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
假如你是新华中学的学生李华，不慎遗失校图书馆的书籍Adventurers in Desert, 对此深表歉意。请根据以下要点给校图书馆写一封电子邮件。
1.表示歉意。
2.给予解释。
3.你的打算。
注意：
1、词数100左右；
2、适当增加细节，以使行文连贯；
3、格式已给出，不计入总词数。
Dear Sir/Madam,
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
__________________________________________________________________
Yours,
Li Hua
假定英语课课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
删除：把多余的词用斜线（＼）划掉。
修改：在错的词下画一横线，并在该词下面写出修改后的词。
注意：1.每处错误及其修改均仅限一词。
2.只允许修改10处，多者（从第11处起）不计分。
Not only do our parents give life, but also gave us endless love and support. I’m very grateful to my parents. They give me so many love and spare no effort to support me. Once I was seriously ill, they were so worried and almost were kept me company the whole night. Now I’m in Senior 3. Luckily for myself, my parents can understand my stressful condition and often communicate with me with encouraged words. However, they give me enough personal space, that I appreciate so much. What I should do now is to study hardly. When I grow up, I will try my best make my parents live the very happy life.
What would you do if you failed? Many people choose to give up. 1., the most effective way to succeed is 2.(keep) your direction and stick to your goal. On your way to success, you must keep your direction. It is just like a lamp guiding you in 3.(dark). It helps you overcome obstacles on your way. Otherwise you will4. (easy) get lost or hesitate to go ahead. Having direction 5.(mean) having a goal. You can get nowhere6.it in life. You can try to make practical plans to achieve it, with your plan and the steps 7.(write) on paper. In this way you will know how to arrange your time and to spend your time properly. You can also share your goal with your friends and family members. Whenever you feel like 8.(quit), they may offer you some9.(spirit) support to keep you going. Most importantly, you should always hold the belief 10.you are sure to succeed as long as you keep your direction all the time.
It was the last day of final examination in a large Eastern university. On the steps of one building, a group of engineering seniors_______, discussing the exam due to begin in a few minutes. On their faces was_______. This was their last exam—then on to graduation ceremony and _______. Some talked of jobs they already had; others _______jobs they would get. With all this assurance of four years of college, they felt ready and able to _______the world. The approaching exam, they knew, would be quite _______. The professor had said they could bring any books or notes they wanted, _______only that they should not talk to each other during the test. Then they filed into the classroom. The professor _______the papers. And smiles _______their faces as the students noted there were only five essay-type questions. However, when the professor began to collect the papers three hours later, the students no longer looked confident. On their faces was a frightened ________. No one spoke as, ________ in hand, the professor faced the class.
He surveyed the worried faces before him, then asked, “How many completed all five questions?” Not a hand was ________. “How many answered four?” Still no hands. “Three? Two?” The students shifted ________in their seats. “One, then? Certainly ________finished one.” But the class remained ________. The professor put down the papers. “That is exactly what I________,” he said, “and I just want you to________ that. These questions you could not answer are relatively________in everyday practice.” “Then,” smiling, he added, “you will all________this course, but remember—even though you are now college graduates, your education has just________.” The years have obscured(模糊)the name of this professor, but not the lesson he taught.
1.A. united B. gathered C. surrounded D. played
2.A. doubt B. confidence C. anxiety D. satisfaction
3.A. study B. rest C. exams D. jobs
4.A. of B. for C. at D. to
5.A. defeat B. conquer C. crash D. fight
6.A. tough B. confusing C. easy D. exciting
7.A. requesting B. expecting C. forbidding D. asking
8.A. gave out B. turned away C. brought in D. prepared for
9.A. improved B. lit C. changed D. broadened
10.A. smile B. expression C. color D. sense
11.A. books B. papers C. pens D. lists
12.A. presented B. discovered C. raised D. noted
13.A. carelessly B. restlessly C. hopelessly D. eagerly
14.A. somebody B. anybody C. nobody D. everybody
15.A. calm B. silent C. disappointed D. worried
16.A. put B. throw C. expected D. strike
17.A. know B. school C. knowledge D. exercise
18.A. abstract B. popular C. common D. complex
19.A. fail B. lose C. attend D. pass
20.A. begun B. completed C. advanced D. succeeded
How to Write an Effective Summary
The goal of writing a summary of an article, a chapter, or a book is to offer as accurately as possible the full sense of the original, but in a more condensed(缩减的) form. A summary restates the author’s main point, purpose, intent, and supporting details in your own words.1.
Read the passage carefully.
Determine its structure. Identify the author’s purpose in writing. After you finish reading, write down in one sentence the point that is made about the subject. 2.
Reread, label and underline.
Once you clearly understand the writer’s major point(or purpose) for writing, read the article again, underline the major points supporting the thesis. 3. In addition, underline key transitional(过渡的) elements which show how parts are connected. Omit specific details, examples, description, and unnecessary explanations.
Write, revise and edit
Now begin writing your summary. 4.Then write your summary, omitting nothing important, eliminating repetition, disregarding minor details, or generalizing them, using as few words as possible to convey the main ideas and striving for overall coherence through appropriate transitions. Conclude with a final statement reflecting the significance of the article.
Revise your summary. After you’ve completed a draft, read your summary and check for accuracy. Keep in mind that a summary should generally be no more than one-fourth the length of the original.
5.Correct grammar, spelling, and punctuation errors, looking particularly for those common in your writing. Write a clean draft and proofread for copying errors.
A. Edit your summary.
B. Do not insert your own opinions or thoughts.
C. A suitable thesis may already be in the original passage.
D. Writing an effective summary requires you to focus on the series of steps.
E. These should be words or phrases here and there rather than complete sentences.
F. In other words, write down a thesis statement which expresses the central idea.
G. Start with a sentence naming the writer and article title and stating the essay’s main idea.
