</p>standing of science is undoubtedly an adequate scientific education
7 B* h/ [$ |% N6 z' z9 j! ~( uat school. Public attitudes towards science owe much the way sci- S1. _________ * ]2 n2 h& X3 I# \/ I
ence is taught in these institutions, Today, school is what most S2. _________ % c1 l+ S* [$ e
people come into contact with a formal instruction and explanation
5 t3 n1 b# h8 ?6 W8 _2 }of science for the first time. At least in a systematic way, It is at
6 `$ }1 D( U: I4 H8 h+ B5 Vthis Point which the foundations are laid for an interest in science. S3. _________
9 R4 i& y6 P* f" gWhat is taught (and how) in this first encounter will largely deter-
/ {8 T! D, M, xminc an individual’s view of the subject in adult life. Understand-
' @5 T, I* o/ r- Q; L! ping the original of the negative attitudes towards science may help S4._________ % l9 M$ x/ Z5 y
us to modify them . Most education system neglect exploration, S5. _________ 0 V- N9 C9 Z1 J
understanding and reflection, Teachers in schools tend to present 6 \* ~/ {8 f& w
science as a collection of facts, often by more detail than necessa- S6. _________
; a( A, L" X* J2 [9 w7 |. Xry, As a result, children memorize processes such as mathematical
# y0 n+ p: U \5 Q8 Y1 C" wformulas or the periodic table, only to forget it shortly afterwards. S7. _________ ) H2 n7 B* `2 D
The task of learning facts and concepts, one at a time, makes * [* m/ @- c2 |8 x# N
learning laborious, boring and efficient, Such a purely empirical S8._________
" t- Z% B/ j% R& h& ~2 uapproach, which consists of observation and description, is also, 6 A" `! \ B6 d9 J, Y
in a sense, unscientific or incomplete. There is therefore a need
6 F7 d; Z% e: _ e7 M2 afor resources and methods of teaching that facilitates a deep under- S9. _________ ! q3 S9 ]3 V1 D$ r1 j
standing of science in an enjoyable way, Science should not only
2 x+ r' W% R- ]- n' d3 W& Kbe “fun” in the same way as playing a video game, but “hard + o" t7 I* K- g( D
fun” a deep feeling of connection made possibly only by imagi- S10. ________ 5 W, @" A, g9 v# x
native engagement. G1 R2 j0 x; z
1 I- w1 Q' u) M! i6 C, f9 D答案解析:
" r" {. |5 g% }) \* H6 \1. Call→Calling/To call。本句主语是一个动词短语,但是动词短语做主语时,其中的动词只能用作动名词或不定式的形式,因而把Call改成Calling或To call。+ B A% K) T7 X2 U
+ F; [$ Y+ w7 u6 z+ e+ X8 H
2. not∧,to。该句中后半部分实际上和“to make it easier”同为表语成分,结构相同,为和前面保持一致,此处也应该使用不定式结构。
8 |# w+ T9 q1 N" ]1 Q; S9 |6 s! t2 ?7 w3 O
3. 删去being。只有当句中出现表示现在的时间状语时,才会用现在分词的被动式来做定于修饰名词,而原句中未出现表示现在时的时间状语成分,故应该将being删去。
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1 ^0 I: r- ]0 |1 s$ M4. depend→depending。英语里,一个句子不能在没有任何连接手段的情况下,同时使用两个并列的谓语动词,所以错在depend,应改为现在分词depending形式。8 W. K0 ]3 N, p. x- c
' h0 N+ t' N; `( \- t1 r5. Guiding→Guided。该句中,过去分词做原因状语,相当于原因状语从句Because he was guided,意为“因为受……引导”。
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0 B+ u. ]9 A& B1 v# }* u4 L6. are→is。该句中,主语成分为“The child”,所以谓语应该使用单数形式。8 ^1 c" j! E: v3 n3 E! U
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7. is→are。该句为一个倒装句,真正的主语成分是“3 groups of young pioneers”,故谓语动词应该使用复数形式。
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9 j. I% J* K( D/ D0 j8. were→was。该句中,定语从句引导词“that”指代前文中的“The book”故该从句中的谓语应该为单数形式。
8 E4 F. a% ~$ e
2 q; U" @* i$ a4 N& `# P* v9. are→is。在“there + be +doing”结构中,谓语动词使用单数形式。5 I$ N" c- K* e: \
( U9 z4 G( o. C" z$ e- z
10. have→has。名词性从句做主语谓语动词一般做单数对待。0 \4 H, o) d2 V4 I+ q& P# t
# ^# \, {; D) M
S1.在much和the way间插入to
4 Y$ U% M1 X8 q# g1 Q) kS2.what→where& M4 C& {/ @, h! J* E3 u+ q
S3.which→that $ t, y* {, y7 f+ q# a+ r4 ]
S4.original→origin
, x9 J- F$ ?* ^; t1 w# o6 {: }S5.system→systems 5 M. i2 ~$ u% y5 L, b w
S6.by→in
/ K% K& Q% _8 `2 o$ zS7.it→them , X# G* w" o& D
S8.efficient→inefficient
* B3 a% i1 ]9 r2 Y: Z" \* [S9.facilitates→facilitate 9 C% r) s/ P+ Y7 B) _( t- u1 _7 R
S10.possibly→possible |