分析 本文主要講述作者看到一位老人在淋雨,將自己的雨傘給了老人,自己則全身淋濕了.作者從中得到了幫助他人的快樂,以后仍將盡力幫助他人.
解答 It was cold and rainy.Stood at an uncovered bus stop,an old man didn't have a hat and an umbrella.Without thinking I stopped and give him the umbrella I carried with I.As a result,I was caught in a heavy rain.When I got to school,I became complete wet.
To my great happiness,all of my classmate felt admiration for me at the moment they knew about my kind act.It was not until then when I realized giving was∧joyful than I had thought.I will try my best to help those who are in need in the future.
詳解:
1.Stood改為Standing 考查現(xiàn)在分詞.a(chǎn)n old man與stand之間是主謂關(guān)系,用現(xiàn)在分詞短語Standing at an uncovered bus stop作伴隨狀語.
2.a(chǎn)nd改為or 考查連詞.or意為"(用于否定句,提出兩種或多種事物時)也不".
3.give改為gave 考查動詞時態(tài).全文講述的是已發(fā)生的事情,用一般過去時態(tài).
4.I改為me 考查代詞.with是介詞,其后接賓格代詞me作賓語.
5.a(chǎn)改為the 考查冠詞.此處the heavy rain表示特指.
6.complete改為completely 考查副詞.wet是形容詞,要用副詞修飾,形容詞complete的副詞是completely.
7.classmate改為classmates 考查名詞.one of意為"…之一",后接名詞復(fù)數(shù)形式.
8.去掉at 考查詞語用法.the moment是連詞,意為"一…就…",其前不可加介詞at,要去掉.
9.when改為that 考查強調(diào)句.英語強調(diào)句型:It is/was+被強調(diào)部分(通常是主語、賓語或狀語)+that/who(當(dāng)強調(diào)主語且主語指人)+其他部分.
10.加more 考查形容詞比較級.根據(jù)句中than,要用形容詞比較級,joyful是多音節(jié)詞,其前加more構(gòu)成比較級.
點評 高考短文改錯題的形式有說明文,短文故事,書信等,具有很強的實用性.短文的內(nèi)容和語言都符合高中學(xué)生的實際,從表面上看類似一篇學(xué)生習(xí)作.首先,通讀全文,了解短文大意,把握全篇的時態(tài)、人稱及行文邏輯,在通讀全文時把一些容易的錯誤先改好,再進行逐句改錯.其次,要進行逐個句子的改錯.這是要對文中的詞法、句法和語篇著重分析和特別注意.最后把改好的短文再閱讀一遍,檢查答案是否正確,感覺是否還有不妥之處,最終形成定稿.
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Thinking about the future isn’t special skill. Actually, everyone does it all the time. We schedule future activities and appointments on our calendars. We make to-do lists, a promise to ourselves of how we will spend our future time and energy. We look up the weekend’s weather. We make predictions about the results of sporting events. We practice, study and train for upcoming events that matter to us. We daydream about events we’re eagerly looking forward to. We worry about others.
Most of this common future thinking is about the near future: the next few minutes, hours, days, weeks, months or maybe even the next few years of our lives. Little time is spent thinking about what our lives will be like or what actions we should prepare to take in the far future: ten years, twenty years, or even fifty years from now. This kind of far-future thinking is the domain of professional futurists.
Futurists are trained to imagine distant realities that seem impossible to others: technologies that don’t exist yet, great changes to laws, strange diseases most likely to infect us in the year 2031. Why indeed think about such distant futures? Are there psychological and social benefits to imagining the world, and our lives, decades in advance? And if so, what does it take to become good at imagining the far future?
These were the fascinating questions that we recently explored with other futurists. I was personally inspired by the discussions, and learned a lot about how futurists imagine the future of life. They specifically wanted to use their imaginations to make the world a better place. Another big benefit for me was that this way of thinking is a skill that can be taught. Society would benefit greatly if we all learned the valuable skills that enable us to think about what things would be like in the future.
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B. Society will benefit a lot if we all train ourselves to think as a futurist.
C. It is impossible for us to think about future things as futurists.
D. The idea of using imagination to make the world a better place is ridiculous.
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