下面短文中共有10处语言错误，请在有错误的地方增加、删除或修改某个单词。
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限一词；
2、只允许修改10处，多者（从第11处起）不计分。
The other day, it was my birthday and I was looking forward to see my friends. We were meeting at a my favorite Italy restaurant. I was exciting and got to the restaurant at exactly 7 o’clock. I looked around for a familiar face but failed. Still, I decided to wait for him patiently. The restaurant quickly filled up with customer, but none of them were my friends. I called Lily, but she didn’t answer. I felt lonely and sadly. My friends had forgotten my birthday. I went home, opened the door and walk into the dark house. Suddenly the lights went off and my friends jumped up and shouted “Surprise!” They hadn’t forgotten, it was the best birthday ever.
语法填空
My experience of teaching students was a wonderful adventure. I had to deal with various challenges again and again.
The 1. (great) part of it was the relationship I developed with two students. One of the students was Michael, 2. I met when I was working for a kindergarten. Before I became a morning bus assistant, I 3. (hear) that Michael was a student who would always shout, stand up on the bus, make fun 4. other students, and distract the bus driver. So I decided that each morning, 5. he got on the bus, I'd have Michael sit beside me. At first he didn't like this idea. But soon he settled down, 6. (know) he had no choice. I began to talk to him about little things outside of school life, such as his weekend 7. (activity) and things that he liked to do. I also listened 8. (close) to him. As I gave Michael the attention that he needed, little by little, he began to behave better and better.
Another student I took a special interest in was a boy 9. (name) Tony, a third grader. To some degree, Tony seemed to be a slow or passive learner. So I decided to see if I could find a way to encourage Tony 10. (stay) at the task. Before long, he was paying more attention to his studies and scored high in all tests.
The Write Feeling
Growing up in a military family, I moved a lot. I mostly went to ______ with other kids whose parents were also in the military. But when my dad ______ from the Marines after twenty years of service, I found myself ______ a civilian school with twelve-year-olds who shared no similar life experience with me.
I was a stranger in a strange land. Everyone in my class had grown up together, and they had no ______ to spare for a newcomer. I wore different clothes, had different thoughts, and spoke with an accent. I ______ for the first few weeks of school. I had no friends, no activities, and no ____ of a bright future. To deal with it all, I began ______ in my diary every day—stories of adventure, of old friends, of feelings that I could not speak. I wrote as if my life depended on it, as if the very next breath I took could not happen ______ I wrote down words.
One day, my teacher, Mrs. Bush, came to me and asked why I always sat there writing instead of playing with others. I told her I enjoyed writing and ______ writing to playing. She smiled at me and walked away. About three weeks later, Mrs. Bush gave us a writing assignment. I was ____ that I could now participate in something I knew I excelled in.
That night I worked and worked on the essay. I wrote with great ______. It was my one chance to feel important and ______ by the class.
A few days after we handed in our assignments, Mrs. Bush called me up to the ______ of the classroom. I stood before thirty pairs of eyes looking at me, and I got ______. Was I in trouble? Did I do something wrong?
Then Mrs. Bush told the class how much she ______ all the work that went into the essay and everyone had done a great job. But, she said, one student stood ______ as an excellent writer, one with imagination, creativity, and word mastery. That student was me!
The class clapped politely and Mrs. Bush handed me my paper, with the following ______ on it: “Malinda, you are an excellent writer. You fill your paper with the breathings of your heart. Please keep on writing and share your ______ of writing with the world. I am proud of you and glad you are in my class.”
Mrs. Bush helped me feel a sense of ______, a place of purpose, and a way to survive a transition in life. She helped me gain ______ in myself that stayed with me beyond sixth grade.
1.A. church B. school C. war D. work
2.A. separated B. withdrew C. quit D. retired
3.A. visiting B. attending C. running D. leaving
4.A. idea B. plan C. chance D. room
5.A. struggled B. played C. laughed D. exercised
6.A. memory B. control C. promise D. need
7.A. reading B. drawing C. writing D. copying
8.A. unless B. once C. while D. when
9.A. compared B. applied C. turned D. preferred
10.A. astonished B. satisfied C. excited D. embarrassed
11.A. anxiety B. curiosity C. wonder D. passion
12.A. impressed B. accepted C. challenged D. rejected
13.A. front B. corner C. door D. outside
14.A. annoyed B. disappointed C. worried D. surprised
15.A. appreciated B. expected C. recognized D. enjoyed
16.A. out B. up C. by D. off
17.A. descriptions B. remarks C. suggestions D. accounts
18.A. advantage B. purpose C. gift D. idea
19.A. responsibility B. belonging C. devotion D. relief
20.A. interest B. imagination C. creativity D. confidence
I was the fool at school, regarded as a special needs student. I was termed as such, obviously, because I was not interested in school and did not care for my _______.
Over time, I started to believe in my stupidity. I _______ the fact that I was in special needs classes and poured it out as anger and depression. But one activity _______ this view of myself chess.
I started to play chess with my father after school simply because I wanted to _______ him at something. My father was a _________ man, fond of physics, writing, religion…, almost every _______. He was called a walking dictionary. So, winning in chess against my father would be a _______ that I had intellectual power. On the small chessboard, I had a chance to _______ my so-called inability.
Game after game, I wanted to beat my father even more. I started to study chess books and play against a chess computer to _______ my skills. One weekend, I finally checkmated(将杀) my father on a ferry ride, which made me feel ________.
Two years later, I became the second board on my school chess team, with our top board being the best high school player in the state. But before the tournament season, our top player ________ to come. There came my chance to play as top board against the best players in other states.
I was determined to show who I had become: a(n) ________ person able to win with calculation, logic and will. My most ________ game came in the final round. Our team was facing a high school which only excellent students attended. It was ________ a match between a special needs student and a smart soul. My opponent(对手) was playing well and kept ________ while I kept defending to keep my king safe. He spent long trying to break down my defenses, but could not find the final push. I ________ with more defensive moves, trying to make it as difficult for him as possible. With little ________ left, he started to make rapid moves. ________ he could make the final decision, he ran out of time. Honestly, as his clock flag fell, I jumped up out of my seat and kissed the floor out of excitement. Of course it was not the most sportsmen—like ________, but I could not control my emotions.
While holding my winner’s cup, I knew I was not ________. The inferiority complex (自卑感) had melted away, and I realized that underneath our thoughts, each person is a genius.
1.A.habits B.grades C.plans D.benefits
2.A.noticed B.explained C.accepted D.ignored
3.A.changed B.supported C.questioned D.showed
4.A.please B.comfort C.beat D.disturb
5.A.smart B.strict C.quiet D.strong
6.A.method B.topic C.event D.field
7.A.dream B.lesson C.theory D.sign
8.A.prove B.expose C.overcome D.promote
9.A.teach B.sharpen C.choose D.invent
10.A.overjoyed B.disappointed C.puzzled D.interested
11.A.promised B.managed C.happened D.failed
12.A.brave B.lucky C.active D.intelligent
13.A.terrible B.memorable C.dangerous D.popular
14.A.normally B.possibly C.actually D.partly
15.A.attacking B.smiling C.pausing D.escaping
16.A.returned B.quit C.won D.exchanged
17.A.patience B.time C.energy D.wisdom
18.A.Once B.Until C.Before D.Unless
19.A.spirit B.thought C.comment D.behavior
20.A.proud B.stupid C.bright D.lazy
How to Become a Top Student
Successful students use different techniques(技巧)to study，which brings them more success.1.Here are the four techniques almost all topper forming students use.
They are regular. Almost all successful students study regularly，because they know “what you give is what you get”．If you put in regular hours of studying，then you will learn more and get better grades.2.This will help you to study regularly.
They have clear goals. All topper forming students have definite，specific goals.3.They motivate(激发)you and drive you to study more. But make sure that you do not get carried away. Set realistic goals which can challenge(挑战)you，but do not seem impossible or too difficult to achieve.
They study without pressure(压力)．Successful students study a lot. But they study without putting strain on themselves. Most students make the mistake of studying too hard or studying continuously for a long time.4.Studying should be done in a balanced manner. Take a break for a few minutes，after studying for 30 or 45 minutes. Relax，walk around your room or house，or drink some water and return to studying. Such short breaks will refresh your brain and you will learn more.
5.Studying is not something you do just because your parents ask you to do it. It's actually very important for you. Studying gives you knowledge and skills that will remain with you for the rest of your life. It gives you the ability to get a job and earn money. And successful students recognize the value of studying well.
A. This creates tension and actually slows down learning and memory.
B．But to score grade A in English，you should make well planned efforts.
C．Set aside some hours，each day or each week，for studying.
D．Having such goals gives you a purpose to study better.
E．Learn their techniques，and you will also join their rank.
F．They finish their homework on time.
G．They give importance to study.
Scientists, psychologists and English academics at Liverpool University have found that reading the works of the classical writers like Shakespeare and Wordsworth has a great effect on the mind, catches the reader’s attention and triggers moments of self-examination.
Using a special machine, they monitored the brain activity of 30 volunteers as they read works by William Shakespeare, William Wordsworth, T.S. Eliot and others.
In the first part of the research, the brain activity of 30 volunteers was monitored as they read passages from Shakespeare’s plays, including King Lear, Othello, Coriolanus and Macbeth, and again as they read the text rewritten in a simpler form or modern language.
While reading the common texts, normal levels of electrical activity were shown in their brains. When they read the works of Shakespeare, however, the levels of activity jumped because of his use of words which were unfamiliar to them. The result of the test showed that the more challenging passages cause a greater degree of electrical activity in the brain than the common ones.
Scientists went on to study the brain activity as it responded to each word and recorded how it lit up as the readers came across unusual words, surprising phrases or difficult sentences in the classical works. As a result, this lightening up process of the mind lasted longer than that when volunteers read common texts, encouraging further reading.
The research also found that reading poetry especially increases activity in the right hemisphere(半球) of the brain, an area connected with “autobiographical memory”, driving the readers to think carefully about their own experiences based on what they have read. The academics said this meant the classical works of literature are more useful than self-help books.
Philip Davis, an English professor who has worked on the study in the university’s magnetic resonance center, announced this week: “Classical literature acts like a rocket-booster（火箭加速器） to the brain, which provides extra power for the brain. You may never imagine how powerful it is. The research shows such kind of literature can create new thoughts and connections in the young and the old.”
1.The underlined word “trigger” in Paragraph 1 is closest in meaning to “______”.
A.depends on B.picks up
C.sets off D.changes into
2.Which of the following is NOT true about reading classical literature?
A.It makes readers’ brain more active than reading common texts.
B.It makes readers’ electrical activity of brain return to normal.
C.It’s helpful for readers to come up with new ideas.
D.It’s an activity that is suitable for people of all ages.
3.From the research, we can learn that ______.
A.the readers prefer Shakespeare’s works to the other writers’ works
B.the words of classical works make it hard for volunteers to read further
C.reading classical works produces a good and long-lasting effect on the mind
D.poetry increases left-brain activity more than other literary forms
4.What does the author mainly tell us in this passage?
A.Shakespeare’s plays deserve to be read.
B.Common books are unpopular anymore.
C.Poetry is best for developing people’s brain.
D.Classical works help the brain develop better.
