短文改错（共10小题；每小题0.5分，满分5分）

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画一个勾（(√）；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，并也用斜线划掉。

此行缺一个词，在空缺处加一个漏词符号(∧)，在该行右边横线上写出该加的词。

此行错一个词，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。

Being born in 1929, King went to university when he was fifteen.            76.    

Win a scholarship gave him the chance to go to a college          77.    

in one of the northern state, where black people had equal rights             78.    

and were free to live, study and work as they wish. All his life         79.    

he believed that was right and necessary to demand changes in           80     

the society if people didn’t have their civil rights. King believed             81.    

that he could achieve that goal by peace actions, not by violence.             82.    

He fought for political rights for black people in the USA.        83.    

By doing this he set an example for the rest of the world.          84.     

His message was black people shouldn’t be separated.        85.   

第一节，短文改错（共10小题；每小题1分，满分10分）

以下标有题号的每一行均有一个错误，请找出，并按下列情况改正：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，并也用斜线划掉。此行缺一个词：在缺词处加一个漏字符号（Λ），在该行右边横线上写出该加的词。此行错一词：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：请在答题卡上作答。

  Bob told me that before he was a teacher, all what he             76．_______

would like doing was to be a lawyer．                                    77．_______

He had worked very hard at his lessons and try to                     78 ．_______

enter into a famous university, but something unfortunate          79．_______

happened in his family, which made necessary for him              80．_______

to work for a life．As a young man, he had been a                   81．_______

bus driver, a dustman and a salesman, and he spent his              82．_______

spare times studying and finally became a college teacher．       83．_______

“Young people,” he often said, “ are fill of                               84．_______

wishes and hopes before they step into the society．”                85．_______

五．对话填空（每小题1分，满分10分）

M: Can you tell me something about your education?

W: Yes. I’m a g____76___ of Zhengzhou University. I learned business.

M: Did you l____77__ your business course?\

W: Very much, and I’ve done w__78____ in all of them. Here are the results of my examinations.

M: Hm. You were indeed a good student. What about your s___79____ English?

W: I can talk w_____80__ foreigners freely. When I was at college, I often went to the English Corner. We had English teachers from Australia.

M: Hm. We can hire you. We give the employees a s___81____ of 480 dollars a month at the beginning. If you do a good job, you will get a rise in three months’ t____82_______.

W: That’s great. How long should I work every day?

M: Four hours every day and two days o___83_____ in a week.

W: Do you o____84_____ housing to your employees?

M: Not now. My assistant will tell you w______85____ you are interested in.

W: OK. When shall I begin my work?

M: Next week.

第Ⅱ卷（非选择题共35分）
四．写作（共两节，满分35分）
第一节 短文改错（共10小题；每小题1分，满分10分）
以下标有题号的每一行均有一个错误，请找出，并按下列情况改正：
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，并也用斜线划掉。
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该加的词。
此行错一个词：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：请在答题卡上作答。
Dear Sir,
I am college student in Peking University．I’m                       76．_______
quite interested in the position offering by your website                77．_______
for part-time English reporters．I think I’m fit the job．             78．_______
As a student, I’ve read a lot and have many knowledge in                  79．_______
different fields．I’m fond of English and do good in both             80．_______
speaking and writing．Beside, I’m easy to get along                  81．_______
with and I enjoy working together with another．Above               82．_______
all, I once work as a reporter for my college broadcast                83．_______
station．So I’m sure I can do the job well if I will get                         84．_______
the chance to work for the websites．I’m looking forward             85．_______
to your reply．
Yours faithfully,
Li Hua

D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles and pie-eating contests.
Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders (teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their classwork -- and sparks motivation for learning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.