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。
As everybody know, parents are worried too much about their child, especially when the young meet with challenges. So do my parents. They are even more nervous than I when a important test is coming. I have been thinking about talked to them. I’ll let them know I have a goal and will work hard to achieve them. When they are convincing that I’ll be responsible for that what I should do, they surely won’t feel worried. Please keep in mind that our parents love us unconditional. I hope my thought can be helpful to you in dealing the relationship with your parents.
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
Every Wednesday at 7 pm, a group of running enthusiasts from different countries gather at a bar in Shanghai before setting 1. on their 5-kilometer run. But this is no ordinary run. These people 2. (arm) with trash (垃圾) bags. The members of this group don’t simply run for the sake of good health. They do it for the sake of the Earth 3.well.
Called “plogging”, this new fitness activity originated in Sweden in 2016 and was introduced to Shanghai in 2018. The term is a combination of the words “jogging” and “plocka upp”, 4. means “pick up” in Swedish.
By the summer of 2018, just a few months after Trash Running China was founded, 5. (it) WeChat group had grown to include more than 400 runners. To make the activity more fun for both 6. (newcomer) and regular ploggers, Trash Running China also 7. (frequent) organizes longer weekend runs in the suburban areas. “We want more people to hold small ‘plogging’ groups and have a 8. (responsible) to organize trash running activities in their own neighborhoods,” says Eisenring, who founded Trash Running China. “ ‘Plogging’ is a way 9. (know) the people and the city a bit more,” says Robbin Trebbe, one of the 10. (late) runners to join the group.
Every year, the fifth graders at Brookstone Elementary went on a field trip to Washington, DC. Terence ______ the exciting trip, and was ______ to go next year.
Terence asked his parents ______ if they would pay for half of the trip if he earned the other half of the money himself. His parents ______. He had almost a year to earn $150. His first ______ was to earn money baby-sitting, and he typed a nice letter ______ that he would baby-sit during his neighbors’______. He named a few afternoons available and said he would ______ $1 per hour per child. After five baby-sitting ______, he earned $45.
When the ______ weather arrived, Terence knocked on his neighbors’ doors to ask if they needed help with ______ work. He helped with mowing (修剪) and weeding gardens. After the summer was over, he earned $75. When the fall arrived, he counted his money and ______ that he still needed $40 for his trip. Soon his mom saw a(n) ______ for a job for him. He got a job ______ newspapers every Wednesday afternoon, making 5 cents for every paper, $10 ______ each Wednesday. It wasn’t long before he had ______ money to go on the trip to Washington, DC. He was _____ in time. The class trip was on October 15. His mom and dad gave him a check for the $150 they ______ him. What a great feeling! He helped ______ the cost of his trip.
This experience ______ Terence in many ways, making his dream a reality with great efforts.
1.A. prepared for B. laid out C. referred to D. heard about
2.A. dying B. grateful C. lucky D. proud
3.A. curiously B. casually C. anxiously D. briefly
4.A. submitted B. agreed C. bargained D. refused
5.A. idea B. job C. conclusion D. suggestion
6.A. declaring B. confirming C. showing D. saying
7.A. stay B. company C. interaction D. absence
8.A. pay B. spend C. charge D. donate
9.A. negotiations B. sessions C. attempts D. interviews
10.A. warm B. fine C. unusual D. changeable
11.A. yard B. paper C. school D. volunteer
12.A. admitted B. determined C. complained D. insisted
13.A. directory B. permit C. advertisement D. email
14.A. editing B. updating C. printing D. delivering
15.A. at once B. on time C. after all D. in total
16.A. extra B. much C. enough D. easy
17.A. just B. even C. ever D. still
18.A. owed B. lent C. promised D. ordered
19.A. count B. cover C. estimate D. reduce
20.A. astonished B. shaped C. excited D. impressed
Some people put their bicycles away once they learn how to drive a car. For many people, bicycling is not just an easy way of getting around town but also an exciting sport. 1..
One kind of race is the time trial. Each racer leaves the starting line at a different time and heads hard for the finish line. The cyclist who covers the distance in the shortest amount of time wins the race. 2., because the bicycles are spread out and are not likely to run into each other.
Another kind of race is more difficult. A few city blocks are closed to traffic. Then all the racers line up in a tight pack and begin racing at the same time. 3.. The race requires more than speed. It also requires skillful handling of the bicycle as it runs at full speed around other bicycles. The racer who completes all the laps first is the winner.
4.. Racers have to cover anywhere from 35 miles to almost 3,000 miles. The race course may be a straight stretch of road or a long series of roads across the country. The prize goes to the first person who crosses the finish line.
Between races cyclists stay in condition by doing exercise that builds their strength so that they can keep riding for long periods of time. 5., they often join bicycling groups and become licensed racers. Then they can enter special races all over the country. If you’re a cyclist, keep practicing. You could become a star.
A. As cyclists become more experienced
B. A time trial is a very safe race for beginners
C. Serious cyclists often arrange to take part in races
D. Road races are usually the longest cycling contests
E. Most people will seize possible chances to get around town
F. They cover many laps, going around and around the city blocks
G. When cyclists still need to build themselves up for those special races
If maths is the language of the universe, bees may have just uttered their first words. New research suggests these busybodies of the insect world are capable of addition and subtraction (减法)—using colors in the place of plus and minus symbols.
In the animal kingdom, the ability to count—or at least distinguish between differing quantities—isn’t unusual: It has been seen in frogs, spiders, and even fish. But solving equations (方程式) using symbols is rare, so far only achieved by famously brainy animals such as chimpanzees and African grey parrots.
Building on previous research that says the social insects can count to four and understand the concept of zero, researchers wanted to test the limits of what their tiny brains can do.
Scientists trained 14 bees to link the colors blue and yellow to addition and subtraction, respectively. They placed the bees at the entrance of a Y-shaped maze (迷宫), where they were shown several shapes in either yellow or blue. If the shapes were blue, bees got a reward if they went to the end of the maze with one more blue shape (the other end had one less blue shape); if the shapes were yellow, they got a reward if they went to the end of the maze with one less yellow shape.
The testing worked the same way: Bees that “subtracted” one shape when they saw yellow, or “added” one shape when they saw blue were considered to have aced the test. The bees got the right answer 63% to 72% of the time, depending on the type of equation and the direction of the right answer—much better than random guesses would allow—the researchers report today in Science Advances.
Though the results came from just 14 bees, researchers say the advance is exciting. If a brain about 20,000 times smaller than ours can perform maths using symbols, it could pave the way to novel approaches in artificial intelligence (AI) and machine learning. Just don’t ask the bees to do your homework anytime soon.
1.Why do the scientists conduct the research?
A. To teach them maths. B. To test the power of tiny brains.
C. To explain the meaning of colors. D. To get access to machine learning.
2.What does the underlined word “aced” in Paragraph 5 probably mean?
A. Given up. B. Entered for.
C. Got through. D. Checked over.
3.What might the research make contributions to?
A. Language acquisition. B. Arithmetic learning.
C. Protection of animals. D. Development of AI.
4.What can be the best title for the text?
A. Bees “Like” Counting
B. Bees “Tell” Colors Apart
C. Bees “Perform” Maths Using Shapes
D. Bees “Get” Addition and Subtraction
AUSTRALIAN adults want to see “life skills” introduced into school curriculums, including money management, job preparation and domestic tasks. New research from Monash University showed Aussie adults also widely supported the inclusion of technology, coding and artificial intelligence subjects to student curriculums to prepare them for future jobs.
Co-author Professor Neil Selwyn, from Monash’s new Education Futures think tank, said the survey results of more than 2,000 Australians had taken himself and Dr Deana Leahy by surprise. “The life skills—I wasn’t expecting that at all,” he said. Those quizzed were asked to rate the value of a list of subjects already in the curriculum, but were also given an open space to write what they think should be included. Prof. Selwyn said people called for schools to teach financial skills, budgeting, cooking and doing taxes. “You could argue that these are things people should be learning themselves, or learning from their families,” Prof. Selwyn said. “But we’ve got to be thinking forward in terms of the skills people will need for jobs and their ways of living.”
One respondent said schools should introduce a “contemporary life skills” subject: “A compulsory 1-hour a week class on skills needed that parents seem continually unable to teach their kids.” Suggestions for the class included resume writing, filing tax returns and health claims. Another respondent called for students to be taught “general life skills as unfortunately not enough kids will have parents to actually be bothered to educate them or simply parents don’t know themselves”.
Of the subjects, maths was the highest ranked (75.5 percent), followed closely by English (74.8 percent). And while science was the third highest ranked subject (46.2 percent), it was more strongly supported by those who earned higher wages and were university educated compared to lower income earners.
Aspects of school life considered least important were students having fun, learning about things that interested them and being given the opportunity to be creative.
1.Why did the adults suggest adding “life skills” to school curriculums?
A. To vary school curriculums.
B. To enrich students’ school life.
C. To prepare students for future work and life.
D. To save parents the trouble of educating kids.
2.What did Prof. Selwyn think of the adults’ suggestions?
A. Reasonable. B. Ridiculous.
C. Interesting. D. Impractical.
3.What does Paragraph 3 focus on?
A. Differences of school subjects. B. Reasons for the school survey.
C. Opinions from the surveyed. D. Investigations of the respondents.
4.What can we know from the text?
A. The present curriculums are to adults’ taste.
B. Contemporary life skills involve resume writing.
C. Students’ interests have been greatly promoted.
D. The parents quizzed think highly of school life
