此題要求你對(duì)一段文章改錯(cuò)。先對(duì)每一行做出判斷是對(duì)還是錯(cuò)。如果是對(duì)的，在該行右邊橫線上劃一個(gè)勾（√）：如果有錯(cuò)誤（每行不會(huì)多于一個(gè)錯(cuò)誤），則按情況改錯(cuò)如下：
此行多一個(gè)詞：把多余的詞用斜線（/）劃掉，在該行右邊橫線上寫出該詞，也用斜線劃掉。
此行缺一個(gè)詞：在缺詞處加一個(gè)漏字符號(hào)（∧），在該行右邊橫線上寫出該加的詞。
此行錯(cuò)一個(gè)詞：在錯(cuò)的詞下劃一橫線，在該行右邊橫線上寫出改正后的詞。
注意：原行沒(méi)有錯(cuò)的不要改。
例：When I have free time I go Aa long walk.Some （a） for
People read the books or watch television while （b） the
Others have sports.Charles and Linda Mason do all （c） √
of these things as well as climbed buildings. （d） climbing
In the days when an ice cream cost more less， （1）more改為muchmore改為much
Tom，an 8-year-old boy，entered into a hotel coffee shop （2）去掉into去掉into
and sat at the table.A waitress put a glass of water in （3）the改為athe改為a
front of it. "How much is an ice cream？" "Fifty-cents，" （4）it改為himit改為him
replied the waitress.The little boy pull his right hand （5）pull改為pulledpull改為pulled
out the pocket and studied a number of coins in it. "How （6）out后面加ofout后面加of
much is a dish of plain ice cream？" he asked.Some people
were now waiting for her serve and the waitress grew （7）serve改為serviceserve改為service
a bit impatience." Thirty-five cents，she said rudely. （8）impatience改為改為impatientimpatience改為改為impatient
The little boy carelessly counted the coins again. （9）carelessly改為carefullycarelessly改為carefully
"I will have a plain ice cream， "he said.The waitress （10）a改為thea改為the
walked away.The boy finished the ice cream，paying （11）paying改為paidpaying改為paid
the cashier and left.It was not long after the waitress （12）after改為beforeafter改為before
came back and then she began to wipe out the table. （13）去掉out去掉out
Suddenly she was surprised at how she saw.There， （14）how改為whathow改為what
placed neatly beside the empty dish，had two nickels （15）had改為werehad改為were
and five pennies-her tip!
【答案】more改為much；去掉into；the改為a；it改為him；pull改為pulled；out后面加of；serve改為service；impatience改為改為impatient；carelessly改為carefully；a改為the；paying改為paid；after改為before；去掉out；how改為what；had改為were
【解答】
【點(diǎn)評(píng)】
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發(fā)布：2024/6/27 10:35:59組卷：1引用：1難度：0.5
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Math departments alone are unlikely to solve this dilemma.Several of the promising calculus reforms were spearheaded by professors outside of math departments.STEM faculty are prioritizing cooperation across disciplines to transform math classes to cultivate a diverse generation of STEM researchers and professionals.
This is not uncharted territory.In 2013，life sciences faculty at the University of California，Los Angeles，developed a two-course sequence that covers classic calculus topics，but also emphasizes their application in a biological context.Creating this course，Mathematics for Life Scientists，wasn't easy.The life sciences faculty involved，none of whom had a joint appointment with the math department，said they turned to designing the course themselves after math faculty rejected their request for cooperation.
In Ohio，Wright State University's Engineering departments also revised math offerings.Rather than changing the content of the calculus course，they focused on preparing students for calculus by emphasizing "engineering motivation for math." The approach enhanced opportunities for students with weaker math backgrounds to succeed in engineering and doubled the average graduation rate of engineering students without reducing the average grade of graduates.Math learning is fundamental to all STEM fields，but the opposite also appears to be true.
（1）What problem is mentioned in paragraph 1？
A．Increasing STEM dropout rate.
B．The reform of calculus courses.
C．Shrinking admission to STEM majors.
D．The shaken belief in the role of calculus.
（2）What does "spearheaded" in paragraph 2 probably mean？
A．challenged
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（3）What do we know about the calculus course reform according to the text？
A．STEM departments made calculus content easier to improve students' grades.
B．Math departments sought cooperation with STEM counterparts to urge reforms.
C．Placing calculus learning in specific STEM contexts is a workable approach.
D．Removing calculus is the key to increasing graduation rate of STEM students.
（4）What does "the opposite" in the last paragraph refer to？
A．The STEM fields may be the foundation of other science subjects.
B．The STEM fields may be central to making math learning effective.
C．Math learning may set barrier for science study in the STEM fields.
D．Math learning may make way for science study in the STEM fields.發(fā)布：2025/1/1 17:30:2組卷：24引用：3難度：0.5 -
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（1）Why did the author want to have a good appearance when she was young？
A．Because she wanted to follow the example of her friend.
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C．Because she wanted to get higher scores in the job interviews.
D．Because the successful characters in the books she read were attractive.
（2）Why did the writer refer to her friend's story？
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B．To show how important outer beauty is.
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D．To show how terrible to be a beautiful girl.
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D．The living standard has been improved over the past years.
（4）Which of the following covers the passage best？
A．Inner beauty is the real beauty.
B．How do attractive persons become successful？
C．The key factor to find a good job is being attractive.
D．Plastic surgery is the best way to make a person more beautiful.
（5）What do we know from the passage？
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B．If you have a good appearance，you must get higher scores in the job interviews.
C．Without the TV advertisements，there wouldn't have been a boom in plastic surgery.
D．Those who have good appearances should also develop the beauty in their hearts.發(fā)布：2025/1/1 18:0:1組卷：12引用：2難度：0.6 -
3．Dear Laura，
I just heard you tell an old story of gift giving and unselfish love in your program．You doubted that such unselfish love would happen in today's world．Well，I'm here to give you （1）．
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I thought you'd love to （20）this story．
keyboard
Yours，
Hilary
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