假定你是李华，你在报纸上看到你市电视台今年七月将举办外国人"学做中餐，乐享中国菜"才艺大赛．你的外教Peter非常喜欢中国厨艺，你建议他去试一试．请按以下要点给他写信告知此事，并表示可以提供帮助．
1． 比赛时间：7月15日；
2． 报名时间：截止到6月30日；
3． 报名地点：市电视台．
注意：
1． 词数100左右；
2． 可适当增加细节，以使行文连贯．
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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。
We are required to collect our smart phones and keep it in the teacher's during the weekdays. In fact, the most of us obey this regulation, but some still play various trick against it. I'm among them. Once, I hand in a waste phone. Mr Li, our head teacher, seemed ignore all that. So I felt very luckily to have an extra phone with me. And good times don't last long. "Can I use your phone as a while? I forgot to take mine by chance. " Mr Li said, pick out my waste phone and dialing. You can see how embarrassing I was at the scene!
One day, I saw a kid walking home from school. His name was Kyle. It looked as if he was carrying all of his books. I had quite a weekend 1. (plan), so I shrugged my shoulders and went on. As I was walking, I saw 2. bunch of kids running towards him. They ran at him, 3. (knock) all his books out of his arms and he landed in the dirt. His 4. (glass) went flying. He looked up and I saw the terrible 5. (sad) in his eyes. My heart went out to him. So, I jogged over to him as he crawled around looking for his things. Later, we talked all the way home, and I carried some of his books. He looked hard at me and gave me a little smile. “Thankfully, I 6. (save). My friend saved me from doing the unspeakable.” Not until that moment did I realize its 7. (deep). Never underestimate the power of your actions. 8. a small gesture, you can change a person’s life. For 9. (good) or for worse, God puts us all in each other’s lives to impact one another in some way. As you can see, friends are angels 10. lift us to our feet when our wings have trouble remembering how to fly.
When young, I loved going on trail runs. It was my favorite way to _____tress. So. when I was back in my hometown after a _____first year of my Ph. D. program, I thought a trail run was just what I needed. But instead of helping me relax, the run did just the _____.
After I moved to the city for college, where my runs were on flat concrete paths instead of ____dirt trails, I used a GPS watch. When I went on trail runs again in the country, it constantly reminded me of the fact that I wasn't _____up with my usual pace. I ___ my watch, thinking that would allow me to enjoy my _____and find the peace I expected, ____I found myself underperforming. "Why can't I let go and just enjoy myself?" I wondered. But after some _____, I realized why I was _____— both on trail runs and in graduate school.
Going into my Ph. D. , I had thought that my solid undergraduate track record would set me up for _____success. To my surprise, I was wrong. I _____confidence in my research abilities which I thought stopped me performing well and I constantly felt my progress was too slow. Other students' self-confidence and their excellent results made me feel _____. One day, I _____broke down in tears in my adviser's office.
Then came my visit home. I was having _____because I hadn't properly _____my expectations to the differences between _____run and a trail run.
A Ph. D. is like a trail run. Sometimes you can run fast. Sometimes you might find yourself climbing up a steep, winding trail at a _____pace. And that's OK. Barriers are _____, and success looks and feels different on a challenging trail than it does on a smooth, flat path. Sometimes it's best to take a deep breath and do your best to _____the challenge.
1.A.accept B.expose C.escape D.rescue
2.A.magical B.normal C.fast D.tough
3.A.opposite B.same C.odd D.extreme
4.A.safe B.similar C.winding D.transparent
5.A.coming B.keeping C.breaking D.linking
6.A.cut off B.put off C.set off D.turned off
7.A.investments B.surroundings C.investigations D.associations
8.A.but B.so C.as D.because
9.A.motivation B.imagination C.reflection D.determination
10.A.talking B.running C.struggling D.trembling
11.A.current B.instant C.temporary D.general
12.A.ended B.enriched C.missed D.lacked
13.A.indifferent B.insecure C.incredible D.inconsiderate
14.A.ultimately B.initially C.hopefully D.permanently
15.A.battle B.complaint C.fun D.trouble
16.A.adjusted B.devoted C.owed D.contributed
17.A.a country B.a native C.an urban D.a foreign
18.A.rabbit's B.worm's C.snake's D.snail's
19.A.unreal B.unavoidable C.unlimited D.unacceptable
20.A.embrace B.border C.prepare D.recognize
The Art of Slow Reading
If you are reading this article in print, chances are that you will only get through half of what I have written. And if you are reading this online, you may not even finish a fifth. 1. They suggest that many of us no longer have the concentration to read articles through to their conclusion.
So are we getting stupider? Actually, our online habits are damaging the mental power we need to process and understand textual information. Round-the-clock news makes us read from one article to the next without necessarily engaging fully with any of the content. Our reading is frequently interrupted by the noise of the latest email and we are now absorbing short bursts of words on Twitter and Facebook more regularly than longer texts. 2. But we are gradually forgetting how to sit back, think carefully, and relate all the facts to each other.
3. A desperate bunch of academics want us to take our time while reading, and re-reading. They ask us to switch off our computers every so often and rediscover both the joy of personal engagement with printed texts, and the ability to process them fully. What's to be done then? Most slow readers realize that total rejection of the web is extremely unrealistic. They feel that getaway from technology for a while is the answer. 4. Personally, I'm not sure whether I could ever go offline for long. Even while writing this article, I am switching constantly between sites, skimming too often, absorbing too little. Internet reading has become too rooted in my daily life for me to change. I read essays and articles not in hard copy but as PDFs. I suspect that many readers are in a similar position. 5. You can download a computer application called Freedom, which allows you to read in peace by cutting off your Internet connection. Or if you want to avoid being disturbed by the Internet, you could always download offline reader Instapaper for your iPhone. If you're still reading my article, that is slow reading.
A.The Internet is probably part of the problem.
B.Now some campaigns are advocating slow reading.
C.These are the two findings from the recent research projects.
D.But if you just occasionally want to read more slowly, help is at hand.
E.Some of them have suggested turning their computers off for one day a week.
F.Slow reading can help connect a reader to neighborhood and become popular.
G.Because of the Internet, we have become very good at collecting information.
Attitudes toward new technologies often fall along generational lines. That is, generally, younger people tend to outnumber older people in face of a technological shift.
It is not always the case, though. When you look at attitudes toward driverless cars, there doesn't seem to be a clear generational divide. The public overall disagree on whether they'd like to use a driverless car. In a study last year, of all people surveyed, 48 percent said they wanted to ride in one, while 50 percent did not.
The fact that attitudes toward self-driving cars appear to be so steady across generations suggests how transformative the shift to driverless cars could be. Not everyone wants a driverless car now——and no one can get one yet ——but among those who are open to them, every age group is similarly engaged.
When it comes to driverless cars, differences in attitude are obvious based on factors not related to age. College graduates, for example, are particularly interested in driverless cars compared with those who have less education: 59 percent of college graduates said they would like to use a driverless car compared with 38 percent of those with a high-school diploma or less.
Where a person lives matters, too. More people who lived in cities and suburbs said they wanted to try driverless car than those who lived in rural areas.
While there's reason to believe that interest in self-driving cars is going up, a person's age will have little to do with how self-driving cars can become mainstream. Once driverless cars are actually available for sale, the early adopters will be the people who can afford to buy them.
1.What usually happens when a new technology appears?
A.It benefits society greatly.
B.The old are not happy with it.
C.People of different ages react differently.
D.It will separate the old from the young.
2.What does the author say about the driverless car?
A.It makes people's life more convenient.
B.It can lead to fewer road accidents.
C.It may start a revolution in the car industry.
D.It does not seem to create a generational divide.
3.What is likely to affect a person's attitude toward the driverless car?
A.The field of his special interest.
B.The location of his living place.
C.The amount of his driving training.
D.The length of his driving experience.
4.Who are the most potential customers of the driverless car?
A.The seniors. B.The wealthy.
C.The educated. D.The car lovers.
