer.
4.What lesson can be drawn from the author’s experience in the passage?
A. When in Rome, do as the Romans do.
B. Practice makes perfect.
C. No pain, no gain.
D. The early bird catches the worm.
