此题要求在答题卡上改正所给短文中的错误，请根据上下文对标有题号的每一行做出判断：如无错误，在该行右边横线上划一个（）；如有错误（每行只有一个错误），则按下列情况改正：
此行多一个词：把多余的词用斜线（﹨）划掉，在该行右边横线上写出该词，并用斜线划掉。
此行缺一个词：在缺词处加一个漏字符号（∧），在该行右边横线上写出应加的单词。
此行错一个词：在错词下画一横线，在在该行右边横线上写出改正后的单词。
注意：原行没有错误的不要改。
John Brown is London taxi driver who love going to the 1.
Theatre .Last week his mother gave him two tickets for a play. 2.
The tickets were on Sunday evening. Then John read some 3.
Reviews of the play, which all said it was a terribly one! He 4.
Wouldn’t
go to see a play that no one liked it, So two
hours 5.
Before the play started, he left the ticket on the back seat of 6.
His taxi, Perhaps someone who wanted ∧ see the play would take 7.
Them. However, while John went back home, the tickets were 8.
Still
there. In the fact ,there were four tickets on the
seat. 9.
Someone has placed another pair of tickets on top of them! 10.
根据下列各句句意和空白之后的汉语提示词，在答题卡上指定区域上写出对应单词的正确形式，每空只写一词。
1.He was (好奇) to know what was happening in the office.
2.There is much work to do, so we’ll have to (分) it between us.
3.His nose ran , he coughed, and his temperature (体温) was a little up.
4.The (第十二) man in a football team will play if one of the other players is ill.
5.It’s no use (后悔) what you have done.
6.The acceptance of new members is (严格) controlled.
7.When building (材料) cost more. the price of houses increases.
8.Leave your key with a (邻居) in case you lock yourself out one day.
9.The idea started in Standlake and has (传开) throughout the country.
10.It’s cold today, Please put another (毯子) on the bed.
根据对话情景和内容，从对话后所给的选项中选出能填入每一空白处的最佳选项，并在答题卡上将该选项涂黑。选项中有两个为多余选项。
Sandy is at home. She is now calling Lisa, her classmate.
Sandy: Hi, Lisa. Have you finished helping your parents?
Lisa: I finished cleaning the living room a little while ago, but I haven’t cleaned my bedroom yet. 1.[C]
Sandy: I know what you mean. 2.Do you think you’ll be finished soon? [G]
Lisa: I should be done in about an hour.
Sandy: 3.[F]
Lisa: I did the English homework last night. 4.I don’t understand it. [B]
Sandy: Me neither. 5.We can help each other work it out. [E]
Lisa: OK. Then we can go and have our hair cut.
Sandy: Great. See you in a little while.
A. I don’t math at all. B. But I haven’t started my math yet. C. Housework is tiring, and I’m tired D. What do you think we should do then? E. Why don’t we so it together this afternoon? F. Have you looked at Monday’s homework yet G. I also hate doing the cleaning around the house.
Did you know that women’s brains are smaller than men’s? The average women’s brain weighs 10% less than men’s. Since research has shown that the bigger the brain, the cleverer the animal, men must be more intelligent(聪明的) than women. Right? Wrong. Men and women always score similarly on intelligence tests, despite the difference in brain size. Why? After years of study, researchers have concluded that it’s what’s inside that matters, not just the size of the brain. The brain consists of “grey matter” and
It has been suggested that smaller brain appears to work faster, perhaps because the two sides of the brain are better connected in women. This means that little girls tend to learn to speak earlier, and that women can understand sorts of information from different sources at the same time. When it comes to talking to the boss on the phone, cooking dinner and keeping an eye on the baby all at the same time, it’s women who come out on top every time.
There are other important differences between two sexes. As white matter is the key to spatial(空间的) tasks, men know better where things are in relation to other things. “A great footballer always knows where he is in relation to the other players, and he knows where to go,” says one researcher. That may explain one of life’s great mysteries: why men refuse to ask for directions … and women often need to!
The differences begin when fetuses(胎儿) are about mine weeks old, which can be seen in the action of children ad young as one. A boy would try to climb a barrier (障碍物) before him or push it down while a girl would attract help from others. These brain differences also explain the fact that more men take up jobs that require good spatial skills, while more women speech skills. It may all go back to our ancestors(祖先) ,among whom women needed speech skills to take care of their babies and men needed spatial skills to hunt, according to one research.
If all this disappoints you, it shouldn’t. “The brain changes throughout our lives according to what we do with it.” says a biologist.
1.Which of the following is true according to the first paragraph?
A. Women’s brain is 10% less than men’s
B. Grey matter plays the same role as white matter.
C. Grey matter controls thinking in the brain.
D. Both sexes have the same amount of white matter.
2.What can we infer from the second and third paragraphs?
A. Women prefer doing many things at a time.
B. Men do better dealing with one job at a time.
C. Women do not need to tell directions.
D. Men have weaker spatial abilities.
3.Which of the following do you agree with according to the fourth paragraph?
A. Young boys may be stronger than young girls.
B. More women take up jobs requiring speech skills
C. Women may have stronger feelings than men.
D. Our ancestors needed more spatial skills.
4.What is the writer’s attitude in writing this passage?
A. Defensive. B. Persuasive.
C. Supportive. D. Objective.
Runners in a relay(接力) race pass a stick in one direction. However, merchants passed silk, gold, fruit, and glass along the Silk Road in more than one direction. They earned their living by traveling the famous Silk Road.
The Silk Road was not a simple trading network. It passed through thousands of citied and towns. It started from eastern China, across Central Asia and the Middle East, and ended in the Mediterranean Sea. It was used from about 200 B, C, to about A, D, 1300, when sea travel offered new routes(路线) , It was sometimes called the world’s longest highway. However, the Silk Road was made up of many routes, not one smooth path. They passed through what are now 18 countries. The routes crossed mountains and deserts and had many dangers of hot sun, deep snow and even battles. Only experienced traders could return safe.
The Silk Road got its name from its most prized product. Silk could be used like money to pay taxes or buy goods. But the traders carried more than just silk. Gold, silver, and glass from Europe were much found in the Middle East and Asia. Horses traded from other areas changed farming practices in China. Indian merchants traded salt and other valuable goods. Chinese merchants traded paper, which produced an immediate effect on the West. Apples traveled from central Asia to Rome. The Chinese had learned to graft(嫁接) different trees together to make new kinds of fruit. They passed this science on to others, including the Romans. The Romans used grafting to grow the apple. Trading along the Silk Road led to world-wide business 2,000 years before the World Wide Web.
The people along the Silk Road did not share just goods. They also shared their beliefs. The Silk Road provided pathways for learning, diplomacy(外交), and religion (宗教)
1.It’s probable that traders along the Silk Road needed .
A. to remember the entire trade route B. to know the making of products
C. to receive certain special training D. to deal with a lot of difficulties
2.The Silk Road became less important because .
A. it was made up of different routes B. silk trading became less popular
C. sea travel provided easier routes D. people needed fewer foreign goods
3.New technologies could travel along the Silk Road because people .
A. learned from one another B. shared each other’s beliefs
C. traded goods along the route D. earned their living by traveling
4.What is the best title for the passage?
A. The Silk Road ; Past and Present B. The Silk Road; East Meets West
C. The Silk Road; Routes Full of Dangers D. The Silk Road; Pathways for Learning
This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: “an interesting week of poetry.” This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field?
The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing – the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn’t write anything on the board.
The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers (层次) of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn’t happen much in undergraduate(本科) science classes, but it is important later, in graduate school. And it is always important in humanities(人文科学).
Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, “We need to change the way we teach engineering to make to make it an enjoyable experience for students.”
But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better.
1.What do we know about this unusual class?
A. The teachers did lots of writing on the board
B. The teacher were invited to attend several lectures.
C. The student were professors from a university
D. The students were studying science and humanities.
2.The experiment was designed to find out
A. how to teach the students in the science class
B. whether poetry is difficult for science students
C. what to be taught in the humanities class
D. why many humanities students find science hard.
3.Finding levels of meaning is .
A. important for graduate students in humanities
B. difficult for graduate students in humanities
C. common for undergraduate students in science
D. easy for undergraduate students in science.
4.What did the science professors learn after the experiment?
A. They should change the way they teach
B. A poem could be explained in clear definitions.
C. A poetry class could be more informative.
D. Their teaching was an enjoyable experience.
