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。
I am a student now finishing an evening course in your school, but I am writing to inquire if it is possible what I can withdraw from the current class. I am working full time at a company. One of my colleagues is current having two months’ leave, but the company cannot find any replacement, requiring me work overtime every day to complete this colleague’s daily tasks. In addition to my job, my experience in the Spanish language study is other problem. As I am a new learner, I had met difficulty in keeping pace with the class. I consider it better for me to do some homeworks first, before moving to the further stage. To save you a trouble of replying, I prefer to telephoning you if you permit. Thank you for considering about my request.
阅读下面材料，在空白处填写1个适当的单词或括号内单词的形式。
I’ve been fascinated by elephants 1.I was a child, and as an adult, I’ve been able to go on traveling in Africa and spy them from the safety of a car. But it’s been my longtime wish 2.(visit) the conservation area of the Golden Triangle to get up close, and 3.(hopeful) even hands-on, with the elephants here. I got a chance to fulfill my dream in the summer of 2019, 4.I was excited just about being in a jungle paradise with these 5.(intelligence) giants. But then I discovered the just-opened Jungle Bubbles and jumped at the chance to spend sundown to sunup 6.a large number of elephants as my nighttime 7.(companion).
Walking along the Mekong River on the way to the Anantara Golden Triangle Resort was a fantastic adventure in 8.(it). And then, as I arrived at the hotel’s dock, I 9.(spy) an elephant trunk just beyond the riverbank, and then another, and another. A 10.(welcome) committee of elephants were chewing bamboo and waiting to say hello as I walked into the elephant paradise.
Wheeling her red chair and scissors around the city, Katie gives out-of-luck strangers the _____of visibility.
Last summer, Katie saw a man sitting with a _____asking for help. She asked, “Hey! I’m driving around giving _____haircuts. If I go and grab my chair, do you want one?”
The man was in his 60s. “______,” he said, “I have a funeral to go. I was really _____to get a haircut.”
She came back with her _____red chair loaded into her car. The man, named Edward, _____a seat. After Katie was done, Edward looked in a mirror. “I look _____!”
“It’s more than a haircut. I want it to _____value and respect.” Katie knows that a haircut can _____a life. As a teen, she _____a disease that was so severe that her hair thinned seriously. Seeing this, her mother _____for Katie’s first haircut. “To sit down and have somebody look at me and talk to me like a person and not just an _____helped me feel cared about and less _____.” she says.
Katie wanted to help people _____the same way. In 2009, she began her Red Chair Project, _____to people on the streets. Katie listens to people’s stories of loss, addiction, and _____to get back on their feet. The attention _____works.
It all began with a belief in simple acts of _____, such as a free haircut. “The way you show up in the world _____,” says Katie. “You have no idea what people will do with the kindness that you give them.”
1.A.tool B.gift C.course D.challenge
2.A.mask B.chair C.sign D.mirror
3.A.perfect B.regular C.special D.free
4.A.Naturally B.Luckily C.Actually D.Eventually
5.A.exploring B.hoping C.begging D.moving
6.A.usual B.formal C.smooth D.loose
7.A.demanded B.kept C.reserved D.took
8.A.good B.brave C.healthy D.satisfied
9.A.prove B.show C.appreciate D.combine
10.A.establish B.complete C.change D.reflect
11.A.suffered from B.got through C.put up with D.adapted to
12.A.charged B.applied C.sought D.arranged
13.A.experiment B.illness C.operation D.emotion
14.A.worthwhile B.serious C.alone D.innocent
15.A.feel B.follow C.accomplish D.select
16.A.coming over B.turning around C.reaching out D.looking up
17.A.struggle B.escape C.relief D.performance
18.A.extremely B.apparently C.merely D.hardly
19.A.joy B.honesty C.pride D.kindness
20.A.occurs B.continues C.remains D.matters
While we can’t control the COVID-19 0utbreak, we can control how we react to it while keeping ourselves safe as well. 1..
● Assess our personal risk for getting infected
We can take steps to figure out our own personal risk for developing corona virus: whether there are confirmed cases in our community; whether we’ve been exposed to them, and whether we have immune or breathing problems. 2..
● Try to limit our news consumption
3.. However, there is such a thing as too much news, and constantly reading news updates isn’t going to help our anxiety levels. The more we expose ourselves to a scary topic over which we feel limited control, the more we will feel anxious.
●4.
Coronavirus seems scary and it’s OK to recognize that our anxiety is normal, while ignoring our stress will only make the anxiety worse. If someone asks us to stop feeling anxious, we can respond with, “Well, what are you doing to be prepared?” If they still insist on minimizing our fears, try to brush them off. Listen to our own voice and gain inner peace from it.
● Follow the correct preventive methods to protect against the virus
Try to avoid touching our eyes, nose, and mouth. 5.. Wash our hands often with soap and water for at least 20 seconds. Doing all of those things can help us feel more in control of the situation, which can help ease our anxiety.
If, despite trying these tips, you still feel anxious or that your fears are disturbing your daily life, it’s not a bad idea to talk to a mental health professional.
A.Those steps give us a sense of control over our health
B.Realize that it’s natural to be worried about the outbreak
C.Of course, the anxiety about the outbreak is understandable
D.Do medical cleaning frequently on touched objects and surfaces
E.Here is what we can do to manage our anxiety during the outbreak
F.This is because it’s new, making it appear more unknown and uncertain
G.It’s true that we should know more information about the deadly disease
Next time you throw away rotten lettuce or smelly berries you should think about this. Globally, we waste more than a third of the food we produce. That is according to the Food and Agriculture Organization.
A group of Swedish graduate students is working to fight that fact. They are in the Food Innovation and Product Design program and have come up with a way to use produce that is about to go to waste. They turn the food into non-perishable (不易腐烂的) powder. It may help people who have limited access to food.
They are calling it FoPo Food Powder. It is exactly what it sounds like. It is dried, powdered, shelf-stable fruits and vegetables. The powder can be dropped into relief efforts after natural disasters. Or it can be given out in low-resource areas where fresh food and refrigeration are hard to come by.
Ngo, one of the students who developed it, says they are not making something ground breaking. Powdered food has been around since the early days of astronauts. But they are rethinking the waste and delivery channels. Their development team reached out to farmers and retailers to source fruit.
“Today a relief bag for humanitarian disasters contains various foods such as strawberry jam, peanut butter and peas in tomato sauce. We think that an easily transported pack of cheap dried food powder with high nutritional value would fit in perfectly,” Ngo says. The team has been trying to keep its prices down, too. That would aid low-budget humanitarian groups and non-governmental groups.
Freeze-dried food keeps most of the nutritional benefits of raw food. It loses some vitamins and minerals in the drying process. But it is still a good way to get fiber and nutrients.
The group are about to start working with the U.N.’s Initiative on Food Loss and Waste. They want to try and reach more people and countries that could benefit.
1.Why did the group of Swedish graduates develop the FoPo Food Powder?
A.To reduce food waste.
B.To cut the cost of food.
C.To replace the traditional food.
D.To improve the flavor of the food.
2.What does the underlined word “ground breaking” in Paragraph 4 mean?
A.Additional. B.Reasonable.
C.Creative. D.Worthwhile.
3.What can we learn about powdered food?
A.It is very popular in some poor areas.
B.It is an effective way to lower food prices.
C.It keeps the nutritional benefits of raw food.
D.It provides aids for people in low-resource areas.
4.What will the group do according to the last paragraph?
A.They are about to cooperate with the U.N.
B.They are about to write an Initiative for the U.N.
C.They will visit and help more people worldwide.
D.They will make great profits from their product.
A simple, yet powerful UK program has been fighting elderly loneliness by recruiting young adults as volunteers to read to seniors with vision problems and mental diseases.
Lily has benefited from the program having her vision “restored” by 15-year-old Amy, a school girl who was paired with Lily through the Reading Friends project. Lily was a librarian and enthusiastic reader who would read “two to three books every week”. After developing a terrible disease, however, Lily found herself unable to read or watch television for any length of time without her eyes hurting.
Not only have Lily’s regular reading sessions with Amy helped to reconnect her with her passion for literature, they have also built a strong intergenerational friendship between the two ladies. “I chose a book and she would come along and read it to me,” Lily said. “But we have only got through two books so far because we end up chatting too much. We have read two historical novels and get on very well.”
Research shows that reading together can help older people to build social networks and connect with others. Evidence also shows that reading has a positive impact on the elderly’s wellbeing and can reduce the risk of developing mental diseases.
Rose, a teacher, is responsible for connecting schoolchildren like Amy with the program and she says that it has had an amazing impact on the youngsters. “We have wonderful young people at our school and we wanted to get them into the community,” Rose said. “It has been fantastic to see them blossom as well as improving their literacy and social skills. They are meeting community members like Lily that they are making friendships with, and library staff can help them, not only with education but outside as well.”
1.What is the main responsibility of volunteers according to the passage?
A.Read books to seniors. B.Have a chat with seniors.
C.Fight diseases for seniors. D.Make friends with seniors.
2.What can we learn from Lily’s reading sessions with Amy?
A.They benefit Lily a lot by restoring her vision.
B.They help Amy pick up her love for literature.
C.They help Lily volunteer in the reading project.
D.They build up the friendship between two ladies.
3.How does the program mostly benefit the elders?
A.By reducing elderly loneliness.
B.By curing the elders of vision problems.
C.By improving their literacy and social skills.
D.By enabling them to read books for a long time.
4.Where is this text most likely from?
A.A diary. B.A guidebook.
C.A magazine. D.A novel.
