A.few

B.little

C.a few

D.a little

He spoke so quickly that I could hardly ____________.

A．put word in

B．put in a word

C．get word in

D．get in a word

The lecturer spoke so quickly and confusingly that I could hardly make any ______. of it.

A．idea

B．interpretation

C．sense

D．meaning

He spoke so quickly that I could hardly ______.

A．put word in

B．put in a word

C．get word in

D．get in a word

A.get

B.receive

C.catch

D.take

A.such that

B.so that

C.such

D.so

A.such that

B.so

C.so that

D.such

Response Time is Critical

You, yes you, are responsible for ensuring that you are an interesting, fun person to have【C1】______ , for being a positive player in the game of life. No matter what your level of 【C2】______ to use a given language, you'll need to be fast. To be able to respond or begin speaking within the usual conversational pause of about half a second or break of 【C3】______ four seconds, you'll need to be able to say something, anything, within those time limits, or you just won't get a【C4】______ .

We had an interesting example of this in class which accurately 【C5】______ real life "on the street". One student, who'd never left Japan and who spoke English at only sixty to seventy words per minute, could generally begin speaking within a second or so 【C6】______ he wanted to. His start was strong, but not always meaningful: "Yes, well, yes. Well what I wanted to say ..." 【C7】______ student had lived and worked in England, could easily speak at one to two hundred words per minute and preferred to be precise 【C8】______ he said, taking two to four seconds to prepare before he spoke. By the end of the class round-table debate, the second student said he was feeling frustrated and 【C9】______ that no one would listen to him and had only been heard for a few minutes【C10】______ over the hour long debate. On the other hand, the first, slower talking student had totaled over twenty minutes of speaking time and been the most lucid (= expressive)【C11】______ in the group of six. The first speaker had a hearing because his【C12】______ and initiation time was very fast, while the【C13】______ failed, no matter how much he wanted to talk, because his response time was too slow, slower than any other student. A secondary factor was that when the second student【C14】______ before speaking his first few words were much quieter than his normal speaking volume. The interactive talking possible in lessons gave the second student chances to reduce his response time so that later in the course he could make himself【C15】______ quickly and loudly enough for people to be interested in hearing what he wanted to say.

Part of the success I've had with teaching language has been【C16】______ of my insistence that response times be in the half to two second【C17】______ from the beginning of the first lesson,【C18】______ the students true beginners who don't know even the English alphabet or advanced second language speakers who have lived and worked overseas. of course, having the ability to respond or【C19】______ quickly does not mean you have to do it, it just allows you to say what you want and【C20】______ when you want to. A public speaker answering a curly question may well choose to take some time to prepare what they will say, and may be well advised to do so, but there will be occasions when quick response is essential if credibility is to be maintained.

【C1】

A．for

B．around

C．in

D．on

聽力原文： I was recently working with some sixth form. comprehensive school students, when a television company asked for permission to come in and make a short film of our activities. The arrival of the cameras and crew was a major event. The setting up of the equipment, the conversion of the classroom into a mini-studio, and the sheer presence of so many television personnel (10 in all) all made this into a special occasion. On the day of filming I was better prepared than usual, and chose to wear clothes which I fancied might have some visual appeal. So did the students.

The session itself was disappointing. The camera and lights were frightening to us all and even normally active students were reluctant to attempt an opinion. Every time one of them spoke, every pieced available equipment was turned towards her.

Fortunately, this was part of a program about interesting developments in education, so the director intervened in order to encourage the kind of lively responses she was looking for. "If you don't speak up and get involved." she told the students, "then you won't be on television." The effect was immediate. The students began to go over-the-top in their attempts to attract attention. When someone said something of interest the director stopped the discussion, focused the camera and lights on her and asked her to repeat it. All of my contributions to the discussion were reshot at the end, after the students had left, and cut into the final film. Nothing could have been further removed from our normal way of working.

(26)

A．Because everyone wore her best clothes.

B．Because the classroom had never been a studio.

C．Because the speaker was going to be well known.

D．Because it involved a lot of equipment and workers.

聽力原文： The private motor vehicle has given us a freedom our ancestors could not dream about. We can travel swiftly, and usually safely, over the roads which have been built to accommodate our cars. People can display their wealth by driving a car which may cost as much as another person's home.

(29) Sadly the car has become a disadvantage as well as a boon. The car pollutes the atmosphere, may be involved in serious accidents, and by its very numbers blocks roads. (29) How can we reduce its use？ The car is only desirable if we can use it easily, so we might begin by reducing access to parking spaces in the cities and simultaneously increasing the quality and availability of public transport. Cars could be banned from certain parts of the city, thus forcing people to walk or to use public transport. The expense of buying and running a car can be raised. (30) If the motorist is faced with a high purchase price, high road tax, high insurance premiums and substantial fines he or she may reconsider the purchase. A corresponding reduction in the price of public transport would help this financial argument against car ownership.

Neither of these arguments will sway the super rich who can afford the status cars, but it would perhaps encourage them to look at other ways of demon-strafing their wealth. (31) However we do it, reducing the number of cars on the road will reduce the problems of pollution and the congestion which can bring cities to a standstill.

29. What does the speaker focus on？

30.What factor might hinder most people's consideration of purchasing private cars？

31.What would be the result if the number of private cars is reduced？

(4)

A．The sadness of being involved in accidents.

B．Ways to limit the use of private cars.

C．The serious pollution on motor roads.

D．Freedom to travel quickly and safely.

Response Time Is Critical

You, yes you, are responsible for ensuring that you are an interesting, fun person to have 【C1】______ , for being a positive player in the game of life. No matter what your level of 【C2】______ to use a given language, you'll need to be fast. To be able to respond or begin speaking within the usual conversational pause of about half a second or break of 【C3】______ four seconds, you'll need to be able to say something, anything, within those time limits, or you just won't get a 【C4】______ .

We had an interesting example of this in class which accurately 【C5】______ real life "on the street". One student, who'd never left Japan and who spoke English at only sixty to seventy words per minute, could generally begin speaking within a second or so 【C6】______ he wanted to. His start was strong, but not always meaningful; "Yes, well, yes. Well what I wanted to say..." 【C7】______ student had lived and worked in England, could easily speak at one to two hundred words per minute and preferred to be precise 【C8】______ he said, taking two to four seconds to prepare before he spoke. By the end of the class round-table debate, the second student said he was feeling frustrated and 【C9】______ that no one would listen to him and had only been heard for a few minutes 【C10】______ over the hour long debate. On the other hand, the first, slower talking, student had totaled over twenty minutes of speaking time and been the most lucid (=expressive) 【C11】______ in the group of six. The first speaker had a hearing because his 【C12】______ and initiation time was very fast, while the 【C13】______ failed, no matter how much he wanted to talk, because his response time was too slow, slower than any other student. A secondary factor was that when the second student 【C14】______ before speaking his first few words were much quieter than his normal speaking volume. The interactive talking possible in lessons gave the second student chances to reduce his response time so that later in the course he could make himself 【C15】______ quickly and loudly enough for people to be interested in hearing what he wanted to say.

【C1】

A．for

B．around

C．in

D．on