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。
On the five floor of my building lives an active elderly lady. She treats others kind and often makes quilts for them. She once makes one for me because my back problems. When she is free, she collects plastic bottle as well as waste paper and metal along the nearby streets, where she sells for money. When she walks, she looks as if she is in a great pain. It hurts me to watch her walk, but I always try to help her. I often send her some food cook by myself in the morning. It is a little thing I do to helping out.
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，并将答案填写在答题卡。
Developing table manners 1. (be) one of the earliest steps parents can take in teaching and showing good behavior to their children. Compared with families that seldom eat together, families that eat together most days of the week tend to be 2. (healthy).
Experts hold the belief 3. teaching table manners can start when the child is eating independently out of the high chair or old enough to sit at the table. Table manners 4. (teach) in the early stages include teaching kids to avoid reaching across the table, eat from their own plate, and say please and thank you.
Family meals provide good chances 5. (show) and teach good manners. Kids can be taught to politely say it when they don’t like something. Also, young kids often can’t sit the whole meal, but can learn to properly dismiss 6. (they), rather than interrupt the meal. Besides, never correct manners in 7. inappropriate way and explain to kids why you practice manners, such as why we chew 8. our mouth closed. In 9. (add), everyone at the table should be allowed to be part of a positive conversation. Keep it lighthearted and 10. (interest) and talk about positive things at the table.
Since the age of three, Chelsie Hill had dreamed of becoming a dancer. That ________ nearly ended one night in 2010.Hill, then a 17-year-old high school student in California ________ a car accident that put her in the hospital for 51 days and left her paralyzed (瘫痪的) from the waist down. For most people, that would have ________ any hope of a dancing career. For Hill, it was the beginning. Far from being a(n) ________ , her wheelchair encouraged her. “I wanted to ________ to my community-and to myself-that I was still ‘normal’,” she said. “Whatever normal meant.”
Normal for her meant dancing. ________, Hill did it in her wheelchair right alongside her non-disabled high school dance team. “Half of my body was ________ me, and I have to move it with my hands,” Hill said. “It ________ took a lot of learning and patience.” After graduation, Hill wanted to expand her dance network to ________ women like her. She met people online who had suffered various spinal cord (脊髓) injuries but shared her ________, and she invited them to dance with her. ________ to reach more people in a larger city, Hill moved to Los Angeles in 2014 and ________ a team of dancers with disabilities she calls the Rollettes.
Hill has ________ what many of us never will: her childhood dream. And for many of her ________, it was the first time they’d felt a sense of ________. They say that being part of the Rollettes team has made them more ________.
The dancers aren’t the only ones feeling ________. One woman saw a YouTube video of the team competing and commented, “You are so ________! To be in a wheelchair and still be so beautiful ________ that I can be beautiful too! I’m really very ________ to you!”
1.A.choice B.interest C.ambition D.experience
2.A.avoided B.reported C.suffered D.witnessed
3.A.stolen B.started C.changed D.broken
4.A.barrier B.excuse C.failure D.embarrassment
5.A.stick B.mention C.relate D.prove
6.A.However B.Therefore C.Instead D.Meanwhile
7.A.held on to B.taken away from C.given back to D.knocked out of
8.A.certainly B.strangely C.deliberately D.approximately
9.A.satisfy B.include C.comfort D.acknowledge
10.A.determination B.wisdom C.freedom D.value
11.A.Agreeing B.Offering C.Hoping D.Managing
12.A.knew B.joined C.formed D.expected
13.A.sought B.attained C.recognized D.discovered
14.A.fans B.doctors C.teachers D.teammates
15.A.emergency B.duty C.honor D.belonging
16.A.confident B.generous C.famous D.considerate
17.A.inspired B.shocked C.influential D.rewarded
18.A.stubborn B.successful C.grateful D.awesome
19.A.guarantees B.convinces C.relieved D.challenges
20.A.close B.faithful C.grateful D.similar
The eating habits your children pick up when they’re young will help them keep a healthy lifestyle when they’re adults. Here are some approaches parents can take to develop healthy eating habits in their children.
Guide your family’s choices rather than dictate foods. Make a wide variety of healthful foods available in the house. 1. Leave the unhealthy choices like chips, soda, and juice at the grocery store.
2. A child can feel hunger and fullness better when they eat at a slow pace. Before offering a second serving, ask your child to wait at least 15 minutes to see if they’re truly still hungry. This will give the brain time to register fullness. Also, that second serving should he much smaller than the first.
Eat meals together as a family as often as possible. Try to make mealtimes pleasant with conversation and sharing, not a time for scolding or arguing. If mealtimes are unpleasant, children may try to eat faster to leave the table as soon as possible. 3.
Try not to use food to punish or reward your children. Withholding (不给) food as a punishment may lead children to worry that they won’t get enough food. For example, sending children to bed without any dinner may cause them to worry that they’ll go hungry. 4. Similarly, when foods, such as sweets, are used as a reward, children may assume that these foods are better or more valuable than other foods.
Discourage eating meals while watching TV. Try to eat only in a fixed area of your home, such as the dining room or kitchen. Eating in front of the TV may make it difficult to pay attention to feelings of fullness. 5.
A. Pay attention to serving size.
B. And that may lead to overeating.
C. Encourage your children to eat slowly.
D. They then may learn to associate eating with stress.
E. Children are more willing to eat or try foods they help prepare.
F. As a result，children may try to eat whenever they get a chance.
G. This practice will help your children learn how to make healthy food choices.
“If you don’t behave，I’ll call the police” is a lie that parents generally use to get their young children to behave. Parents’ lies work in the short terns，but a new study led by NTU Singapore suggests that they’re associated with harmful effects when the child becomes an adult.
The research team asked 379 Singaporean young adults whether their parents lied to them when they were children，how much they lie to their parents now，and how well they adjust to adulthood challenges. Adults who reported being lied to more as children were more likely to report deceiving their parents in their adulthood. They also said they faced greater difficulty in meeting psychological and social challenges.
Lead author Assistant Professor Setoh Peipei from NTU Singapore’s School of Social Sciences said，“Parenting by lying can seem to save time especially when the real reasons behind why parents want children to do something is complicated to explain. When parents tell children that ‘honesty is the best policy’, but display dishonesty by lying, such behaviour can send conflicting messages to their children. Parents’ dishonesty may eventually break trust and promote dishonesty in children. Our research suggests that parenting by lying is a practice that has bad consequences for children when they grow up. Parents should be aware of this and consider alternatives to lying, such as acknowledging children’s feelings, giving information so children know what to expect, offering choices and problem-solving together, to help children develop good behaviour.”
The analysis found that parenting by lying could place children at a greater risk of developing problems that the society disapproves, such as aggression and rule-breaking behaviour. Some limitations of the study include relying on what young adults report about their past experience of parents’ lying. “Future research can explore using more information providers, such as parents, to report on the same topic,” suggested Asst Prof Setoh.
1.Why is a parental lie mentioned in the first paragraph?
A.To introduce the topic for discussion.
B.To tell a popular way to educate children.
C.To prove the great influence of the police.
D.To show the harmful effects of parental lies.
2.The underlined word “deceiving” in paragraph 2 is closest in meaning to “________”.
A.worrying B.abusing
C.disappointing D.cheating
3.According to the research，which of the following can parents do?
A.Give children chances to choose. B.Force good behaviour on children.
C.Let children solve problems alone. D.Stop children knowing what to expect.
4.What does the last paragraph imply about the study?
A.It is quite controversial. B.It is rather meaningless.
C.It needs to be perfected. D.It demands honest responses.
A team of farmers, university researchers and environmentalists is busy at work in the wetlands of eastern England. They are digging into the area’s wheat fields, looking for wet earth that could hide lost ponds underneath. It takes the group of diggers just a few hours to revive (使复活) one dying pond. It’s near Hindolveston, a thousand-year-old village close to the North Sea.
“As soon as the buried ponds get water and light, they just spring to life,” says Nick Anema, a farmer in nearby Dereham. He’s brought seven ponds on his farm back to life. “Frogs and all the insects like dragonflies can be seen here again,” he said.
But the battle for the wetlands is a struggle. While efforts to stop losses are continuing, wetlands around the world are still being filled in and covered up. Over the past three centuries, almost 90% of the world’s wetlands have disappeared. The loss rate has increased since the 1970s, with wetlands now disappearing three times faster than, the world’s forests.
Some 5,000 wetland-dependent animal species could die out because of such losses. Wetland loss can also affect human beings. Wetlands act as natural storage areas for water. Losing those areas could lead to more severe flooding in many parts of the world. And the act of removing water from wetlands can release huge amounts of carbon dioxide, a major contributor to climate change.
Human-made wetlands, however, aren’t decreasing in number. Rice fields, water reservoirs and agricultural stock ponds have all increased since the 1970s. Yet scientists are concerned about this phenomenon. “People brag (自夸) about the fact that there’s been no net loss (净损失) of wetlands. But what they’ve done is destroy natural wetlands and create artificial ones,” says Stuart Pimm, a Duke University professor. “It makes it look like you’re doing no harm when the reality is very different.”
1.What’s the team’s work in eastern England intended for?
A.Digging wet earth for research. B.Researching into an old village.
C.Bringing dying ponds back to life. D.Finding wetlands created by people.
2.What does paragraph 4 mainly talk about?
A.Various functions of wetlands. B.Serious consequences of wetland loss.
C.Wetlands’ key role in climate change. D.Wetlands’ importance to living things.
3.Which of the following reflects Stuart Purim’s opinion?
A.Artificial wetlands can’t replace natural ones.
B.Creating artificial wetlands upsets the balance of nature.
C.Keeping the total number of various kinds of wetlands is important.
D.It’s important to balance the numbers of natural wetlands and artificial ones.
4.What can be the best title for the text?
A.Seeking for More Wetlands B.Saving the World’s Wetlands
C.Causes of Wetlands’ Disappearance D.Natural Wetlands vs. Artificial Wetlands
