此题要求改正所给短文中的错误。对标有题号的每一行作出判断。如无错误，在该行右边横线上划一个勾(√)；

如有错误(每行只有一个错误)，则按下列情况改正：

    该行多一个词：把多余的词用斜线(＼)划掉，在该行右边横线上写出该词，并也用斜线划掉。

    该行缺一个词：在缺词处加一个漏字符号(∧)，在该行右边横线上写出该加的词。

    该行错一个词：在错的词下划一横线，在该行右边横线上写出改正后的词。

注意：原行没有错的不要改。

   Most America school students have a long summer holiday．   1．　　　　   

It is usually from June to September．During the holiday，　　   2．　　　　 

students often travel or have summer works．Some students　　  3．　　　　 

take courses in summer school．Mary spent her last summer in   4．　　　　 

a summer school．She studied two courses，traveled with　　   5．　　　　 

her family．They saw interested places near their home in　　　　 6．　　　　 

Seattle．Mary's friend，Peter，who worked at a gasoline station    7．　　　　 

during the summer．He sold gasoline and mend cars．He　　　　   8．　　　　 

made many money and saved nearly all of it．Peter is going to　　  9．　　　　 

university the next year．He needs money for the university tuition．  10．    ___

There is a big library in our school,and this is 　　 I often go to get the latest information.

A.where　　　　　　　　　　　　B.that

C.which　　　　　　　　　　　　D./

What is language for? Some people seem to think it's for practising grammar rules and learning lists of words—the longer the lists，the better. That's wrong. Language is for the exchange（交流）of ideas and information. It's meaningless knowing all about a language if you can't use it freely. Many students I have met know hundreds of grammar rules, but they can't speak correctly or fluently（流利地）. They are afraid of making mistakes. One shouldn't be afraid of making mistakes when speaking a foreign language. Native speakers make mistakes and break rules, too. Bernard Shaw once wrote, "Foreigners often speak English too correctly. "But the mistakes that native speakers make are different from those that Chinese students make. They're English mistakes in the English language. And if enough native speakers break a rule, it is no longer a rule. What used to be wrong becomes right. People not only make history, they make language. But a people can only make its own language. It can't make another people's language. So Chinese students of English should pay attention to grammar, but they shouldn't overdo（做过头）it. They should put communication（交际）first.　

1．Language is used to ________.

A. express oneself　　     　       B. practice grammar rules

C. talk with foreigners only            D. learn lists of words

2．Generally, when an American or an Englishman speaks English, he ________.

A. never makes mistakes　　          B. often makes mistakes

C. can't avoid making mistakes         D. always makes mistakes

3．"Foreigners often speak English too correctly. "This sentence means that ________.

A. foreigners speak correct English   

B. foreigners speak incorrect English

C. foreigners speak English according to the grammar rules

D. foreigners never make mistakes when they speak English

4．If too many native speakers break a rule,  ________.

A. what they use will become right       B. they are against the law

C. they should say sorry to others        D. they will become heroes

Baekeland and Hartmann report that the “short sleepers” had been more or less average in their sleep needs until the men were in their teens. But at about age 15 or so, the men voluntarily began cutting down their nightly sleep time because of pressures from school, work, and other activities. These men tended to view their nightly periods of unconsciousness as bothersome interruptions in their daily routines.

　　 In general, these “short sleeps” appeared ambitious, active, energetic, cheerful, conformist(不动摇) in their opinions, and very sure about their career choices. They often held several jobs at once, or workers full-or part-time while going to school. And many of them had a strong urge to appear “normal” or “acceptable” to their friends and associates.

　　When asked to recall their dreams, the “short sleepers” did poorly. More than this, they seemed to prefer not remembering. In similar fashion, their usual way of dealing with psychological problems was to deny that the problem existed, and then to keep busy in the hope that the trouble would go away.

　　The sleep patterns of the “short sleepers” were similar to, but less extreme than, sleep patterns shown by many mental patients categorized as manic(疯人).

　　The “long sleepers” were quite different indeed. Baekeland and Hartmann report that these young men had been lengthy sleeps since childhood. They seemed to enjoy their sleep, protected it, and were quite concerned when they were occasionally robbed of their desired 9 hours of nightly bed rest. They tended to recall their dreams much better than did the “short sleepers.”

　　Many of the “long sleepers” were shy, anxious, introverted (内向), inhibited (压抑), passive, mildly depressed, and unsure of themselves (particularly in social situations). Several openly states that sleep was an escape from their daily problems.

According to the report,______.

　　A. many short sleepers need less sleep by nature

　　B. many short sleepers are forced to reduce their nightly sleep time because they are busy

        with their work

　　C. long sleepers sleep a longer period of time during the day

　　D. many long sleepers preserve their sleeping habit formed during their childhood

Many “short sleepers” are likely to hold the view that _____.

　　A. sleep is a withdrawal from the reality

　　B. sleep interferes with their sound judgment

　　C. sleep is the least expensive item on their routine program

　　D. sleep is the best way to deal with psychological troubles

It is stated in the third paragraph that short sleepers _____.

　　A. are ideally vigorous even under the pressures of life

　　B. often neglect the consequences of inadequate sleep

　　C. do not know how to relax properly

　　D. are more unlikely to run into mental problems

When sometimes they cannot enjoy adequate sleep, the long sleepers might ____.

　　A. appear disturbed                     B. become energetic

　　C. feel dissatisfied                        D. be extremely depressed

At a primary school Manning， Carolina， second-grade teacher David Chadwell believed that segregating(隔离) elementary-age boys and girls produces immediate academic improvement—in both genders. “Although this is a tendency， we can teach boys and girls based on what we now know.”

“They see differently. Literally，” he begins. Male and female eyes are not organized in the same way， he explains. The composition of the male eye makes it attuned(协调) to motion and direction. “Boys interpret the world as objects moving through space，” he says. “The teacher should move around the room constantly and be that object.”

The male eye is also drawn to cooler colors like silver， blue， black， grey， and brown. It’s no accident boys tend to create pictures of moving objects like spaceships， cars， and trucks in dark colors instead of drawing the happy colorful family， like girls in their class.

The female eye， on the other hand， is drawn to textures and colors. It’s also oriented toward warmer colors—reds， yellows， oranges—and visuals with more details， like faces. To engage girls， Chadwell says， the teacher doesn’t need to move as much， if at all. Girls work well in circles， facing each other. Using descriptive phrases and lots of color in overhead presentations or on the chalkboard gets their attention.

Boys and girls also hear differently. “When someone speaks in a loud tone， girls interpret it as yelling，” Chadwell says. “They think you’re mad and can shut down.” Girls have a more finely tuned aural structure； they can hear higher frequencies than boys and are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound matter of fact， even excited.

A boy’s autonomic nervous system causes them to be more alert when they’re standing， moving， and the room temperature is around 69 degrees. Stress in boys， he says， tends to increase blood flow to their brains， a process that helps them stay focused. This won’t work for girls， who are more focused seated in a warmer room around 75 degrees. Girls also respond to stress differently. When they are exposed to threat and confrontation， blood goes to their guts(内脏)， leaving them feeling nervous or anxious.

“Boys will rise to a risk and tend to overestimate their abilities，” he says. “Teachers can help them by getting them to be more realistic about results. Girls at this age shy away from risk， which is exactly why lots of girls’ programs began in the private sector. Teachers can help them learn to take risks in an atmosphere where they feel confident about doing so.”

Title：  Primary students learn 　　　　　

David’s belief ,Once we segregate elementary-age students， they will have the   tendency  to learn　　　　　. Differences between boys and girls, Sight ,Boys’ eyes are sensitive to . 　　　　　　　　　　 and are drawn to cooler colors.

It is textures and   　　　　　　　 of objects that   attract   girls. Hearing ,Comparatively speaking， girls can hear 　　　　　　 and are more sensitive to sounds. They would interpret a loud tone as 　　　.Nervous system, Stress in boys tends to increase blood flow to their　　　， which helps them  keep 　　　　. Boys often overestimate their abilities and are brave in face of the risk. 

When girls are exposed to 　　　　　　　　　　　　， blood goes to their guts， leaving them feeling　　　　　　　　. Girls at this age in many cases will shyly avoid  dealing with risk. SECTION B (10 marks)