题目内容
The audience nodded in agreement when the speaker, a teacher from a community college, said, “High school English teachers are not doing their jobs.” He described the shortcomings of his students, all high school graduates who can use language only at Grade 9 level. I was unable to determine from his answers to my questions ho. w this grade 9 level had been raised.
My topic is neither standards nor its decline（衰退）. What the speaker was really saying is that he is no longer young; he has been teaching for sixteen years, and is able to think and speak like an adult.
My point is that the frequent complaint（抱怨）of one generation about the next is unavoidable. It is also human nature to look for the reason for our dissatisfaction. Before English became a school subject in the late nineteenth century, it was difficult to find the target of the blame for language limitation. But since then, English teachers have been under constant attack.
The complainers think they have hit upon an original idea. As their own command of the language improves, they notice that young people do not have this same ability. Unaware that their own ability has developed through the years, they take as true the new generation of young people must be hopeless in this respect. To the eyes and ears of adults the language of the young never seems enough.
Since this concern about the fall of the English language is not taken as a generation phenomenon but rather as something new to today’s young people, it naturally follows that today’s English teachers cannot be doing their jobs. Otherwise, young people would not make mistakes of the language.
72. The speaker the author mentioned in the passage believed that
A. the language of the younger generation is usually better than that of the older generation
B. students had a poor command of English because they didn’t work hard
C. he was an excellent teacher because he had been teaching English for 60 years
D. English teachers should be responsible for the students’ poor command of English
73. In the author’s opinion, the speaker .
A. gave a correct judgment of the English level of the students
B. had made the language problems of the students seem larger
C. was fight in saying that English teachers were not doing their jobs
D. could think and speak mentally
74. The author’s attitude towards the speaker’s remarks is
A. general B. positive C. disapproving. D. passive
75. It can be concluded from the passage that
A. it is suitable to include English as a school subject
B. the author agrees with the speaker over the standard of English at Grade 9 level
C. English language teaching is an easy job
D. language improvement needs time and effort
DBCD
名校课堂系列答案Speaking in public is most people's least favorite thing．The reason is that we are all afraid of making fools of ourselves．The more important the speech is, the more frightened we become．In fact, public speaking is not a "gift" like musical talent （天赋） ．Anybody who can talk can speak in public．Here are some of the lessons I have learned:
Try to make your idea clear and brief．If you can't express what you intend to get across in a sentence or two, and then your speech is not focused well enough．If you don't have a clear idea of what you want to say, your audience will make no sense．After all, what you can impress your audience in your speech is one or two of your main ideas．One or two．Not ten or twenty．
No matter how long or short your speech is, you've got to organize it well-how you are going to open, what major points you want to make and how you're going to close．A strong close is critical: the last thing you say is what your audience will most likely remember．When I do a radio or TV piece, I often write the last sentence first．When you know where you're headed, you can choose any route to get there．
Finally, you'd better limit the time of your speech as properly as you can to hold the audience's curiosity．Take a vaudeville act （杂耍） for example．The standard length of one is usually 12 minutes．Just imagine how you are feeling if you have been watching all the performers singing and dancing their hearts out for more than the standard time!
| Title: How to make a 76 speech | ||
| Techniques | Reasons | Requirements |
| Keep it brief and clear | You should 77 your speech well enough． | Prepare one or two of your main ideas. |
| The audience will not catch you well if your idea is 78 ． | ||
| Get your speech well 79 | Knowing where you are going, you can make a better 80 of the route to get there． | Know very well about the 81 ，body and ending of the speech |
| Keep your speech time 82 | Your speech should not be too long so as to make your audience 83 ． | Limit the time of your speech in a 84 way． |
| If you don't, the audience will be 85 ． | ||
At one point or 36 in life, we are all 37 to make a speech to an audience on different occasions, for example, in the classroom to share successful 38 with classmates or on a wedding to send your best wishes in honor of the newly-weds. No matter 39 the audience seems to be, we are in public speaking. 40, most of us don’t do a very satisfactory job. We get nervous. We forget what to say, we 41 unnecessary words, and we 42 the audience. We feel awful, feeling like completely a loser, and wish we would never have to speak again.
Cheer up! You are not alone and things are not 43 bad. Here are a few44 for you to 45 the pain. First, be clear about the purpose of your speech. What is the 46? Why are you speaking? Then, gather as much information 47 you can think of on your subject. It is advised that onespend plenty of your time doing some research and organizing your material so that your speech is clear and crystal. 48 many examples, pictures, charts, and graphs if possible. Most importantly, never forget your audience. Don’t talk over their heads, and don’t 49 them. Treat them with 50.During the course, let your 51 come through so that they feel as if you make person-to-person communication with them. They will surely 52 your thoughtfulness and find your speech enjoyable.
Just remember: Be prepared. Know your subject, the occasion, and the audience . If you follow these steps, you will see you don’t have to be 53. 54, you may find you more than enjoy the period and that you 55 to make more and long speeches. But don’t hog the podium and steal the show!
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