题目内容
（请给出正确答案）
A、Who are you？
B、I’m Parker.
C、Don’t you kno w me？
D、This is Parker.
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更多“ a. Who’s speaking, please？b._…”相关的问题
A:East Bouren 54655.
B:Hello. Terresa here. Can I speak to Jack, please？
A:________
B:OK.
A、Who's that speaking？
B、Could you take a message？
C、I think she's gone shopping.
D、Hold the line, please.
Tina: Polly, do you spend most of your spare time on the Internet？
Polly: Honesty speaking, no. I&39;m not one of those guys who are always playing online games orsurfing the Internet. I think, nowadays, many people spend too much time on their computers andmobile phones, but not enough time in front of one another.
From Polly&39;s point of view, people should___________ .
A.surf the Internet
B.learn more new things
C.play online games
D.communicate with one another
Every Englishman has some knowledge of his work. All of us use words and phrases from Shakespeare's writings that have become a part of the English-speaking people.
Shakespeare, more perhaps than any other writer, made full use of the English language. Most of us use about five thousand words in our normal employment of English; Shakespeare in his works used about twenty-five thousand!
There is probably no better way for a foreigner (or an Englishman!) to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare uses it. Such a study is well worth the effort (it is not, of course, recommended to beginners), even though some aspects of English usage, and the meaning of many words, have changed since Shakespeare's day.
1). From the first two sentences of the passage we can conclude that ________.
A. it can't be discussed about who is the world's greatest dramatist
B. Shakespeare is regarded as the greatest writer
C. Englishmen like to discuss about who is the world's greatest writer
D. it can't be discussed about who is the world's greatest poet
2). According to the passage many English words and phrases that we use today are from _____.
A. Englishmen
B. English speaking people
C. Shakespeare's works
D. ancient people
3). To learn the richness of the English language, people should ______.
A. write and read more
B. be glad to be a foreigner
C. learn from an English man
D. read Shakespeare's plays
4). The author does not suggest beginners reading Shakespeare's plays probably because _____.
A. only Englishmen can understand his plays
B. some of English usage and the meaning of many words have changed
C. the works are too difficult for a beginner
D. the works are for native speakers
5). In this passage the author wants to _______.
A. tell how great a writer Shakespeare is
B. tell that some aspects of English usage have changed since Shakespeare's day
C. tell that some English words are out of use now
D. show the richness of English language
“What did you learn in that course？” I’d ask.
“Well, the main thing was learning how to face an audience, not to be inhibited (拘谨；抑制), not to be nervous, ”
Exactly, when you take a course in public speaking nowadays, you don’t hear much about grammar and vocabulary. Instead, you’re taught how not to be afraid or embarrassed, how to speak without a prepared script, how to reach out to the live audience before you. Public speaking is a matter of overcoming your longstanding nervous inhibitions.
It is the same in writing. The point of the whole thing is to overcome your nervous inhibi- tions, to break through the invisible barrier that separates you from the person who’ll read what y- ou wrote. You must learn to sit in front of your typewriter or dictating machine and reach out to the person at the other end of the line.
Of course, in public speaking, with the audience right in front of you, the problem is easier. Y ou can look at them and talk to them directly. In writing, you ’re alone. It needs an effort of your experience or imagination to take hold of that other person and talk to him or her. But that effort is necessary or at least it’s necessary until you’ve reached the point when you quite naturally and unconsciously “talk on paper.”
The main task of a public speech course is to ________.
A.teach spoken-language experience
B.teach how to use gestures to assist speech
C.help the learners overcome nervousness
D.teach how to control the volume of the speaker’s voice
Learning how to write is similar to learning how to speak in public in that a writer should ___________.A.overcome his or her nervousness in the first place
B.watch his or her grammar and vocabulary
C.collect a lot of data before writing
D.take hold of a reader and talk to him or her before writing
In the author’s opinion_________.A.writing needs more experience and skill than public speaking
B.both writing and public speaking require effort
C.writing is imaginative
D.public speaking is not so natural as writing
Which of the following statements is TRUE according to the passage？A.Not many students feel the need to learn public speaking
B.Training is necessary before you can speak with script
C.In public speaking, the audience are more nervous than the speaker
D.Writing is just like making a public speech on paper
This selection is mainly about learning how to _______.A.make a public speech
B.talk on paper
C.behave properly in public speech
D.express strong emotion on paper
请帮忙给出每个问题的正确答案和分析，谢谢！
"What did you learn in that course？" I'd ask.
"Well, the main thing was learning how to face an audience ... not to be inhibited(拘谨 )... not to be nervous Exactly, when you take a course in public speaking nowadays, you don' t hear much about grammar and vocabulary. Instead, you' re taught how not to be afraid or embarrassed, how to speak without a prepared script, how to read out to the live audience before you. Public speaking is a matter of overcoming your long-standing nervous inhibitions.
The same is true of writing. The point of the whole thing is to overcome your nervous inhibitions, to break through the invisible barrier that separates you from the person who' ll read what you wrote. You must learn to sit in front of your typewriter or dictating machine and read out to the person at the other end of the line.
Of course, in public speaking, with the audience right in front of you, the problem is easier. You can look at them and talk to them directly. In writing, you' re alone. It needs an effort of your experience or imagination to take hold of that other person and talk to him or her. But that effort is necessary -- or at least it' s necessary until you've reached the point when you quite naturally and unconsciously "talk on paper.
1.In the opinion of the author, public speaking is much easier than writing because（）.
A、public speaking requires less effort than writing
B、it' s unnecessary for you to write a lot for speech and you can say anything as you like
C、you face the audience directly in public speaking; while writing is otherwise
D、in public speaking, the audience have to listen to you whether they like it or not
2.The topic of the passage is（）.
A、how to be a good writer
B、how to be a good speaker
C、how to express yourself with your words
D、how to get rid of nervousness in public speaking
3.The public speech course mainly teaches students（）.
A、how to make an attractive speech using perfect grammar and vocabulary
B、how to express themselves exactly and vividly
C、how to collect data needed and organize it
D、how to get over their nervousness when making a speech
4.The similarity between making a public speech and writing is that（）.
A、you have to do a lot of preparation work beforehand
B、you should get over your nervous inhibitions
C、you should know grammar and vocabulary well to accomplish them
D、both of them have audience
5.The author of this passage probably is a （）.
A、boss
B、politician
C、writer
D、professor
— Speaking of strange phone calls, ________________ .
A.who are they?
B.you' d better be careful of the telecommunication frauds.
C.there may be some information you can get from them.
The cohesiveness(内聚力)of a family seems to rely on members sharing certain routine practices and events. For a growing share of the American labor force, however, working shifts beyond the normal daylight hours—what we here call "shift work"—makes the lives of families difficult.
Existing research shows that both male and female shift workers express high levels of stress and a sense of conflict between the demands of work and family life. But shift work couples still maintain a traditional attitude to the meaning of marriage and the individual roles of husband and wife. They expressed a willingness to do "whatever it takes" to approximate their view of a proper marriage, including sacrificing sleep and doing conventional things at unconventional hours. For the majority of couples interviewed, even when wives worked outside their homes, a proper marriage is characterized by a very clear division of roles: husbands are "providers" whose major responsibility is to support the family; wives are "homemakers" who clean, cook, and care for husbands and children.
The women's definitions of a "good husband" are typified by the following wife's response:
I expect him to be a good provider, and be there when I need him, loyal about the same things as he would expect out of me, expect that I expect him to dominate over me. But in a manner of speaking, when it's time to be a man I expect him to stand up instead of sitting back expecting me to do everything.
To husbands, a good wife is someone who is:
Understanding of what I feel go through at work. I need that respect at work, I hope I get it at work, I want my wife to realize what I expect at work. I don't want her to give me a lot of shit when I come home from work because I don't know if this makes much sense.
These views seemed critical to maintain the families of the shift workers.
Despite______,shift work couples still hoped to maintain a stable life.
A．traditional beliefs about marriage
B．lack of control over time
C．a very clear division of roles
D．the demands of work
Six Potential Brain Benefits of Bilingual Education
A) Brains，brains，brains. People are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience(神经科学) findings.But there is one happy link where research is meeting practice: bilingual(双语的)education.“In thelast 20 years or so，there's been a virtual explosion of research on bilingualism,”says Judith Kroll，aprofessor at the University of California，Riverside.
B)Again and again，researchers have found，“ bilingualism is an experience that shapes our brain for life,”in the words of Gigi Luk，an associate professor at Harvard's Graduate School of Education. Atthe same time，one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.
C)Traditional programs for English-language learners，or ELLs，focus on assimilating students into
English as quickly as possible. Dual-language classrooms，by contrast，provide instruction acrosssubjects to both English natives and English learners，in both English and a target languagc. The goal isfunctional bilingualism and biliteracy for all students by middle school. New York City，NorthCarolina，Delaware，Utah，Oregon and Washington state are among the places expanding dual-language classrooms.
D)The trend flies in the face of some of the culture wars of two decades ago，when advocates insisted on “English first”education.Most famously，California passed Proposition 227 in 1998. It was intendedto sharply reduce the amount of time that English-language learners spent in bilingual settings.Proposition 58，passed by California voters on November 8，largely reversed that decision，paving theway for a huge expansion of bilingual education in the state that has the largest population of English-language learners.
E) Some of the insistence on English-first was founded on research produced decades ago，in which bilingual students underperformed monolingual(单语的)English speakers and had lower IQ scores.Today's scholars，like Ellen Bialystok at York University in Toronto，say that research was “deeplyflawed.”“Earlier research looked at socially disadvantaged groups,”agrees Antonella Sorace at theUniversity of Edinburgh in Scotland.“This has been completely contradicted by recent rescarch”thatcompares groups more similar to each other.
F) So what does recent research say about the potential benefits of bilingual education？ It turns out that, in many ways，the real trick to speaking two languages consists in managing not to speak one of thoselanguages at a given moment—which is fundamentally a feat of paying attention. Saying “Goodbye”tomom and then“Guten tag”to your teacher，or managing to ask for a crayola roja instead of a redcrayon(蜡笔)，requires skills called “inhibition”and“task switching.”These skills are subsets of anability called executive function.
G) People who speak two languages often outperform. monolinguals on general measures of executive function.“Bilinguals can pay focused attention without being distracted and also improve in the abilityto switch from one task to another,”says Sorace.
H) Do these same advantages benefit a child who begins learning a second language in kindergarten instead of as a baby？ We don't yet know.Patterns of language learning and language use are complex. ButGigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes inbrain structure when compared with those who are bilingual from birth，even when they didn't beginpracticing a second language in earnest before late childhood.
l) Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting.As a result，says Sorace，bilingual children as young as age 3 havedemonstrated a head start on tests of perspective-taking and theory of mind—both of which arefundamental social and emotional skills.
J) About 10 percent of students in the Portland，Oregon public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish，Japanese or Mandarin，alongside English.Jennifer Steele at American University conducted a four-year，randomized trial and found that thesedual-language students outperformed their peers in English-reading skills by a full school-year's worthof learning by the end of middle school. Because the effects are found in reading，not in math orscience where there were few differences，Steele suggests that learning two languages makes studentsmore aware of how language works in general.
K) The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores ona standard test，but very different language experiences.Some were foreign-language dominant andothers were English natives.Here's what's interesting.The students who were dominant in a foreignlanguage weren't yet comfortably bilingual;they were just starting to learn English.Therefore，bydefinition，they had a much weaker English vocabulary than the native speakers. Yet they were just asgood at interpreting a text.“This is very surprising,”Luk says.“ You would expect the readingcomprehension performance to mirror the vocabulary—it's a cornerstonc of comprehension.”
L) How did the foreign-language dominant speakers manage this feat？ Well，Luk found，they also scored higher on tests of executive functioning.So，even though they didn't have huge mental dictionaries todraw on，they may have been great puzzle-solvers，taking into account higher-level concepts such aswhether a single sentence made sense within an overall story line. They got to the same results as themonolinguals，by a different path.
M)American public school classrooms as a whole are becoming more segregated by race and class.Dual-language programs can be an exception.Because they are composed of native English speakersdeliberately placed together with recent immigrants，they tend to be more ethnically and economicallybalanced. And therc is some evidence that this helps kids of all backgrounds gain comfort withdiversity and different cultures.
N) Several of the researchers also pointed out that，in bilingual education，non-English-dominant students and their families tend to feel that their home language is heard and valued，compared with aclassroom where the home language is left at the door in favor of English. This can improve students'sense of belonging and increase parents’ involvement in their children's education，including behaviorslike reading to children.“Many parents fear their language is an obstacle，a problem，and if theyabandon it their child will integrate better,”says Antonella Sorace of the University of Edinburgh.“We tell them they're not doing their child a favor by giving up their language.”
O)One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.Thomas and Collier have advised many school systems on how to expandtheir dual-language programs，and Sorace runs“Bilingualism Matters,”an international network ofresearchers who promote bilingual education projects. This type of advocacy among scientists isunusual;even more so because the "bilingual advantage hypothesis”is being challenged once again.
P) Areview of studies published last year found that cognitive advantages failed to appear in 83 percent of published studics，though in a separate analysis，the sum of effects was still significantly positive.Onepotential explanation offered by the researchers is that advantages that are measurable in the veryyoung and very old tend to fade when testing young adults at the peak of their cognitive powers.And,they countered that no negative effects of bilingual education have been found. So，even if theadvantagcs are small，they are still worth it. Not to mention one obvious，outstanding fact:"Bilingualchildren can speak two languages!”
36. A study found that there are similar changes in brain structure between those who are bilingual from birth and those who start learning a second language later.
37. Unlike traditional monolingual programs，bilingual classrooms aim at developing students’ ability touse two languages by middle school.
38.A study showed that dual-language students did significantly better than their peers in reading Englishtcxts.
39.About twenty years ago，bilingual practice was strongly discouraged，especially in California.
40. Ethnically and economically balanced bilingual classrooms are found to be helpful for kids to get usedto social and cultural diversity.
41.Researchers now claim that earlier research on bilingual education was seriously flawed.
42. According to a researcher，dual-language experiences exert a lifelong influence on one's brain.
43. Advocates of bilingual education argued that it produces positive effects though they may be limited.44. Bilingual speakers often do better than monolinguals in completing certain tasks 41.
45. When their native language is used，parents can become more involved in their children's education.
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Mary, the 17-year-old daughter of a rich textile(纺织品) owner was freed(释放) by her kidnappers(绑匪) after 118 days. She said she spent most of the time in a tent in the woods{with; and; although}one foot tied to a tree. She was freed late on Friday{so; after; unless}her family paid a total of $1.8 million, the largest ransom (赎金) ever paid in Italy.
“I was treated{good; bad; well},” the girl told the reporter during the interview, “Biscuits, cakes, often hot food and at times beef.” She said her nearly four months in trouble was spent in a tent set up in a wooded area.
“I never saw their faces and{when; that; which}they spoke, they changed their voices in nasal tones (speaking through nose passage) on purpose ,” she said. “They kept repeating that the only thing they wanted was the money and that they didn't want to have{nothing; something; anything}to do with me or my family.”
The high school student, who was seized by three face-covered and armed men on July 2, 1983 from her family's country villa in Tuscany, said she still had no idea where exactly she had been held.
In sixth grade,Marsha Pinto's teacher wanted her to talk more loudly and moreoften,repeatedly tlling Pinto that she would never succeed if she did notparticipate in class discussions and group work.The teacher may have had goodintentions,but she called on Pinto daily and when Pinto was bullied,the teachersuggested it was because she did not stand up for herself."She even said if I didn't participate,I would fail," says Pinto,a recent collegegraduate who now lives in New York City: Pinto was quiet,often slumped in herseat and kept her head down.The pressure from the teacher.along with bllying bya group of girls who regularly teased Pinto about being "weirdr,took its tll,I camehome crying a lot.never wanting to go back to school," says Pinto,now 21.Pinto was.and is.an introvert (内向的人).Linda Silveman,director of the GiftedDevelopment Center in Denver,says extroverts get energy primarily from athers,while introverts can become overloaded or drained by the outside world.There is greater understanding of introverts,and their talents,now than there waseven 10 years ago; however,we stl live in a culture that champions outgoingleadership,vocal cllaboration and visible performance.But Pinto's parents were supportive of her natural tendencies.Instead of pushingher to be more extroverted.they appreciated her as she was.*We felt that pushingher into activities and forcing her to speak would make her feel that she was lackingin something,and that could affect her confidence," says Pinto's father,MelwynPinto."We only encouraged and supported her when she wanted to pursue things."That gentle encouragement helped her discover strengths,including publicspeaking.She became the star of the student morning broadcasts in midle schooland tried to participate in class more.Marsha Pinto thrived in classes with teacherswho appreciated her quiet involvement,often because her parents clued them in toher natural tendencies.1.What could be the reason that Pinto did not want to go toschool?A.She faced pressure from her teacher who wantedto make her outgoing.B.She was afraid of filing a dffcult test.C.She got stage fright for a public speaking contest.D.She recenty moved to New York City and knew noone there.2.What did Pinto's parents do when they found out hernatural tendencies?A.They encouraged her to participate in group work.B.They pushed her into activities.C.They supported her to go ater what she wants.D.They forced her to speak in the public.3.Why did some of Pint's teachers appreciate her quietinvolvement in classes?A.Because of her teachers' empathy.B.Because of her own active participation.C.Because of her parents' efforts.D.Because of her classmates' cooperation.4.What do we learm about introverts from the passage?A.Introverts tend to build better relationships.B.Introverts otten feel upset when they are alone.C.Introverts are less likely to avoid risks.D.Introverts get fuel from the outside world.5.What is this passage mainly about?A.How to turn introverts into extroverts.B.How to train introverts to win a speech cometitin.C.How to help introverts to make up for their defects.D.How to encourage introverts to discover their
But there is a difference. In the original omiai, the young Japanese couldn't reject the partner chosen by his parents and their middlernan. After World War II, many Japanese abandoned the arranged marriage as part of their rush to adopt the more democratic ways of their American conquerors. The Western ren'ai kekkon , or love marriage, became popular; Japanese began picking their own mates by dating and falling in love.
But the Western way was often found wanting in an important respect: it didn't necessarily produce a partner of the right economic, social, and educational qualifications. "Today's young people are quite calculating," says Chieko Akiyama, a social commentator.
What seems to be happening now is a repetition of a familiar process in the country's history, the "Japanization" of an adopted foreign practice. The Western ideal of marrying for love is accommodated in a new orniai in which both parties are free to reject the match. "Omiai is evolving into a sort of stylized introduction," Mrs. Akiyama says.
Many young Japanese now date in their early twenties, but with no thought of marriage. When they reach the age—in the middle twenties for women, the late twenties for men—they increasingly turn to omiai. Some studies suggest that as many as 40% of marriages each year are omiai kekkon. It's hard to be sure, say those who study the matter, because many Japanese couples, when polled, describe their marriage as a love match even if it was arranged.
These days, doing omiai often means going to a computer matching service rather than to a nakodo. The nakodo of tradition was an old woman who knew all the kids in the neighborhood and went around trying to pair them off by speaking to their parents; a successful match would bring her a wedding invitation and a gift of money. But Japanese today find it's less awkward to reject a proposed partner if the nakodo is a computer.
Japan has about five hundred computer matching services. Some big companies, including Mitsubishi, run one for their employees. At a typical commercial service, an applicant pays $80 to $ 125 to have his or her personal data stored in the computer for two years and $ 200 or so more if a marriage results. The stored information includes some obvious items, like education and hobbies, and some not-so-obvious ones, like whether a person is the oldest child. (First sons, and to some extent first daughthers, face an obligation of caring for elderly parents. )
According to the passage, today's young Japanese prefer______.
A．a traditional arranged marriage
B．a new type of arranged marriage
C．a Western love marriage
D．a more Westernized love marriage
