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。作文中共有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( Λ )，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:在错的词下划一横线，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。
Yesterday was my best friend Li Ming’ s birthday. When school is over, I went to the bookshop. I bought a book calling “Exploring space”, and had it wrapped for him. Since he had wanted to buy this book for many week, I knew that he would be very pleased with my present.
While I got to the party, Li Ming said ‘hello’ to me with big smile. I noticed that there were many presents on the floor, but I was sure that mine would be her favourite. I gave the present to Li Ming but whispered in his ear, ‘You will love it’. He could not wait to unwrap it. Sudden, the smile on his face disappeared. I looked and I saw some big words on the cover of the book said, Caring for Your Baby! I had picked up out the wrong in the shop!
Tired from a full day’s work, Rosa Parks got on a Montgomery bus on December 1, 1955 and forever became one of the inspirational people who _______ the world. She sat down among several white passengers, along with three _______ African-Americans, in the middle of the bus.
At a later stop, after Parks had _______ her seat, a white passenger _______ the full bus. By the then-current Montgomery laws, the black passengers were _______ obligated to leave their seats and give them over to _______white passengers.
It seemed a _______ situation as the white passenger _______ his way down the aisle(过道). The bus driver, James F. Blake, left the driver’s _______ and moved directly up to the four black passengers. His ________ was to get the black passengers to move to the ________ of the bus-basically, it was standard operating procedure.
While the other three black passengers ________ Blake and moved on, Rosa Parks refused to do this. Blake eventually contacted the ________ police and they arrested her.
This ________ is considered one of the moments in the history of the Civil Rights movement in the United States. It ________ a year-long bus boycott in the city of Montgomery, ________ by Martin Luther King, Jr. That movement changed civil rights in the United States ________.
Parks lived to the age of 92, dying in 2005. She was ________ a posthumous statue in the U.S. Capitol Rotunda. She was also granted the ________ of “lying in honor” at the Capitol Rotunda, only the third ________ citizen to be so honored.
1.A.respected B.changed C.accepted D.broke
2.A.other B.rest C.ugly D.poor
3.A.got down B.occupied with C.came along D.settled into
4.A.drove B.avoided C.found D.boarded
5.A.legally B.finally C.originally D.classically
6.A.crying B.standing C.quarreling D.drinking
7.A.routine B.proper C.ordinary D.reasonable
8.A.took B.fought C.made D.wound
9.A.door B.window C.wheel D.seat
10.A.action B.behavior C.intention D.hope
11.A.back B.outside C.center D.front
12.A.scolded B.obeyed C.beat D.pleased
13.A.clever B.national C.local D.strict
14.A.affair B.accident C.conflict D.incident
15.A.sparked B.sent C.promoted D.heated
16.A.moved B.found C.held D.led
17.A.forever B.deeply C.either D.just
18.A.offered B.rewarded C.presented D.passed
19.A.fame B.honor C.name D.title
20.A.well-known B.private C.special D.amazing
Building trust inside your team
A team without trust isn’t really a team: it’s just a group of individuals, working together, often making disappointing progress. 1. So how can you, as a leader, help your team to build the trust that it needs to develop? In this article, we’ll look at the issue of trust within teams and what you can do to build it.
Lead by example.
If you want to build trust within your team, then lead by example, and show your people that you trust others. This means trusting your team, your colleagues, and your boss. 2. They are taking cues(提示) from your behavior. Take the opportunity to show them what trust in others really looks like.
Know each other personally.
One way to build trust is to encourage your team members to know each other. Think about creating situations that help them to share personal stories, and to bond. 3. Start by sharing some personal information about yourself, and then ask someone else about a hobby, or a musical interest.
4. .
When people work together, there will be honest mistakes and disappointments, and it’s easy to blame someone for these. However, when everyone starts pointing fingers, an unpleasant atmosphere can quickly develop. This lowers trust, and is finally unproductive.
Discuss trust issues.
If you manage a team that has trust issues, it’s important to find out how these problems originate, so that you can come up with a strategy for overcoming them. Consider giving team members a questionnaire to fill out anonymously(匿名的). 5. Once you’ve read the results, get everyone together to talk about these issues.
A.Do not place blame.
B.Try to avoid mistakes and disappointments.
C.Ask them about the reasons for their lack of trust.
D.Do this by asking sensitively about their family or hobbies.
E.Never forget that your team members are always watching you.
F.Instead, encourage everyone to think about the mistake positively.
G.However, when trust is in place, the group can achieve meaningful goals.
The five-year trial, conducted by the researchers at the University of Connecticut, followed nearly 600 students from 12 schools in New Haven.
In schools with improved nutrition policies and programs, students had healthier BMI (body mass index) over time. By the end of the study they reported healthier behaviors than their peers in schools without the nutrition policies and programs. Students in schools with support for improved nutrition policies had an increase in BMI of less than 1%. However, the BMI of students in schools without improved support for these policies and programs increased 3% to 4% .
“These findings can provide guidance for schools and communities. Childhood obesity(肥胖)is a serious health threat, and schools are a vital way to reach children and their families to reduce risks and promote health,” said lead author Jeannette Ickovics.
The study is one of the first school-based policy guidance studies that followed students through middle school. “This is some of the most persuasive evidence we have to date that strongly proved that nutrition education and promoting healthy eating behaviors in the classroom and cafeteria can have a meaningful impact on children’s health,” said Marlene Schwartz, director of the Rudd Center and senior study author.
The nutritional guidance in the schools studied included ensuring that all school-based meals met nutritional criteria; providing nutritional directions for students and their families; school-wide campaigns to limit sugary drinks and encourage the use of water; and limiting the use of food or drinks as rewards for academic performance or good behavior.
In the study authors said that more than one in five American teenagers are currently obese, and as many as one in two are overweight or obese. Being overweight or obese early in life affects health across the lifespan(寿命),contributing to a range of chronic(慢性的)diseases that reduce productivity and shorten lifespan.
1.What can we infer from the trial?
A.Family is responsible for students’ diets.
B.Childhood obesity has become more and more serious.
C.Peer pressure influences students’ academic performance .
D.School-based nutritional programs reduce student obesity.
2.What’s the benefit of the findings?
A.Helping cure obesity in different age groups .
B.Offering reference to schools and communities.
C.Overcoming students’ bad habit of wasting food.
D.Adjusting people’s food structures and removing poverty.
3.The fifth paragraph is mainly about the nutritional guidance’s___.
A.specific measures B.potential problems
C.operation procedure D.matters needing attention
4.What’s the author’s purpose in writing the last paragraph?
A.To let us know the current state of American lifespan.
B.To introduce some chronic diseases caused by obesity.
C.To advise parents to pay more attention to their children’s health.
D.To stress the necessity of conducting the nutritional guidance in schools.
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
The flu season arrives so predictably, and affects so many of us, that it’s hard to believe that scientists have had very little idea why cold weather helps germs to spread.
Worldwide, up to five million people catch the illness each flu season, and around a quarter of a million die from it. Part of its power comes from the fact that the virus changes so quickly that the body is hardly prepared. “The antibodies we’ve built up no longer recognize the virus – so we lose our immunity,” says Jane Metz at the University of Bristol. It also makes it harder to develop effective vaccines, and even if one comes out, governments often fail to persuade enough people to take it up.
The hope is that by understanding better why flu spreads in winter, but naturally fades in summer, doctors could find simple measures to stop its spread.
Previous theories had centred on our behaviour. We spend more time indoors in the winter, meaning that we’re in closer contact with other people who may be carrying germs.
Another popular idea concerned our physiology(生理机制): the cold weather weakens your body’s defenses against infection. In winter, without much sunlight, we may run low on Vitamin D, which helps power the body’s immune system. Moreover, when we breathe in cold air, the blood vessels in our nose shrink, which affects the normal function of white blood cells, allowing viruses to slip past our defenses unnoticed.
While such factors both play some role, analyses suggested another ignored cause may have been lying invisible in the air that we breathe. Thanks to the laws of thermodynamics(空气热力学), cold air can carry less water vapor before it reaches the “dew point” and falls as rain. So while the weather outside may seem wetter, the air itself is drier as it loses the moisture. And researches in the past few years has shown that these dry conditions seem to offer the perfect environment for the flu virus to flourish.
In wetter air, the epidemic struggles to build strength, while in drier conditions it spreads like wildfire. And comparing 30 years’ climate records with health records, Jeffrey Shaman at Columbia University found that flu epidemics almost always followed a drop in air humidity.
1.What can we infer from the second paragraph ?
A.We lose immunity due to the absence of our antibodies.
B.The antibodies fail to function due to variation of virus.
C.Government should come up with better ways to persuade people.
D.One in four of the infected die from the influenza each flu season.
2.What is the purpose of understanding better why flu spreads in winter?
A.To help develop effective vaccine.
B.To seek ways to treat people infected with flu.
C.To figure out ways to cut off its transmission.
D.To explore how to defend our immune system.
3.In what weather condition a flu epidemic is more likely to occur ?
A.Destroying bodies’ immune system.
B.Powering our bodies’ immune system.
C.Killing numerous viruses that we take in.
D.Stopping us acquiring enough Vitamin D.
4.What is the best title of the passage?
A.Ways to prevent infection of flu B.Flu-A disease not so hard to prevent
C.A predictable flu season D.Why germs spread in winter
