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。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：把多余的词用删除符号（＼）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。
One day when I was walking home, I had heard a noise behind me. It was a pretty dog, and he followed me home. Dad was surprised, saying she looked as the Smiths’ pet dog. Realizing she was very tired, I gave her a bath but kept her company until she felt comfortably.
A big surprise came next morning, when I found her with four little cute puppies! I was in great excite. Before long Dad led Mrs. Smith in, that thanked us for taking care of the dog. She asked whether I wanted to keep one of them — I was thrilling for the sudden joy!
阅读下面材料，在空白处填入适当的内容（不多于1个单词）或括号内单词的正确形式。
When you read a book, you’ve probably noticed that a brand new book has a rather special smell, 1. differs from that of an older book. Where does 2. come from? Three sources — the paper, the ink and the glue.
Around 200 AD, the Chinese first came up with paper, one of the greatest 3. (invent) in the world. It is made 4. wood. The wood must be processed with various chemicals 5. (add) to change its structure, to remove acid and to whiten the paper. Then comes the ink — there are many kinds. Some fade with time, while others get 6. (dark) than years ago. Finally, different glues are used to join the sheets together and attach the covers, whether hardcover 7. paperback. Therefore, you can smell different chemicals 8. (come) out of your new book.
Today, the forms of books 9. (change) dramatically since the birth of eBooks. They might be 10. (convenience), but you can’t give your copy to others as a present, and they don’t smell as nice.
My daughter loved dance, until she didn’t. After an _________ first year, I noticed her interest fading week by week. Then, one day, she slowly walked to me before class and asked if she could just _________ it.
My first reaction was to _________ her to “finish what you start”. _________, sticking with something difficult can teach perseverance (毅力), discipline and confidence. But watching my first-grader _________ herself into each ballet position, I started to question how much _________ that “blanket advice” made. Is it really in my kid’s best _______, or even practical, to make her stick to every commitment through until she reaches a bitter _______? What if there are different but _________ valuable qualities, which can be gained by ________ the things that are not right for her?
With the winter show approaching, I realized she needed to either __________ her class or commit herself to it. After a few days’ consideration, she __________ dance wasn’t for her — a choice I __________. Quitting is never a black-and-white issue. Sometimes, it means ________ a barrier in your way to love something else. In my daughter’s case, ending dance made space for her new hobbies, such as horseback riding and Girl Scouts. She’s into them for now, but it is okay if that __________ changes.
As adults, we are accustomed to __________ the power of saying yes, but what about saying no? The ability to recognize when something isn’t an __________ investment of our time or energy is also important. As my daughter gets older, I want her to feel confident to __________ something that’s no longer meeting her needs. She shouldn’t be held back by the thought that she must __________ something at any cost __________ because she has started.
1.A.annoyed B.independent C.enthusiastic D.unbearable
2.A.make B.join C.skip D.try
3.A.advise B.invite C.allow D.order
4.A.In addition B.After all C.At most D.By contrast
5.A.cheer B.throw C.enjoy D.drag
6.A.time B.sense C.labor D.pity
7.A.honor B.idea C.behavior D.interest
8.A.end B.space C.side D.direction
9.A.partly B.hardly C.equally D.seemingly
10.A.letting go of B.giving way to C.making up for D.putting up with
11.A.teach B.take C.enter D.drop
12.A.decided B.wondered C.hesitated D.argued
13.A.doubted B.required C.supported D.regretted
14.A.keeping B.clearing C.studying D.crossing
15.A.even B.still C.once D.yet
16.A.warning B.doubting C.stressing D.ignoring
17.A.appropriate B.unfair C.extra D.informal
18.A.hold B.exit C.treasure D.fix
19.A.spare B.change C.admit D.finish
20.A.slightly B.roughly C.nearly D.simply
Imagine you are on a long car trip. It is night and you take a wrong turn onto a dark country road. With a sinking feeling, you realize that you have no idea where you are.
1., and the answer is written in light. A shining compass face, with north, south, east and west at the four points, and a big needle are pointing at north. What a relief! You turn your car around and head in the right direction guided by the sky.
For migrating birds, finding their way over long distances through the darkest nights is their second nature. 2. — directions written by light and magnetism (磁力). Some birds journey thousands of miles in their twice-yearly journeys. 3., like mountain ranges and rivers, to help decide the directions; but birds may also navigate using the stars, and by sensing — or even “seeing” — the Earth’s invisible magnetic field.
For many years, scientists have been studying what’s behind the strong ability of migrating birds to find their way to their winter and summer homes. Here is one thing that they agree on. 4.. This compass leads them to make their very first autumn flight in the direction that has been long-travelled by the rest of their species. 5..
A.Then you glance up at the sky
B.So birds are born knowing which way home is
C.They do it in part by reading directions in the sky
D.Magnetism is important for all animals, especially birds and fishes
E.When they’re on the way, they take the advantage of familiar landmarks
F.Migratory baby birds are already equipped with a kind of present inner compass
G.In birds, migration means two-way journeys — onward journey and backward journey
Rivers are the veins of the Earth, transporting the water and nutrients (营养物) needed to support the planet’s ecosystems, including human life. While many nutrients are essential to the survival of life, there is one element transported by water in rivers that holds the key to life and to the future of our planet — carbon.
Carbon is everywhere and understanding the way it moves and is either released or stored by the Earth system is a complex science in itself. Carbon starts its journey downstream when natural acid rain, which contains carbon dioxide from the atmosphere, melts minerals in rocks. This helps transform carbon dioxide to bicarbonate (碳酸氢盐) in the water that then flows in our rivers. This is a very long process, which is one of the main ways carbon dioxide is removed from the atmosphere. Carbon is transported by rivers to oceans and once that carbon reaches the ocean, it is stored naturally in deep sea sediments (沉淀物) for millions of years.
As carbon travels down a river, different processes may impact whether it continues to flow downstream or whether it is released into the atmosphere. For example, human engineering, like extensive dam construction, will result in dramatic changes to how water and sediments travel down the river. Some carbon that fails to reach the sea may return to the atmosphere in some way, which causes more warming.
Earth’s climate is closely related to the carbon cycle. We all know about the essential role of plants in consuming carbon dioxide, but do we know enough about rivers? Changing the chemistry and the course of rivers may have significant impacts on how they transport carbon. Remember: wherever we live, we all live downstream.
1.Where is the carbon in rivers originally from?
A.The atmosphere. B.The rocks.
C.The acid rain. D.The upstream areas.
2.Why is human engineering mentioned in Paragraph 3?
A.To show how important to life carbon is.
B.To explain how necessary it is to build dams.
C.To show how a natural process is interrupted.
D.To explain how humans fight global warming.
3.What does the author want to convey in the last paragraph?
A.We’d better move upstream to live.
B.We should protect plants along rivers.
C.We’d better seek more help from plants.
D.We should be cautious about river management.
4.What is the best title for the text?
A.What Humans Do with Rivers
B.How Rivers’ Transporting Carbon Counts
C.What the Carbon Cycle Means to Us
D.How Living Downstream Affects the Earth
In the winter of 1664-65, a bitter cold fell on London in the days before Christmas. Above the city, an unusually bright comet (彗星) shot across the sky, exciting much prediction of a snow storm. Outside the city wall, a woman was announced dead of a disease that was spreading in that area. Her house was locked up and the phrase “Lord Have Mercy On Us” was painted on the door in red.
By the following Christmas, the virus that had killed the woman would go on to kill nearly 100,000 people living in and around London — almost a third of those who did not flee.
In The Great Plague (瘟疫), historian A. Lloyd Moote and microbiologist Dorothy C. Moote provide a deeply informed account of this plague year. Reading the book, readers are taken from the palaces of the city’s wealthiest citizens to the poor areas where the vast majority of Londoners were living, and to the surrounding countryside with those who fled. The Mootes point out that, even at the height of the plague, the city did not fall into chaos. Doctors, nurses and the church staff remained in the city to care for the sick; city officials tried their best to fight the crisis with all the legal tools; and commerce continued even as businesses shut down.
To describe life and death in and around London, the authors focus on the experiences of nine individuals. Through their letters and diaries, the Mootes offer fresh descriptions of key issues in the history of the Great Plague: how different communities understood and experienced the disease; how medical, religious, and government bodies reacted; how well the social order held together; the economic and moral dilemmas people faced when debating whether to flee the city; and the nature of the material, social, and spiritual resources supporting those who remained. Based on humanity (人性), the authors offer a masterful portrait of a city and its inhabitants attacked by — and daringly resisting — unimaginable horror.
1.What can we learn from Paragraph 1?
A.A comet always follows a storm.
B.London was under an approaching threat.
C.London was prepared for the disease.
D.The woman was the beginning of the disease.
2.What do the Mootes say about London during the Great Plague?
A.The city remained organized.
B.The plague spared the rich areas.
C.The people tried a lot in vain.
D.The majority fled and thus survived.
3.Why do the Mootes focus on the nine individuals?
A.They were famous people in history.
B.They all managed to survive the Plague.
C.They provided vivid stories of humanity.
D.They united by thinking and acting as one.
4.What’s the purpose of this text?
A.To introduce a new book.
B.To correct a misunderstanding.
C.To report a new research.
D.To show respect to the authors.
