短文改错（共10小题；每小题1分，满分10分）
此题要求改正所给短文的错误。对标有题号的每一行作出判断：如无错误，在该行右边横线上划一个勾（√）；如有错误（每行只有一个错误），则按下列情况改正：
该行多一个词：把多余的词用斜线（\）划掉，在该行右边横线上写出该词，并也用斜线划掉。
该行缺一个词：在缺词处加一个漏字符号（∧），在该行右边横线上写出该加的词。
该行错一个词：在错的词下划一横线，在该行右边横线上写出改正后的词。
注意：原行没有错的不要改。
I won’t forget the 5-12 Earthquake for the rest of life.
When it strikes, I was alone sleeping. Suddenly I felt              76.       
my bed shaking. I jumped out of it, and I couldn’t stand                 77.       
up because of the whole building seemed like it was moving        78.       
back and forth. I so scared and felt hopeless. I felt myself             79.       
very closely to God. And I thought that I was going to die.            80.       
Second later the quake stopped and I rushed outside. But            81.       
the scene I saw shocked me to death: The high rise besides                 82.       
mine had collapsed to the ground. I suffered for quite long           83.       
time after that. I was in great pain. Now I’m feeling more             84.       
better and I think I’ve walked out of the shadow of it and              85.       
found the strength to move on.

Several years ago, a student working on a research project in my laboratory approached me with concern.“I’m doing something wrong,”she exclaimed. I had seen her research results and knew she was making good progress, so I was surprised to hear that she was having a problem. Over the next several days we went through her experiment; yet I could not find a problem. Finally, I asked her,“Why do you think you’re doing something wrong?” “Because I’m not getting what you said I should get,”she replied with some confusion.
Her response shocked me. I had not told her what she“should get”, but we had discussed some published hypotheses(假说) several weeks earlier. On seeing the research data that did not fit these predictions, I recognized that she had a new finding and came to change my hypotheses. But she was interpreting her results as a mistake. With almost four years of a college science major behind her, this student still had the common misunderstanding that science is a boring exercise in proving something we already know to be true.
But how can this happen? Throughout school, science is often described in textbooks as a series of“known”facts and figures; for example, DNA is a double helix; earthquakes occur at plate boundaries, etc. Unfortunately, the process by which these discoveries were made and how they fit into scientific progress are often ignored in the classroom. These details help show the nature of scientific discoveries and the tails help show the nature of scientific discoveries and the skepticism(质疑) that goes with new discoveries before they are accepted.
Understanding science is more than memorizing that DNA is a double helix. It is to have the ability to take in new information on diet, exercise, or disease and apply it to our own lives. Understanding the process of science and scientific problem-solving can help us make better decisions every day.
【小题1】The student thought her research project had gone wrong because       .

The rain was coming down heavily and I was going to be late for an important conference. Dressing up quickly, I called for a taxi,        that it would be faster than the subway.

It wasn't.

After a long wait, I finally got one, but the traffic was heavy. I looked at my       from time to time. Just as the traffic started moving, the driver        a man up ahead in a wheelchair.

“Wouldn't he be cold sitting right there!” the driver cried and began to       .

I could see there would be another 20 minutes'       —        him into the cab, folding up his chair and putting it into the taxi's small      , then dropping him off who knows where.

“What are you doing?” I shouted to the driver.

As the       came out, I wanted to take them back. The wrongness of my       to the driver shocked me. Why did I let out the shout?

The driver      me and we continued the journey. Eventually I got out of the taxi and

     to the office. As I ran, I understood that, though it wasn't my duty to take the time to help others, I shouldn't have        the driver's stopping. I should have been able to see beyond my impatience to notice what was most inerrant (不会错的). Whenever I think of this incident, this is my   : I am not a       self-centered person, but I still feel       

of being self-centered. Living a busy life in a fast-paced big city, do we still need to stop to help those who are in need of help?

1.A. reminding　　　       B. expecting               C. realizing                D. attempting

2.A. computer                   B. document           C. message                D. watch

3.A. witnessed                   B. picked                   C. spotted                 D. observed

4.A. pull over                     B. take off                 C. pass by                  D. run away

5.A. complaining      B. suffering               C. waiting                  D. struggling

6.A. indicating                   B. recommending      C. lifting                     D. urging

7.A. trunk                    B. box                        C. window                 D. carriage

8.A. anxieties                     B. words                    C. results                   D. comments

9.A. reaction            B. request                 C. comment              D. suggestion

10.A. comforted      B. prevented           C. encouraged         D. ignored

11.A. escaped                   B. fled                        C. settled                   D. flooded

12.A. excited at                   B. thought about        C. made fun of           D. complained about

13.A. feeling             B. motto                    C. dream                   D. determination

14.A. skillfully                    B. strangely               C. particularly           D. hopefully

15.A. proud              B. aware                   C. ashamed               D. confident

. It shocked me to see ______ my neighbors treated their children.

Several years ago, a student working on a research project in my laboratory approached me with concern.“I’m doing something wrong,”she exclaimed. I had seen her research results and knew she was making good progress, so I was surprised to hear that she was having a problem. Over the next several days we went through her experiment; yet I could not find a problem. Finally, I asked her,“Why do you think you’re doing something wrong?” “Because I’m not getting what you said I should get,”she replied with some confusion.

Her response shocked me. I had not told her what she“should get”, but we had discussed some published hypotheses(假说) several weeks earlier. On seeing the research data that did not fit these predictions, I recognized that she had a new finding and came to change my hypotheses. But she was interpreting her results as a mistake. With almost four years of a college science major behind her, this student still had the common misunderstanding that science is a boring exercise in proving something we already know to be true.

But how can this happen? Throughout school, science is often described in textbooks as a series of“known”facts and figures; for example, DNA is a double helix; earthquakes occur at plate boundaries, etc. Unfortunately, the process by which these discoveries were made and how they fit into scientific progress are often ignored in the classroom. These details help show the nature of scientific discoveries and the tails help show the nature of scientific discoveries and the skepticism(质疑) that goes with new discoveries before they are accepted.

Understanding science is more than memorizing that DNA is a double helix. It is to have the ability to take in new information on diet, exercise, or disease and apply it to our own lives. Understanding the process of science and scientific problem-solving can help us make better decisions every day.

1.The student thought her research project had gone wrong because       .

A．she was not making progress

B．her teacher told her so

C．she couldn’t get enough data

D．she had some unexpected findings

2.How did the writer feel when he found out the reason for the student’s confusion?

A．Confused.         B．Surprised.         C．Excited.           D．Pleased.

3.What is to blame for the student’s misunderstanding about science?

A．Her own carelessness.

B．Her teacher’s lack of experience.

C．The method of science education.

D．The publication of some wrong hypotheses.

4.What is the last paragraph mainly about?

A．The meaning of understanding science.

B．How to use known facts.

C．The best way to make scientific discoveries.

D．How to use scientific knowledge in daily life.