‘I’ve got lots of things I should be doing in here,’ I said. I was actually quite relieved that I would be ____________ his company for an hour or so. I screwed the lid on to the beaker.
A.guaranteed B.spared C.offered D.kept
As we stepped into the room, the man in the wheelchair looked up from under shaggy, unkempt hair. His eyes met mine and after a pause, he ____________ a bloodcurdling groan.
A.set out B.let out
C.gave off D.reached out
She glanced at my legs. ‘Although you might want to wear... something a bit less ____________.’
A.revealing B.temporary
C.complicated D.inadequate
‘Three months!’ Dad ____________, as my mother thrust a cup of sweet tea into my hands. ‘Well, that’s big of him, given she’s worked like a ruddy Trojan in that place for the last six years.’
A.betrayed B.exploded
C.swallowed D.assessed
There are 158 footsteps between the bus stop and home, but it can ____________ to 180 if you aren’t in a hurry, like maybe if you’re wearing platform shoes.
A.signal B.adjust C.stretch D.attend
Develop Note-Taking Skills
Speech students are often amazed at how easily their teacher can pick out a speaker’s main points, evidence, and techniques. Of course, the teacher knows what to listen for and has had plenty of practice. But the next time you get an opportunity, watch your teacher during a speech. Chances are she or he will be listening with pen and paper. 1.
Unfortunately, many people don’t take notes effectively. Some try to write down everything a speaker says. They view note taking as a race, pitting their handwriting agility(敏捷) against the speaker’s rate of speech. 2. But soon the speaker is winning the race. The speaker pulls so far ahead that the note taker can never catch up. Finally, the note taker admits defeat and spends the rest of the speech grumbling in frustration.
3. They arrive armed with pen, notebook, and the best of intentions. They know they can’t write down everything, so they settle comfortably in their seats and wait for the speaker to say something that grabs their attention. Every once in a while the speaker rewards them with a joke, a dramatic story, or a startling fact. Then the note taker seizes pen, jots down a few words, and leans back dreamily to await the next fascinating tidbit(趣闻). By the end of the lecture the note taker has a set of tidbits—and little or no record of the speaker’s important ideas.
As these examples illustrate, they don’t know what to listen for, and they don’t know how to record what they do listen for. 4. But once you know what to listen for, you still need a sound method of note taking.
Although there are a number of systems, most students find the key-word outline best for listening to speeches. As its name suggests, this method briefly notes a speaker’s main points and supporting evidence in rough outline form. By separating main points from sub-points and evidence, the outline format shows the relationships among the speaker’s ideas. 5. But with a little effort you will become a better note taker.
A. Perfecting this taking requires practice.
B. Some people go to the opposite extreme.
C. As the speaker starts to talk, the note taker starts to write.
D. Taking effective notes usually helps you receive higher grades.
E. Most inefficient note takers suffer from one or both of two problems.
F. When note taking is done properly, it is sure to keep track of a speaker’s ideas.
G. The solution to the first problem is to focus on a speaker’s main points and evidence.
