分析 本文主要讲述作者看到一位老人在淋雨,将自己的雨伞给了老人,自己则全身淋湿了.作者从中得到了帮助他人的快乐,以后仍将尽力帮助他人.
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.
详解:
1.Stood改为Standing 考查现在分词.an old man与stand之间是主谓关系,用现在分词短语Standing at an uncovered bus stop作伴随状语.
2.and改为or 考查连词.or意为"(用于否定句,提出两种或多种事物时)也不".
3.give改为gave 考查动词时态.全文讲述的是已发生的事情,用一般过去时态.
4.I改为me 考查代词.with是介词,其后接宾格代词me作宾语.
5.a改为the 考查冠词.此处the heavy rain表示特指.
6.complete改为completely 考查副词.wet是形容词,要用副词修饰,形容词complete的副词是completely.
7.classmate改为classmates 考查名词.one of意为"…之一",后接名词复数形式.
8.去掉at 考查词语用法.the moment是连词,意为"一…就…",其前不可加介词at,要去掉.
9.when改为that 考查强调句.英语强调句型:It is/was+被强调部分(通常是主语、宾语或状语)+that/who(当强调主语且主语指人)+其他部分.
10.加more 考查形容词比较级.根据句中than,要用形容词比较级,joyful是多音节词,其前加more构成比较级.
点评 高考短文改错题的形式有说明文,短文故事,书信等,具有很强的实用性.短文的内容和语言都符合高中学生的实际,从表面上看类似一篇学生习作.首先,通读全文,了解短文大意,把握全篇的时态、人称及行文逻辑,在通读全文时把一些容易的错误先改好,再进行逐句改错.其次,要进行逐个句子的改错.这是要对文中的词法、句法和语篇着重分析和特别注意.最后把改好的短文再阅读一遍,检查答案是否正确,感觉是否还有不妥之处,最终形成定稿.
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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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