【題目】短文改錯(cuò)。

假定英語(yǔ)課上老師要求同桌之間交換修改作文，請(qǐng)你修改你同桌寫的以下作文。文中共有10處語(yǔ)言錯(cuò)誤，每句中最多有兩處。錯(cuò)誤涉及一個(gè)單詞的增加、刪除或修改。

增加：在缺詞處加一個(gè)漏字符號(hào)（∧），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(cuò)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(cuò)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(jì)分。

Doing good daily doesn’t necessary mean helping other people. We can also do something good for other little creatures on this earth. Today, I was on my way to home and saw the turtle trying to cross the road. I stop my car, picked up and brought it to a river nearby. It was the rush hour but there were a lot of cars behind me. It took me about five minute to finish doing that. Although my action might be clearly an inconvenience with other cars, I knew that save a life was well worth their waiting. In my mind, what I did was meaningless.

【題目】MALE Participants Needed for Social Communication Study

The Neuropragmatics and Emotion Lab is looking for healthy male volunteers to participate in an EEG experiment on social communication. You will hear stimuli and make decisions about stimuli that appear on a screen. With the EEG set-up, the entire participation will take about 4.5 hours and is conducted at 2001 McGill College Avenue. The compensation will be $10 per hour for your time and inconvenience. You are expected to be a MALE native Canadian English speaker, between 18-30 years old, right-handed and have normal hearing. If interested, please contact pell.lab.study@gmail.com.

Pell Lab: 514-398-4400

MALE Undergraduate Participants Needed

The CASC Lab in the Department of Psychology at McGill University (supervisor: Dr. Melanie Dirks) is looking for male McGill undergraduate students between the ages of 18-25 who are willing to complete an interview and a questionnaire about challenging friendship experiences. The interview will last approximately 2 hours. Participants will also be asked to complete a brief online questionnaire and to reach out to three of their friends who might also be willing to complete the same questionnaire. Participants will be compensated for their time ($ 20). If you are interested, please contact thomas__khullar@mail__mcgill.ca.

Thomas. Khullar: 514-398-3725

Participants Needed for Social Communication Study

The Pell Lab is seeking North American English speakers for a study on social communication. You will judge audio and video clips(片段) showing social interactions while wearing an EEG cap measuring brain activity. The session is about 2 hours and compensation is $ 30 for the experiment. If you are interested and meet ALL the following criteria, please email pellabtest.eeg@gmail.com. Please provide your name, email and telephone number.

Age between 18-35 years old

Native North American English speakers

Normal hearing and no history of mental and neurological disorder

Right-handedness

Kelly Hennegan: 514-398-4400 Ext.: 00010

【1】To meet the requirements for the EEG experiment, you should be _________.

A. between the ages of 18-25

B. left-handed with normal hearing

C. healthy and able to work about 4--5 hours

D. a female native Canadian English speaker

【2】What will the CASC Lab expect participants to do?

A. To complete a detailed online questionnaire.

B. To do an interview about social communication.

C. To ask some friends to do an online questionnaire.

D. To judge audio and video clips showing social interactions.

【3】If you want to be paid best per hour, you should contact _____________.

A. 514-398-3725 B. 514-398-4400 Ext:00010

C. Thomas. khullar@mail.megill.ca D. pell.lab.study@gmail.com

【題目】假定英語(yǔ)課上老師要求同桌之間交換修改作文，請(qǐng)你修改你同桌寫的以下作文。文中共有10處語(yǔ)言錯(cuò)誤，每句中最多有兩處。每處錯(cuò)誤僅涉及一個(gè)單詞的增加、刪除或修改。

增加：在缺詞處加一個(gè)漏字符號(hào)(∧)，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(cuò)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(cuò)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(jì)分。

Li Ming and I have grown crazily about swimming ever since last year. Last Sunday we decide to go swimming in the Water Cube. So on my way there, I met a little boy, which was crying loudly. I came up with and asked him what was the reason. He said he got lost and that it was the first time he has gone out by himself. So I sent him to the nearest police’s station. Not until an hour late did I get to the gate of the Water Cube. Li Ming got very angry with myself. However, after I explained to him what had happened, he calmed down and made apology to me.

【題目】請(qǐng)認(rèn)真閱讀下列短文, 并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個(gè)最恰當(dāng)?shù)膯卧~。注意: 每個(gè)空格只填1個(gè)單詞。請(qǐng)將答案寫在答題紙上相應(yīng)題號(hào)的橫線上。

How Technology Can Help Language Learning

Intelligence, according to Howard Gardner, is of eight types—verbal-linguistic, logical-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. This is the first in a series of posts that explore and understand how each of the above forms of intelligence is affected by technology-mediated education.

Verbal-linguistic Intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish goals. Such intelligence is developed by three specific activities: reading, writing and interpersonal communication—both written and oral. The traditional tools that have been used to efficiently develop verbal/linguistic intelligence—textbook, pencil, and paper—are giving way to technology in many schools. E-books, Internet lesson plans, online assignments and word processing software, or a subset of the above, are now common in schools. Technology allows addition of multisensory (多種感覺(jué)的) elements that provide meaningful contexts to help comprehension, thus expanding the learning ground of language and linguistics.

Research into the effect of technology on the development of the language and literacy skills vis-à-vis reading activities of children has offered evidence for favorable effects of digital-form books. A study shows that digital reading materials have become common in developing countries in early childhood classrooms to support engagement in storybooks while enhancing the emergent literacy (早期讀寫能力) among children. E-books are also being increasingly used to teach reading among beginners and children with reading difficulties.

Technology can be used to improve reading ability in many ways. It can enhance (加強(qiáng)) and sustain the interest levels for children by allowing immediate feedback on performance and providing added practice when necessary. Recent research shows that students are able to improve their sight word vocabulary, fluency, and comprehension through computer-based reading.

Technology can also help in improvement of writing skills. Word processing software promotes not only composition but also editing and revising in ways that streamline the task of writing. Desktop publishing and web-based publishing allow the work to be taken beyond the classroom into a virtual world that allows more constructive interactions.

Technology enhanced oral communication is indeed useful in that it allows students from remote locations, or from all over the world to communicate orally through video and audio conferencing tools. For example, students of languages in Australian universities overcome the problem of insufficient contact with native language speakers by using online audio and video tools that allow the development of aural, vocal and visual-cognition skills that are important in verbal and linguistic education. Oral group discussions in the form of video conferencing can help non-native speakers of a language with natural language negotiation and cultural intonations in ways that have not been possible due to geographic isolation.

Computer definitely aided language learning and computer mediated communication enhance teaching and learning experiences in the areas of linguistics and language intelligence. Although there have not been comprehensive studies on the use of technologies to aid K-12 English-language learners, there have been many individual computer programs and other technologies that accelerate the acquisition of phonics, vocabulary, fluency, and reading-comprehension skills and other language building blocks.

Title: How Technology Can Help Language Learning

【題目】Yesterday I came across an interesting new book,【1】I would like to recommend here. It is 【2】Adventure story. The title is Voyage to an Amazing Kingdom. The publisher said that the novel 【3】(write) by a 17-year-old boy. The publisher also said that readers would be amazed by the writer’s unique way of thinking and skilful writing. According 【4】The publisher, readers do seem to be interested in this new novel. One reader said that he 【5】(read) the book twice that week and that he would never forget the fantastic story.【6】Reader said that she had bought another two copies that afternoon and that she 【7】(give) those books to【8】(she) friends later. I believe Voyage to an Amazing Kingdom would be a good choice for senior high students.【9】The writer is approximately the same age as our students, I think that they will understand him and his book 【10】(easy).

【題目】

【1】The city was founded in the 8th century BC. In 89 BC, the Romans ____________ Pompeii.

【2】I saw several houses which ______________ wall paintings. I also saw the people who had been buried alive.

【3】An advertisement uses words and pictures to ______________ people to buy a product or service, or to believe in an idea.

【4】However, we still must be aware of the skilful methods used in ads to try and sell us things. Even if an ad does not lie, it does not mean it is altogether ______________.

【5】As a member of the International Olympic Committee, I am delighted to have been invited to your school to talk to you about the history and ___________ of the Olympic Games.

【題目】

Living in two different cultures is not an easy thing. When I was ten years old, my parents 【1】(move) to the US from Sri Lanka, which is 【2】 island off the coast of India.

【3】 we now live in the US, we follow the customs and traditions of Sri Lanka. I have learned to speak 3 languages, including English. I eat a 【4】 (various) of foods and celebrate different holidays 【5】 have to do with my culture.

However, there are many disadvantages of being part of two cultures. Sometimes, speaking a language at home and speaking another language in school can be 【6】 (confuse); sometimes I have trouble 【7】 (express) my thoughts in English because they can’t understand me well; sometimes my culture does make me 【8】 (separate) from others because I feel too different. I am 【9】 (close) to my culture of Sri Lanka than that of the US. I don’t listen to English music as much as I listen to Indian music. Therefore, I feel【10】(extreme) lonely when I don’t know what song they are talking about.

【題目】書面表達(dá)

假設(shè)你是李華，明年即將進(jìn)入大學(xué)學(xué)習(xí)，但是不知怎樣適應(yīng)大學(xué)的生活。請(qǐng)你就以下大學(xué)新生常遇到的情況給北京大學(xué)校長(zhǎng)寫一封信，尋求建議。

（1） 要點(diǎn)：在生活中不會(huì)照料自己；感到孤獨(dú)、經(jīng)常想家；錢物容易丟失；食物、氣候不適應(yīng)；校外租房現(xiàn)象。

（2） 注意：詞數(shù)不少于100，可適當(dāng)增加細(xì)節(jié)。

【題目】假定你是李華，你的美國(guó)朋友Peter自從進(jìn)入高中以來(lái)一直覺(jué)得壓力很大，學(xué)習(xí)狀態(tài)不太好。請(qǐng)你給他寫封郵件，以幫助他振作起來(lái)。

內(nèi)容要要點(diǎn)：

1. 給他三條建議；

2. 表達(dá)期望并送上祝福。

注意：1. 詞數(shù)100詞左右；

2. 可適當(dāng)增加細(xì)節(jié)，以使行文連貫；

3. 文章的開頭和結(jié)尾已給出，不計(jì)入總詞數(shù)。

Dear Peter，

I’m sorry to hear about your situation.______________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

_______________________________________________________________

Yours sincerely,

Li Hua