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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1...

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(A),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。

Dear editor,

1 am Li Hua,an exchange student from China.I am writing to point out to you some of the mistake in your recent article about the Chinese Dragon Boat Festival.

The Chinese Dragon Boat Festival falls May 5th in the Chinese Lunar Calendar,not the calendar using around the world.Also,we compete with dragon boats,where there was always a dragon head at the front,not rowing boats.To correct the mistakes is constructive but thus readers can have the better understanding of China.However,I quite appreciate your efforts to introduce Chinese culture to our people.In my opinion,it is no doubt that it will sure bridge the gap between our countries.

Thank you for your efforts.Wish you all are the best!

Yours.

Li Hua

 

【解析】 这是一篇记叙文。讲述交换生李华指出文章中关于“端午节”的一些错误。并且强调纠正错误的必要性和感谢介绍中国文化。 1.考查名词的数。句意:我写信是想向你指出你最近关于中国端午节的文章中的一些错误。句中的mistake(错误)为可数名词,要体现复数。故将mistake改为mistakes。 2.考查介词。句意:农历五月初五是中国的端午节。时间前面必须有介词。此处的五月初五是具体时间。故在May前加on。 3.考查非谓语动词。句意:不是世界各地使用的日历。分析句子,此处use的逻辑主语为“the calendar”,它和use之间表示被动关系而非主动。故将using改为used。 4.考查时态。句意:还有,我们的龙舟比赛,龙舟的前面总是有一个龙头,而不是划艇。分析句子,文章的整体时态是一般现在时。该句的时态要和文章一致。故将was改为is。 5.考查连词。句意:改正错误是有建设性的,这样读者可以更好地了解中国。分析句子,此处并没有表示前后转折,而应该表示并列。故将but改为and。 6.考查冠词。句意:因此读者可以更好的了解中国。此处表示泛指,无需用特指。且前文也没有提及此处的“了解”。故将the改为a。 7.考查人称代词。句意:但是,我非常感谢你们为向你们的人民介绍中国文化所做的努力。分析句子,此处的前后人称代词逻辑不对称。应该是“向你们的人民介绍中国文化”。故将our改为your。 8.考查固定短语。there is no doubt that 译为“毋庸置疑”。是固定表达。故将it改为there。 9.考查副词。句意:在我看来,毫无疑问,它肯定会缩小我们两国之间的差距。分析句意,sure 为形容词,不可修饰bridge(缩小)这个动词。副词可以修饰动词。故将sure改为surely。 10.考查固定短语。Wish you all the best 译为“祝大家一切顺利”。是固定表达。故将are去掉。  
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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。

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