文中共有10处语言错误，错误涉及一个单词的增加、删除或修改。

增加：在缺词处加一个漏词符号（/\）,并在该句下面写出该加的词。

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。

When I first learned to write in English, I run into many difficulties．The main problem was in that I always thought in Chinese but tried to translate everything into Chinese．My teacher advised me to keep diaries．I followed her advices．Happily it worked．Soon I began to enjoy talk to myself on paper as I was learning to express me in simple English. One day I wrote a short story and showed to my teacher．She liked it very much that she read it to the class．Everyone said the story was the good one, I was great encouraged by their words．

　 If a story is _____, you’ll become _____ when you read it.

　　A. exciting; excited　　　　　　　　　B. exciting; exciting

　　C. excited; excited　　　　　　　　　 D. excited; exciting

阅读下面的短文，并根据短文后的要求答题。（请注意问题后的字数要求）

[1]Perhaps you are an average student with average intelligence.However,you can receive better grades if you want.Yes,even students with average intelligence can be top students without additional work.Here’s how:

[2]Plan your time carefully.Make a list of your weekly tasks.Then make a schedule of your time.Be sure to set aside enough time to complete your normal reading and work assignments.Of course,studying shouldn’t occupy all of the free time on the schedule.

[3]Make good use of your time in class.Listening to what the teacher says in class means less work later.Take notes to help you remember what the teacher says.

[4]Skim before you read.Look over a passage quickly before you begin to read it more carefully.As you preview the material,you get some idea of the content and how it is organized.Later when you begin to read you will recognize less important material and you may skip some of these portions.Skimming helps double your reading speed and improve you comprehension as well.

[5]_____,Go over your notes as soon as you can after class.Review important points mentioned in class as well as points you remain confused.If you know what the teacher will discuss the next day,skim and read that material,too.If you review your notes and textbook regularly,the material will become more meaningful and you will remember it longer.Regular review leads to improved performance on tests.

[6]Develop a good attitude towards tests.The purpose of a test is to show what you have learned about a subject.The word won’t end if you don’t pass a test,so don’t worry excessively about a single test.

[7]There are other techniques that might help you with your studying.Improving your studying habits will improve your grades.

1.What’s the main idea of the passage?(no more than 8 words)

____________________________________________________________________

2.What should you do if you fail a test?(no more than 4 words)

____________________________________________________________________7

3.Please fill in the blank in the fifth paragraph with proper words.(no more than 4 words)

____________________________________________________________________

4.According to the passage,how can an average student improve his/her grades?(no more than 6 words)

____________________________________________________________________

5.What does the word “it”(line 4,paragraph 5)probably refer to?(no more than 3 words)

____________________________________________________________________

I went through a training program and became a literacy volunteer last surnmen The training

I received, though excellent, did not tell me how it was to work with a real student, however. When I began to discover what other people's lives were like because they could not read, I realized the true importance of reading.

My first student Marie was a 44-year-old single mother of three. In the first lesson, I found out she walked two miles to the nearest supermarket twice a week because she didn't know which bus to take. When I told her I would get her a bus schedule, she told me it would not help because she could not  read it. She said she also had difficulty once she got to the supermarket,because she couldn't always remember what she needed. Since she did not know words, she could not write out a shopping list. Also, she could only recognize items by sight, so if the product had a different label, she would not recognize it as the product she wanted.

As we worked together, learning how to read built Marie's self-confidence,which encouraged her to continue her studies. She began to make rapid progress and was even able to take the bus to the supermarketelt. After this successful trip, she reported how self-confident she felt. At the end of the program, she began helping her youngest son,Tony, a shy first grader with his reading. She sat with him before he went to sleep and together they would read bedtime stories. When his eyes became wide with excitement as she read, pride was written all over her face. As she described this experience, I was proud of myself as well. I found that helping Marie to build her self-confidence was more rewarding than anything I had ever done before.

As a literacy volunteer, I learned a great deal about teaching and helping others. In fact, I may have learned more from the experience than Marie did.

1.What did the author do last summer?

A．She worked in the supermarket

B．She helped someone to learn to read

C．She gave single mothers the help they needed

D．She went to a training program to help a literacy volunteer

2.Why didn’t Marie go to the supermarket by bus at first?

A．Because she liked to walk to the supermarket

B．Because she lived far away from the bus stop

C．Because she couldn’t afford the bus ticket

D．Because she couldn’t find the right bus

3.How did Marie use to find the goods she wanted in the supermarket?

A．She knew where the goods were in the supermarket

B．She asked others to take her to the right place

C．She managed to find the goods by their looks

D．She remembered the names of the goods

4.What did the writer think of her work as a literacy volunteer?

A．Interesting                            B．Meaningful

C．Tiring                                D．Touching

Our senses aren't just delivering a strict view of what’s going on in the world; they're affected by what’s going on in our heads. A new study finds that hungry people see food-related words more clearly than people who've just eaten.

Psychologists have known for decades that what's going on inside our head affects our senses. For example, poorer children think coins are larger than they are, and hungry people think pictures of food are brighter. Rémi Radel of University of Nice Sophia-Antipolis, France, wanted to investigate how this happens.

Does it happen right away as the brain receives signals from the eyes or a little later as the brain’s high-1evel thinking processes get involved. Radel recruited 42 students with a normal body mass index. On the day of his or her test, each student was told to arrive at the lab at noon after three or four hours of not eating. Then they were told there was a delay. Some were told to come back in 10 minutes; others were given an hour to get lunch first. So half the students were hungry when they did the experiment and the other half had just eaten.

For the experiment, the participant looked at a computer screen. One by one, 80 words flashed on the screen for about l/300th of a second each. They flashed at so small a size that the students could only consciously perceive. A quarter of the words were food-related. After each word, each person was asked how bright the word was and asked to choose which of two words they’d seen-a food-related word like cake or a neutral word like boat. Each word appeared too briefly for the participant to really read it.

Hungry people saw the food-related words as brighter and were better at identifying food- related words. Because the word appeared too quickly for them to be reliably seen, this means that the difference is in perception, not in thinking processes, Radel says. "This is something great to me. Humans can really perceive what they need or what they strive for. From the experiment, I know that our brain can really be at the disposal of our motives and needs. "Radel says.

1.Why was there a delay on the day of the experiment?

A. Because hungry people needed time to fill their stomach.

B. Because Radel wanted to create two groups of testers, hungry and non-hungry.

C. Because noon was not the right time for any experiment.

D. Because Radel needed time to select participants in terms of body mass index.

2.What does the writer want to tell us?

A. Human’s senses aren’t just delivering a strict view of what’s going on in the world.

B. What’s perceived by our senses affects our way of thinking.

C. Human brains can really be at the disposal of our motives and needs.

D. Thinking processes guarantee the normal functions of our senses.

3.What can we infer from the passage?

A. 42 participants are too small a number for a serious investigation.

B. An experiment with hungry and non-hungry participants is not reliable.

C. Our thinking processes are independent of our senses.

D. Humans can perceive what they need without involving high-level thinking processes