第三部分；写作（共两节，满分35分）
短文改错（共10小题；每小题1分，满分10分）
请对每一行作出判断，如无错误，在该行右边横线上划一个√；有错误，按照改错的方法改，请将答案写在答题卡上。
I’m very glad to have received the letter you sent me two        76.           
weks ago . I have been thinking about a question you aked      77.           
me . In my opinion, you should go back after you finish your      78.           
stuides abroad. For  one reason, that you are studying si badly   79.           
needed nowadays in our country, It will be quite  easily for you   80           
to find a good job , In fact , I know a few bitg company here in    81           
our city hopes to hire people like you , For another reason, .        82           
I think it will be very much more convenient for you ot look         83.           
after your parents as they are getting old, Therefore this is only     84.           
my point of view, It is up for you to make right choice.             85.           

English Language and Culture Program

If you wish to improve your English-language skills as well as your understanding of the Canadian cultural context, the courses offered by ELC Evening are for you. Whether your goals are academic, business or immigration-related, there is a course to meet your needs．

Evening course tuition:$490,0．

All evening courses run for 10 weeks．A $50 discount is available to returning students or students attending two or more courses．

ELC 550

Mondays, July 7 - September 22, 2008August 4 & September 11- HOLIDAY

Mondays, October 6-December 15．2008 October 13-HOLIDAY

This course is designed for non-native Englisli speakers who wish to take the 1ELTS （International English Language Testing System） exam．Each week, participants （参加者）focus on specific modules of the test （speaking, reading, listening, and writing） to develop and improve the skills they need to succeed on the exam．

ELC 552

Tuesdays, Aprils8-June 10,2008

Tuesdays, October 7 - December．16, 2008 November 11 - HOLIDAY

This course is designed for participants who wish to improve their fluency and expressiveness in English．Production skills will be targeted, including pronunciation, intonation, rhythm, and stress．Participants are required to complete weekly in-class assignments （任务）, including speeches, monologues, interviews, and role-plays．

ELC 554

Wednesdays, July 9 - September 10．2008

Wednesdays, October 8 -December 10．2008

This course is designed for non-native English-speaking university and college participants who wish to improve their academic leading and writing skills．This course gives participants the tools required for presenting information and building persuasive arguments in clear and cohesive written forms．

ELC 555

Thursdays, July 10 - September 11, 2008

Thursdays, October 9 - December 11, 2008

This course is designed for non-native English speakers who are either working or planning to work in a business environment．Areas of focus include handling telephone conversations, networking, participating in meetings, negotiating, making presentations, and conducting interviews．

1.One only needs to pay $440 if he ______．

2.Which is the proper time for one who wants to find a job in business field?

3.ELC 554 is most suitable for ______．

4.ELC 550 mainly focuses on ______．

5.A student who mainly wants to improve his spoken English can attend           ．

English Language and Culture Program
If you wish to improve your English-language skills as well as your understanding of the Canadian cultural context, the courses offered by ELC Evening are for you. Whether your goals are academic, business or immigration-related, there is a course to meet your needs．
Evening course tuition:$490,0．
All evening courses run for 10 weeks．A $50 discount is available to returning students or students attending two or more courses．
ELC 550
Mondays, July 7 - September 22, 2008August 4 & September 11- HOLIDAY
Mondays, October 6-December 15．2008 October 13-HOLIDAY
This course is designed for non-native Englisli speakers who wish to take the 1ELTS （International English Language Testing System） exam．Each week, participants （参加者）focus on specific modules of the test （speaking, reading, listening, and writing） to develop and improve the skills they need to succeed on the exam．
ELC 552
Tuesdays, Aprils8-June 10,2008
Tuesdays, October 7 - December．16, 2008 November 11 - HOLIDAY
This course is designed for participants who wish to improve their fluency and expressiveness in English．Production skills will be targeted, including pronunciation, intonation, rhythm, and stress．Participants are required to complete weekly in-class assignments （任务）, including speeches, monologues, interviews, and role-plays．
ELC 554
Wednesdays, July 9 - September 10．2008
Wednesdays, October 8 -December 10．2008
This course is designed for non-native English-speaking university and college participants who wish to improve their academic leading and writing skills．This course gives participants the tools required for presenting information and building persuasive arguments in clear and cohesive written forms．
ELC 555
Thursdays, July 10 - September 11, 2008
Thursdays, October 9 - December 11, 2008
This course is designed for non-native English speakers who are either working or planning to work in a business environment．Areas of focus include handling telephone conversations, networking, participating in meetings, negotiating, making presentations, and conducting interviews．
【小题1】One only needs to pay $440 if he ______．

PITTSBURGH – For most people, snakes seem unpleasant or even threatening. But Howie Choset sees in their delicate movements a way to save lives.

The 37-year-old Carnegie Mellon University professor has spent years developing snake-like robots， he hopes will eventually slide through fallen buildings in search of victims trapped after natural disasters or other emergencies.

Dan Kara is president of Robotics Trends, a Northboro, Mass.-based company that publishes an online industry magazine and runs robotics trade shows. He said there are other snake-like robots being developed, mainly at universities, but didn’t know of one that could climb pipes.

The Carnegie Mellon machines are designed to carry cameras and electronic sensors and can be controlled with a joystick(操纵杆). They move smoothly with the help of small electric motors, or servos, commonly used by hobbyists in model airplanes.

Built from lightweight materials, the robots are about the size of a human arm or smaller.They can sense which way is up, but are only as good as their human operators, Choset added.

Sam Stover, a search term manager with the Federal Emergency Management Agency based in Indiana, said snake-type robots would offer greater mobility than equipment currently available, such as cameras attached to extendable roles.

“It just allows us to do something we’ve ot been able to do before,”Stover said, “We needed them yesterday.”

He said sniffer dogs are still the best search tool for rescue workers, but that they can only be used effectively when workers have access to damaged building.

Stover, among the rescue workers who handled the aftermath (后果) of Hurricane Katrina, said snake robots would have helped rescuers search flooded houses in that disaster.

Choset said the robots may not be ready for use for another five to ten years, depending on funding.

1.Which institution is responsible for the development of Choset’s robots?

A. Robotics Trends.        　　　　B. Pittsburgh City Council.

C. Carnegie Mellon University.      D. Federal Emergency Management Agency.

2.Choset believes that his invention ______.

A. can be attached to an electronic arm

B. can be used by hobbyists in model airplanes

C. can find victims more quickly than a sniffer dog

D. can sense its way no better than its operators

3.By saying “We needed them yesterday” (paragraph 7), Stover means that snake-like robots _____.

A. could help handle the aftermath of Hurricane Katrina

B. would have been put to use in past rescue work

C. helped rescuers search flooded houses yesterday

D. were in greater need yesterday than today

4.What is the text mainly about?

A. Snake-like robots used in industries.

B. Snake-like robots made to aid in rescues.

C. The development of snake-like robots.

D. The working principles of snake-like robots.

     Science。And technology students in China and the US  have a1ong way to go before they call develop a deep understanding of scientific reasoning,researchers have found．

    As part of a research to compare science education in China and the US，LeiBao,a professor

 from the Departmenr of Physics of the Ohio State University, gave 5,760；freshmen in three US and four Chinese univeristies two tests to evaluate content knowledge  and another to assess scientific reasoning

     Though Chinese students did better than their US counterparts in the first two tests that

Emphasized on learning facts,both groups “scored relatively poorly”on the third test,designed to

 Assess their ability ot systmatically explore a problem , the results showed.

    Lei Bao said that the finding challenges conventional wisdom，which holds that teaching

 science facts will improve students’reasoning ability．“Our study shows that ,contrary to what many  people would expect，even when students are thoroughly taught the facts，they don’t necessarily develop the reasoning skills they need io succeed．’’IBao said：‘“Because students need both knowledge and reasoning,we need to explore teaching methods that target both．”

    ‘The current education systems and asessment of China and the US do not emphasize on deep understanding of scientific reasoning in the disciplines of science；technology,engineering and mathematics(STEM)，the study concluded．

    Bao explained that reasoning is good skill for everyone topossess-not just scientists and

 engineers：The general public also need good reasoning skills in order to correctly interpret

 scientific findings and think rationally．STEM students need to excael at scientific reasoning in order to handle open-ended real-world tasks in their future careers in science and engineering．

    How to boost scientific reasoning?The study suggests that educators must go beyond teaching science facts if they hope to boost students’reasoning ability．Bao points to inquiry-based leaming.where students work in groups，question teachers and design their owu investigations．This teaching technique is growing in popularity worldwide．

67．According to the research，we know that              

    A．Chinese students and their US counterparts did poorly in the first two tests

    B．Chinese students did beaer than their US counterparts in alI the three tests

    C．Chinese students did beaer than their US counterparts in the first two tests    ‘

    D．US students did beaer than their Chinese counterparts in the third test

 68．The conventional wisdom holds that            ．

    A．the more facts~tudents are taught，the more reasoning skills they will acquire

    B．the general public also need reasoning skills to interpret scientific findings

    C．to boost students’reasoning ability,educators must explore teaching methods

    D．the current education Systems are harmful to improve students’reasoning ability

 69．Based on the study,what will be done to improve students’reasoning ability?

    A．To improve teaching techniques．        B．To better students’learning conditions．

    C．To teach students more science facts．    D．To offer students more tests．

70．The underlined phrase“excel at”in Paragraph 6 probably means        ．

    A．be worse at    B．be beaer at    C．be enthusiastic about D．be inferior to

 71．Which of the following is correct according to the passage?

    A．Little needs to be done to develop students’reasoning ability in the US．

    B．Only scientists and engineers need reasoning abilities．

    C．Two tests were carried out to evaluate students’scientific reasoning．

    D．Inquiry-based learning is a good way to boost students’reasoning ability．