段落改错练习(12篇).doc

A walk through any of the city slums in the developing world is a depressing experience. Such slums usually start just outside of the city limits. (1)_As they are crowded mostly by those attracted to the capability of (2)_Finding work and better living conditions in the city, they grow atan amazing speed. A slum, therefore, very quickly develops into (3)_communal life, but it also develops problems. Slum dwellers usuallylive in huts, which are built for anything thats available: planks of wood, (4)_sacking, even pieces of metal such as the hub caps of cars. The floor is simplyhard mud, in cramped conditions, attracts all kinds of (5)_disease-carried insects. There are no toilets, and the water supply, (6)_with a bit of luck, may be one single tap a long walk away. With extreme cases it may simply be a water hole used by animals and (7)_humans both. There are no health services and no schools. Theres (8)_no effectual public transportation service, and the long journey time (9)_involved prevents the slum population from benefiting any (10)_improvement schemes arranged by any school authority.As a matter of fact, when all a language takes from another one is mere words, it is usually because only a small number of speakersof the first language are bilingual in the secondusually the rulingclasses and the educator. In such cases, most speakers are not using （1）_the second language alongside the first one at a daily basis-instead （2）_the influence on the second language “trickles down” from the elite （3）_class to the masses. In cases like this, which trickles down most easily （4）_are isolated words, rather than the things that arte harder to pick upfrom a foreign language, such as word order and endings, which requirethe actual use of the second language to get the hang of . This was the situation, for example, in England when it was occupied by the NormanFrench: The Normans were the rulers when the masses continued （5）_Happily using English. It is this reason that so many of the words （6）_We inherited from French have to do with conception of government （7）_ reign , fashion attire , art pen , cuisine poultry , and, actually, the very words government, fashion, art and cuisine. Just like often, （8）_moreover, geography and history have it that many, most, or all of a （9） _languages speakers speak another one together alongside, and the （10） _result is the likes of Is it out of your mind you are? In fact, most languages have had some influence on their structure from other languages at some point in their historyJimmy Lee was executed in Parchment, Miss .He was a murder. In Mississippi, kissers are executed by strapping them （1） into a chair and dropped cyanide crystals into a pan of water . （2） This is supposed to do the job quickly and with a maximum （3） of suffering .however ,this was not the case of jimmy Lee. （4） He moaned and convulsed and thrashed about everywhere （5） for several minutes before his end came .His lawyer was upset by the way Jimmy Lee died, and also were many of the kindly （6） souls who oppose the death penalty in any form. But theyveoverlooked something unusually about Jimmy Lees death . （7） And that is the fact that this is the one of those rare times a killer （8） got exactly what he gave .He was executed for the crime of smothering a 3-way-old girl. It can be assumed the little girl （9） also gasped breath and suffered when she was deprived of air . （10） The difference is that she did nothing to deserve her suffering and death. Scientists claim that air pollution causes a decline in theworld is average air temperature .In order to prove that theory ,ecologists have turned to historic data in relation to especially （1）_huge volcanic eruptions .they suspect that volcanoes effect weather changes that are similar with air pollution . （2）_One source of information is the affect of the eruption of （3）_Tambora, a volcabno in Sumbawa, the Dutch East Indies, inApril 1815. the largest recorded volcanic eruption. Tambora threw 150 million tons of fine ash into the stratosphere The ash from a volcano spreads worldwide in a few days and remain （4）_ in the air for years. its effect is to turn incoming solar radiation into space and however cool the earth .for example , （5）_records of weather in England show between April and November 1815,the average temperature has fallen 4.5F .（6）_ During the next 24 months, England suffered one of the cold （7）_periods of its history. Farmer is records form April 1815 to December 1818 indicate frost throughout the spring and summer and sharp decreases in crop and livestock markets. Since there was a time lag of several years between reason and effect, by （8）_the time the world agricultural commodity community has deteriorated ,no one realized the cause.Ecologists today warn that we face with a twofold menace. （9）_ The ever- present possibility of volcanic curptions, such as that of Mt. St .Helens in Washington ,added to man ispollution of the atmosphere with oil ,gas , coal, and other polluting substances, may bring us increasing colder weather. （10）_In social situations, the classic Intention Movement isthe chair-grasp. Host and guest have been talkingfor some time,but now the host has an appointment to keep and can get away. His urge to go is (1)_held in cheek by his desire not be rude to his guest, (2)_If he did not care of his guest s feelings he would (3)_simply get up out of his chair and to announce his (4)_departure. This is what his body wants to do, therefore (5)_his politeness glues his body to the chair and refuses to let him raise. It is at this point that he (6)_performs the chair-grasp Intention Movement. He continuesto talk to the guest and listen to him, but leans forward and grasps the arms of the chair as about to push (7)_himself upwards. This is the first act he would make if he were rising . If he were not hesitating, (8)_it would only last a fraction of the second. He would (9)_lean, push, rise, and be up. But now, instead, it lastsmuch longer. He holds his readiness-to-rise post and (10)_keeps on holding it. It is as if his body had frozen at the get-ready moment.“Jazz began in New Orleans and worked its way up theriver to Chicago,” is the announcement most investigators ofmainstream popular culture are apt to make when dealing in (1) the vague subject of jazz and its origins. And while that iscertainly a rational explanation, charmingly simple, it is morethan likely true. Jazz could no more have begun in one area (2) of the country than did blues. The mass migration of (3) Negroes throughout the South and the general liberating effectof the Emancipation make it extremely difficulty to say just (4) exactly where and when jazz originated. It is easy to point outthat jazz is music that could not have existed without blues (5) and its various antecedents. Moreover, jazz should not be (6) thought as a successor to blues, but as a very original music (7) that developed out of, and was concomitant with, blues andmoved off into its own path of development. One interestingpoint is that although jazz was developed out of a kind of (8) blues, blues in their later popular connotation came to mean (9) a way of playing jazz, and by the swing era the widespreadpopularity of the blues singer had already been replaced the (10) jazz players. The grammatical words which play so large a part in English grammar are for the most part sharply and obviously different from the lexical words. A rough and ready difference which may seem the most obvious is that grammatical words have“ less （1）_meaning”, but in fact some grammarians have called them （2）_ “empty” words as opposed in the “full” words of vocabulary. But （3）_this is a rather misled way of expressing the distinction. Although a （4）_ word like the is not the name of something as man is, it is veryfar away from being meaningless; there is a sharp difference in （5）_ meaning between “man is vile and” “the man is vile”, yet the is the single vehicle of this difference in meaning. （6）_ Moreover, grammatical words differ considerably among themselves as the amount of meaning they have, even in the （7）_lexical sense. Another name for the grammatical words has been “little words”. But size is by no mean a good criterion for （8）_distinguishing the grammatical words of English, when we consider that we have lexical words as go, man, say, car. Apart from （9）_ this, however, there is a good deal of truth in what some peoplesay: we certainly do create a great number of obscurity when we （10）_ omit them. This is illustrated not only in the poetry of Robert Browningbut in the prose of telegrams and newspaper headlines. Henry Fielding , the famous novelist who was also a London magistrate , once made a night raid to two （1） known hideouts in this city-within-a-city ; he found seven men , women ,and children packed away in a few tiny stinking rooms . All of these people ,included little children （2） of five and six who were trained as pick-pockets, werewanted for crime .Conditions like these bred more criminals . One of the typical cases was that Jack Shepard , whose execution in （3） 1724 was watched by two hundred thousand people .Shepard , the son of honest working people ,was an apprentice in a respectful trade . He ran away from it （4） because he fancied that he had been ill-treated , and soonfound it was easy to make more money by thieving （5） as his father had done by a lifetime of honest work. （6） In Shepards day highwaymen commited robberies at （7） broad daylight , in sight of a crowd , and rode solemnly and triumphantly through the town with danger of molestation. （8） If they were chased , twenty ot thirty armed men were ready to come to their assistance . Murder was a everyday affair , （9） and there were many people who made heroes from the （10） murderers. There are great impediments to the general use of a standard in pronunciation comparable to that existing in spelling （orthography）. One is the fact that pronunciation is learnt naturally and unconsciously, and orthography is learnt （1）_deliberately and consciously. Large numbers of us, in fact, remain throughout our lives quite unconscious with what our （2）_speech sounds like when we speak out, and it often comes as a （3）_shock when we firstly hear a recording of ourselves. It is not a （4）_voice we recognize at once, whereas our own handwriting is something which we almost always know. We begin the （5）_natural learning of pronunciation long before we start learning to read or write, and in our early years we went on unconsciously （6）_imitating and practicing the pronunciation of those around us for many more hours per every day than we ever have to spend （7）_learning even our difficult English spelling. This is natural, （8）_therefore, that our speech-sounds should be those of our immediate circle; after all, as we have seen, speech operates as a means of holding a community and to give a sense of （9）_belonging. We learn quite early to recognize a stranger, someone who speaks with an accent of a different community perhaps only a few miles far. （10）_Komuti was a Japanese farmer mainly produced rice. Every year (1)_ when he got in his harvest, he piled it into great stacks ready to threshing (2)_ One year during harvest time, Komuti was at home when he felt the earth trembled-it was an earthquake. From where he lived, many miles (3)_ off the city. Komuti could see great waves gathering out at sea and knew (4)_ that waters would come to rush inshore soon. (5)_ How could he warn his fellows-villagers near the sea for their (6)_ danger? Then he had an idea. He ran into his fields and set fire on the (7)_ first of his rice stacks, then the next, and long before all his rice stacks (8)_ were burning away. People down near the seashore watched the fire and (9)_ clouds of smoke and began to hurry away fighting the fire. (10)_I think it is true to saying that, in general, language teachers (1)_have paid little attention to the way sentences are used in combinationto form stretches of disconnected discourse. They have tended to take (2)_their cue from the grammarian and have concentrated to the teaching (3)_of sentences as self-contained units. It is true that these are oftenrepresented in “contexts” and strung together in dialogues andreading passages, but these are essentially setting to make the (4)_formal properties of the sentences stand out more clearly, propertieswhich are then established in the learners brain by means of practice (5)_drill and exercises. Basically, the language teaching unit is the (6)_sentence as a formal linguistic object. The language teachers view ofwhat that constitutes knowledge of a language is essentially the same (7)_as Chomskys knowledge of a syntactic structure of sentences, (8)_and of the transformational relations which hold them. Sentencesare seen as paradigm