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(＼)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。
Hearing the news the 2022 Winter Olympic Game would be held in China, I felt very excited. It struck to me how I learned skating when I was a child. At 7, I began to go crazier about skating, like all my friends. At the beginning, it was extremely tough of me to keep my balance. I always fall over on the ground, as a result of which, I thought I had no talent for skating. So I gradually lost confidence and became impatient. The more impatient I was, the more terrible I did. I was about to give up but my father came to his assistance. I restored confidence and stood up again, being encouraged by him. As I practiced skating, he always created a relaxed atmosphere and put forward some specific advice. Eventually, I made it.
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。
A new study led by researchers at the Yale School of Public Health and published in the journal Lancet Planetary Health, finds that China’s countrywide ban 1. traffic mobility from February 10 to March 14 greatly limited automobile emissions and sharply reduced the 2. (country) often severe air pollution.
The improved air quality, in turn, prevented thousands of pollution-related 3. (death), an 4. (estimate)12,125, more than lives lost from the epidemic(流行 病), the study finds.
“This is a very surprising result. The epidemic continues to be a terrible thing for China and the rest of the world, but the decrease in emissions that accompanied 5. has actually presented some positive health results,” said Kai Chen, assistant professor at the Yale School of Public Health and the study’s first author. “The question is, how can we have one without the 6. ?”
Although the findings cannot be directly applied to other countries due to different severity of and responses to COVID-19, as well as 7. (differ) air pollution levels and population characteristics, reduced air pollution levels 8. (detect) in other Asian and European countries and the U.S.9. their own lockdowns (封城), Chen said. He notes that this reduction in pollution has 10. (like) brought about similar health benefits.
Banging the keys in frustration, I turned away from the piano. I tried to _______ back the tears that were already welling up in my eyes. After an hour of _______, I still couldn’t get the rhythm quite _______ on a Mozart piece that I had to _______ to my piano teacher the _______ day. To me, the piece had at first seemed fairly _______. But, no matter how hard I tried, I just couldn’t seem to _______ it the way that it was supposed to be performed.
I decided to take a _______, and come back to the piece later when I had _______. For the most part, after a little bit of ____________, I could usually learn the music pretty quickly. However, it was always that one song, which might have appeared simple but was indeed difficult, ____________ always got to me. This type of songs always made me ____________ myself whether I had a talent for piano.
After having dinner, I ____________ to come back to the piano. Placing my fingers tentatively on the ____________, I chose to play the piece slowly and carefully instead of trying to play the piece quickly. ____________ this new method, I exercised a great deal of patience, ____________ that I often have trouble with. Instead of focusing on how hard the rhythm was, I focused on how I could ____________ myself, little by little. Finally I could slowly see myself getting better.
So I learned an important lesson---More haste, ____________ speed. Sometimes baby steps are the best way to reach a goal. I’m an impatient person who likes to think that I can get somewhere ____________ But, in the case of piano, I couldn’t move forward and improve until I slowed down, believed in myself, and took it one step ____________ .
1.A.hang B.throw C.fight D.bear
2.A.complaining B.calming C.crying D.practicing
3.A.slow B.quick C.right D.fluent
4.A.present B.convey C.deliver D.address
5.A.other B.next C.last D.first
6.A.beautiful B.dull C.easy D.difficult
7.A.sing B.play C.enjoy D.understand
8.A.chance B.step C.seat D.break
9.A.calmed down B.given in C.held back D.warmed up
10.A.help B.rest C.luck D.work
11.A.which B.what C.that D.where
12.A.doubt B.remind C.accept D.believe
13.A.agreed B.refused C.decided D.stopped
14.A.notes B.keys C.pianos D.menus
15.A.With B.By C.In D.At
16.A.nothing B.something C.anything D.everything
17.A.please B.satisfy C.support D.improve
18.A.more B.slow C.less D.quick
19.A.through thick and thin B.by leaps and bounds C.by wear and tear D.by fits and starts
20.A.at one time B.at all times C.at times D.at a time
A Great Way to Teach Children to Take Responsibility
As parents, one of the most important things to teach children to take responsibility is to include chores as a part of their daily routine. In order to make a family function smoothly, every member must contribute. Teaching your children to take responsibility at an early age makes it easier for them to shoulder greater responsibilities as they grow older.
1. If your children leave their crayons lying on the table after drawing, picking up those crayons is not a chore. It is cleaning up a mess they have created. 2.
3.. For example, if it is to feed the dog every day, make sure the children understand that if they fail in their responsibility, the dog will go hungry.
Make rewards and punishments a part of the lesson. Together decide whether they will be rewarded or not. 4. Some parents make their reward a monetary payment, while others choose to reward with certain privileges, such as extra television viewing time.
Children need to be taught that there are punishments for their actions in case of not doing their assigned chores. Decide and agree from the start what the punishment will be.
Teaching your children the importance of contributing to the family is of great importance. 5. By taking this step, you have done a wonderful thing for your children by providing them with life skills they can take with them into society.
A.A chore is a specific task a child has been assigned which helps improve the life of the entire family.
B.And what punishment they will receive if a chore isn’t done.
C.Actually you are taking a critical step in empowering them for their future.
D.Start by teaching children the difference between a chore and cleaning up after themselves.
E.Teach children the importance of each assignment, and why it matters.
F.Children will not be rewarded at all for merely cleaning up.
G.And if so, what the reward will be for a job well done.
Intelligence makes for better leaders —from undergraduates to managers to presidents — according to multiple studies. It certainly makes sense that handling a market shift or anything alike requires intelligence. But new research on leadership suggests that, at a certain point, having a higher IQ stops helping and starts hurting.
Although previous research has shown that groups with smarter leaders perform better by objective measures, some studies have suggested that followers might subjectively view leaders with extremely high intellect as less effective. Decades ago, Dean Simonton, a psychologist from the University of California, Davis, proposed that brilliant leaders’ words may simply go over people’s heads, their solutions could be more complicated to carry out and followers might find it harder to relate to them. Now Simonton and two colleagues have finally tested that idea, publishing their results in the July 2017 issue of the Journal of Applied Psychology.
The researchers looked at 379 male and female business leaders in 30 countries across fields including banking, retail and technology. The managers took IQ tests and each was rated on leadership style and effectiveness by an average of eight co-workers. IQ positively correlated (和......正相关)with ratings of leader effectiveness, strategy formation, vision and several other characteristics—up to a point. The ratings peaked at an IQ of around 120, which is higher than roughly 80 percent of office workers. Beyond that, the ratings declined(降低).
The researchers suggest the “ideal” IQ could be higher or lower in various fields, to 140 or 100, depending on whether technical or social skills are more valued in a given work culture.
“It’s an interesting and thoughtful paper,” says Paul Sackett, a management professor at University of Minnesota, who was not involved in the research. “To me, the right interpretation of the work would be that it highlights a need to understand what high-IQ leaders do leads to lower understanding by followers,” he says. “The wrong interpretation would be, “Don’t hire high-IQ leaders.”
The study’s lead author, John Antonakis, a psychologist at the University of Lausanne in Switzerland, suggests leaders should use their intelligence to use creative language that will persuade and inspire others—the way former U.S. President Barack Obama did. “I think the only way a smart person can signal their intelligence properly and still connect with the people,” Antonakis says, “is to speak in charming ways.”
1.The reason why those with high IQs are viewed as worse leaders is probably that _______.
A.followers think of their leaders to be less effective
B.it is hard for them to get their plans across to followers
C.their IQ has a positive correlation with leader effectiveness
D.their social skills can’t be recognized in some work culture
2.Which of the following graphs shows the correct relationship between IQ points and leadership qualities?
A.
B.
C.
D.
3.To improve their leadership, high-IQ leaders can _______.
A.use inspiring and accessible language B.interpret the work they are involved in
C.take a course in leader effectiveness D.communicate more with their followers
4.What is Paul Sackett’s attitude towards hiring high-IQ leaders?
A.Unconcerned. B.Positive. C.Doubtful. D.Unclear.
5.What could be the best title for the passage?
A.A Way to Success for High-IQ Leaders.
B.The Latest Research on Intelligence.
C.Does a High IQ Advance Your Leadership?
D.Choose to be a Leader of Low Intelligence.
A woman held her phone tightly to her heart the way a minster might hold a Bible. She was anxious to take a picture of an impressive bunch of flowers that sat not so far away, but first she had to get through a crowd of others pushing their way to do the same. The cause of this was Bouquets to Art, one of the most popular events at the de Young Museum in San Francisco. Flower sellers were asked to create flower arrangements that respond to pieces of art on display, from ancient carvings to contemporary sculptures. It’s extremely attractive and also memorable, to the point that it has become a problem.
In recent years, the de Young received more than a thousand complaints from people who felt that cell phones had spoiled their experience of the exhibit. Institutions of fine art around the world face similar problems as the desire to take photographs becomes a huge attraction for museums, as well as something that upsets some of their patrons (资助人). So the de Young responded with a kind of compromise: carving out “photo free” hours during the exhibition’s six-day run.
One common complaint about the effect of social media on museum culture is that people seem to be missing out on experiences because they are so busy collecting evidence of them. A study recently published in the journal Psychological Science suggests there is some truth to this. It finds that people who keep taking photos of an exhibit and posting them on social media rather than simply observing it have a hard time remembering what they see. But the issue is complex for the professionals running museums. Linda Butler, the de Young’s head of marketing and visitor experience, acknowledges that not everyone wants a museum to be “a photo-taking play land.” Yet a lot of people do, and she believes that the de Young is in no position to judge one reason for buying a $28 ticket to be more valid than another. “If we removed social media and photography,” she says, “we would risk becoming irrelevant.” If this is a battle, signs indicate that the pro-phone crowd has already won.
1.How did the de Young respond to the dilemma?
A.By making the exhibition free of charge.
B.By setting periods without photo-taking.
C.By compromising with the government.
D.By extending the free exhibition hours.
2.The recent study finds that the use of social media in museums may _______ .
A.uncover the truth B.cause many complaints
C.accumulate evidence D.play a negative role
3.Which of the following may Linda Butler support?
A.Catering to visitors. B.Reducing admission prices.
C.Reserving judgment in public. D.Banning social media and photography.
4.What does the underlined word “irrelevant” in the last paragraph mean?
A.divorced from society B.unrelated to art
C.in line with museum regulations D.in touch with the times
