介绍:
听力短文原文
Passage 1
Since I started working part-time at agrocery store, I have learned that a customer is more than someone who buysomething. To me, a customer is a person whose memory fails entirely once he orshe starts to push a shopping card. One of the first things customers forget ishow to count. There is no other way to explain how so many people get in theirexpress line, which is clearly marked 15 items or less, with 20, 25 or even acart load of items. Customers also forget why they came to the store in thefirst place. Just as I finish ringing up an order, a customer will say, “Oops,I forgot to pick up a fresh loaf of bread. I hope you don’t mind waiting whileI go get it.” Five minutes later, he’s back with the bread, a bottle of milk,and three rolls of paper towels. Strange is that seems customers also seem toforget that they have to pay for their groceries. Instead of writing a check orlooking for a credit card while I am ringing up the groceries, my customerswill wait until I announce the total. Then, in surprise, she says, “Oh no, whatdid I do with my check book?” After 5 minutes of digging through her purse, sheborrows my pen because she’s forgotten hers. But I have to be tolerant ofcustomers because they pay my salary, and that’s something I can’t afford toforget.
Q26. What does the speaker say aboutcustomers’ entering the grocery store?
Q27. Which customers are supposed to be inthe express line?
Q28. What does the speaker say somecustomers do when they arrive at the check-out counter?
Q29. What does the speaker say about hisjob at the end of the talk?
Passage 2
The speech delivery style of Europeans andAsians tends to be very formal. Speakers of these cultures often read oralpresentations from carefully retain manual scripts. On the other hand, Americanspeakers are generally more informal relative to speakers and other cultures.American audiences prefer natural, spontaneous delivery that conveys a livelysense of communication. They don’t relay well to speakers who read from amanual script. If you use an outline of your ideas instead of a prepare text,your speech will not only sound more natural, but you will also be able toestablish better relationship with your listeners and keep their attention. Thelanguage and style you use when making an oral presentation should not be thesame as the language in style you use when writing. Well retain information,that is meant to be read, does not work as well when it is heard. It is,therefore, important for you to adapt retain texts or outlines forpresentations. Good speakers are much more informal when speaking than whenwriting. They also use their own words and develop their own speaking styles.Whenever possible, they use short words. Listeners are appreciated whenspeakers use simple, everyday words in a presentation. One advantage is that itis much easier for speakers to pronounce short words correctly. Another is thatlong and sophisticated vocabulary choices make listening more difficult.
30. What does the speaker say Americanaudiences prefer?
31. What should one pay attention to when makingan oral presentation?
32. What does the speaker focus on in thetalk?
Passage 3
Let children learn to judge their own work
A child learning to talk does not learn bybeing corrected all the time. If corrected too much, he will stop talking. Hecompares a thousand times a day the difference between language as he uses itand language as those around him use it. Bit by bit, he makes the necessarychanges to make his language like other people’s. In the same way, kidslearning to do all the other things they learn without adult teachers, to walk,run, climb, ride a bike, play games, compare their own performance with whatmore skilled people do, and slowly make the needed changes. But in school wenever give a child a chance to detect his mistakes. We do it all for him. Weact as if we thought he would never notice a mistake unless it was pointed outto him. Soon he becomes dependent on the expert. We should let him do ithimself. Let him figure out, with the help of other children if he wants it, whatthis word says, what is the answer to that problem, whether this is a good wayof saying or doing this or that.
If right answers need to be given, as inmathematics or science, give him the answer book. Let him correct his ownpapers. Why should we teachers waste time on such tedious work? Our job shouldbe to help the children when they tell us that they can’t find the way to getthe right answer.
Q33 How does a child learn to do somethingaccording to the speaker?
Q34 What belief do teachers commonly holdaccording to the speaker?
Q35What does the speaker imply about the current way of teaching?
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