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11．假定英語課上老師要求同桌之間交換修改作文，請你修改你同桌寫的以下作文．文中共有10處語言錯誤，每句中最多有兩處；每處錯誤僅涉及一個單詞的增加、刪除或修改．
增加：在缺詞處加一個漏字符號（∧），并在其下面寫出該加的詞．
刪除：把多余的詞用斜線（\）劃掉．
修改：在錯的詞下劃一橫線，并在該詞下面寫出修改后的詞．
注意：1．每處錯誤及其修改均僅限一詞；
2．只允許修改10處，多者（從第11處起）不計分．
Our life journey can't always be smoothly．We are bound to meet with difficulties．Last year，I moved to a different city with my parents．Top student as I had been ago，I always fall behind my new classmates however hard I tried．I was so upset that I nearly lost my heart．Fortunately，my friend Xiao Ming noticed my discouragement but encouraged me not give up．Inspiring by him，I gradually cheered up and began to make progresses．I was very grateful for him．It was his help which made me a confident and successful student again．

分析 本文主要講述我們的生命旅程不可能一帆風順，總會遇到許多困難．作者列舉自己以前盡管是高材生，但不管如何努力，總是趕不上新同學，幾乎要失去信心了．幸運的是，朋友小明注意到了作者的沮喪，鼓勵作者不要放棄．在他的鼓勵下，作者振作起來了，開始取得進步．對此，作者很感激他．

解答 Our life journey can't always be smoothly．We are bound to meet with difficulties．Last year，I moved to a different city with my parents．Top student as I had been ago，I always fall behind my new classmates however hard I tried．I was so upset that I nearly lost my heart．Fortunately，my friend Xiao Ming noticed my discouragement but encouraged me not∧give up．Inspiring by him，I gradually cheered up and began to make progresses．I was very grateful for him．It was his help which made me a confident and successful student again．
詳解：
1．smoothly改為smooth 考查形容詞．be動詞后接形容詞作表語．
2．ago改為before 考查副詞．ago表示"從現(xiàn)在起的若干時間以前"，意思是"距今…以前"，需和過去時或過去進行時連用．before泛指"從過去起的若干時間以前"，意思是"距過去某時…以前""與其…（毋寧）"，常和完成時連用，尤其在間接引語中．
3．fall改為fell 考查動詞時態(tài)．此處講述的是過去的事情，要用一般過去時態(tài)．
4．去掉my 考查固定搭配．lose heart意為"喪失勇氣"，是固定搭配．
5．but改為and 考查連詞．前后兩個分句之間是并列關系而非轉折關系，用連詞and．
6．加to 考查動詞不定式．encourage sb．to do sth．意為"鼓勵某人做某事"，后接動詞不定式作賓語補足語．
7．Inspiring改為Inspired 考查過去分詞．I與inspire之間是動賓關系，用過去分詞作狀語．
8．progresses改為progress 考查名詞．progress是不可數(shù)名詞，沒有復數(shù)形式．
9．for改為to 考查介詞．be grateful to意為"感激（對…感謝）"，是固定搭配．
10．which改為that 考查強調句．英語強調句型：It is/was+被強調部分（通常是主語、賓語或狀語）+that/who（當強調主語且主語指人）+其他部分．

點評 高考短文改錯題的形式有說明文，短文故事，書信等，具有很強的實用性．短文的內容和語言都符合高中學生的實際，從表面上看類似一篇學生習作．首先，通讀全文，了解短文大意，把握全篇的時態(tài)、人稱及行文邏輯，在通讀全文時把一些容易的錯誤先改好，再進行逐句改錯．其次，要進行逐個句子的改錯．這是要對文中的詞法、句法和語篇著重分析和特別注意．最后把改好的短文再閱讀一遍，檢查答案是否正確，感覺是否還有不妥之處，最終形成定稿．

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