题目内容
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A.A.R.______ definite instructions from our clients.
B.B.in absence of
C.C.in the absence of
D.D.in no absence of
E.E.in all absence of
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Generally we cover insurance ()definite instructions from our clients.
A. in absence of
B. in the absence of
C. in no absence of
D. in all absence of
听力原文：M: Hello, Prof. Dianna, you wanted to see me？
W: Oh, yes, Frank. Thanks for coming. It's about your work as a teaching assistant. I've just read your evaluations, the ones the students filled out toward the end of the semester.
M: Yes... ？ Well, how were they？
W: Would you like to take a look？ Out of a possible score of five, you got a four-point-eight. That's very high, Frank.
M: Well, what a pleasant surprise.
W: When we see such a high score, we generally try to keep the Teaching Assistant on a little longer and perhaps even ask them to cover more classes. What do you say, Frank？ Would you like this？
M: I sure would, but I don't know if I can. Next fall will be my last semester of coursework for my master's and I'll be very busy doing re search on my thesis. Could I have a few days to think about it？
W: Certainly, I wouldn't want you to fall behind in your course-work, but I do think you should consider getting more experience in the classroom. You seem to have a real gift.
M: Thanks for your praise, Professor.
W: Let me know by the beginning of next week, will you？
M: Sure thing. I'll drop by again on Monday or Tuesday.
(23)
A．More work as an instructor.
B．A higher salary.
C．A longer vacation period.
D．A research assignment.
A、What I’m going to cover in this course is...
B、So, in other words...
C、We come finally to the conclusion that...
D、Let’s look at the handout...
A．What's in
B．What's the thing
C．What's up
D．What's down
Salesman: Certainly. What kind of insurance are you looking for？
Student: Well, I'm a student and I need comprehensive cover—you know, against theft, damage, legal problems ...
Salesman: I see. Students are unfortunately attractive targets for thieves. Student accommodation is a particular target because it often contains several highly portable and valuable items such as laptops. We offer cover specially designed for the needs of students, covering students in several key areas.
Student: Oh, that sounds like it's exactly what I need. Please tell me more.
Salesman: Well, the first area we cover is room contents. We provide insurance cover for your belongings on a 'new for old' basis, including desktop computers, against theft, burst pipes, fire, vandalism, storm and flood.
Student: Does that also cover me if I live in university accommodation？
Salesman: Yes, it does. It also covers any shared areas in your accommodation and anything you leave in locked storage on campus at any time.
Student: Is there a limit on claims of this nature？
Salesman: Yes, there is. Individual items are limited to ￡2000 per claim and the following items are limited to ￡600 per group per claim: valuables, musical instruments and any data storage devices apart from computers, such as CDs, DVDs, cassettes and computer games. Clothes are limited to a maximum of ￡250. However, cover for items above these amounts is available for an additional premium.
Student: I see. And how about accidental damage？
Salesman: We cover contents against accidental damage occurring while they are in your rooms and we cover replacement keys and locks, up to ￡150, if you lose your keys.
Student: Does this cover items that I leave in my accommodation during holidays？
Salesman: Yes, it does, but the limit is lower—up to ￡3000 in total—and there is only cover for up to 35 days. That is if the rooms are unoccupied continuously for 35 days.
Student: I understand. Am I also covered against theft whilst travelling？
Salesman: Yes, you are. I should also point out that your mobile phone is fully covered and the insurance covers any airtime abuse by the thief up to ￡150.
Student: Great. What about legal and health problems？
Salesman: Your legal expenses are covered up to ￡50000 for defending claims against you, for claiming against other people for damage or injury they cause you, and tenancy disputes. The last one is particularly useful for students. Course fees you have paid or are liable to pay in the academic year up to ￡5000 in total are also covered, if as a result of your illness, death or accident you have to leave your course early, or if a parent on whom you rely for financial support suffers illness or redundancy.
Student: That's sounds very comprehensive indeed. Does the special introductory rate still apply？ It says here that it's valid until the end of June.
Salesman: Yes, it's still valid. There have been no changes in the terms of the offer. Can I just mention that the following extra cover is automatically included free of charge in all our policies—our 24 hour help line, providing advice and counselling on health, drugs, debt, housing, legal and welfare matters; cover for your personal legal liability of up to ￡1000000; loss or damage to property on loan to you, up to ￡500; loss or damage to your landlord's property, up to ￡5000; credit card theft, up to ￡500; injury arid damage to possessions by mugging or assault, up to￡5000; and accidental death of a parent or guardian—￡5000.
Student: That's exactly what I'm looking for—a fully comprehensive package. I'll come to your office this afternoon. Should I come to see you personally, or ...？
Salesman: You can ask for me. My name is Stevens.
Student: Right. My name is Shipton, Annie Shipton.
Salesman: OK. I'll see you this afternoon. We norma
A．are often at classes.
B．often have high-value, portable items.
C．are wealthier than other young people.
D．don't usually lock campus accommodation.
Martin: Can you cover for me on Sunday？ I'm supposed to teach the high school class.Lisa: Sure. （）？Martin: We're going to the beach for the weekend.Lisa: Well, don't worry. I'll take good care of Sunday school.
A.What's in
B.What's the thing
C.What's up
D.What's down
EQ Plays a Role in Personal Success
It turns out that a scientist can see the future by watching four-year-olds interact with a piece of candy. The researcher invites the children, one by one, into a plain room and begins the gentle torture. "You can have this piece of candy right now," he says. "But if you wait while I leave the room for a while, you can have two pieces of candy when I get back." And then he leaves.
Some children grab for the treat the minute he's out the door. Some last a few minutes before they give in. But others are determined to wait. They cover their eyes; they put their heads down; they sing to themselves; they try to play games or even fall asleep. When the researcher returns, he gives these children their hard-earned pieces of candy. And then, science waits for them to grow up.
By the time the children reach high school, something remarkable has happened. A survey of the children's parents and teachers found that those who as four-year-olds had enough self-control to hold out for the second piece of candy generally grew up to be better adjusted, more popular, adventurous, confident and dependable teenagers. The children who gave in to temptation early on were more likely to be lonely, easily frustrated and inflexible. They could not endure stress and shied away from challenges.
When we think of brilliance we see Einstein, a thinking machine with skin and mismatched socks. High achievers, we imagine, were wired for greatness from birth. But then you have to wonder why, over time, natural talent seems to waken in some people and dim in others. This is where the candy comes in. It seems that the ability to delay reward is a master skill, a triumph of the logical brain over the irresponsible one. It is a sign, in short, of emotional intelligence. And it doesn't show up on an IQ test.
For most of this century, scientists have worshipped the hardware of the brain and the software of the mind; the messy powers of the heart were left to the poets. But brain theory could simply not explain the. questions we wonder about most: Why some people just seem to have a gift for living well; why the smartest kid in the class will probably not end up the richest; why we like some people virtually on sight and distrust others; why some people remain upbeat in the face of troubles that would sink a less resistant soul. What qualities of the mind or spirit, in short, determine who succeeds？
The phrase "emotional intelligence" was coined by researchers five years ago to describe qualities like understanding one's own feelings, sympathy for the feelings of others and "the regulation of emotion in a way that enhances living". This notion is about to bound into the national conversation, conveniently shortened to EQ, thanks to a new book, Emotional Intelligence by Daniel Goleman. Goleman has brought together a decade's worth of research into how the mind processes feelings. His goal, he announces on the cover, is to redefine what it means to be smart. His theory: When it comes to predicting people's success, brain capacity as measured by IQ may actually matter less than the qualities of mind once thought of as "character".
At first glance, there would seem to be little that's new here. There may be no less original idea than the notion that our hearts have authority over our heads. "I was so angry," we say, "I couldn't think straight." Neither is it surprising that "people skills" are useful, which amounts to saying it's good to be nice. But if it were that simple, the book would not be quite so interesting or its implications so controversial.
This is no abstract investigation. Goleman is looking for methods to restore "politeness to our streets and caring in our community life". He sees practical applications everywhere for how companies should decide whom to hire, how couples can increase the odds that their marriages will last, how parents should raise their children and how schools should teach them. When street gangs substitute for families and schoolyard insults end in knife attacks, when more than half of marriages end in divorce, when the majority of the children murdered in this country are killed by their parents, many of whom say they were trying to discipline the child for behavior like blocking the TV or crying too much, it suggests a demand for basic emotional education.
And it is here the arguments will break out. While many researchers in this relatively new field are glad to see emotional issues finally taken seriously, they fear that a notion as handy as EQ invites misuse. "People have a variety of emotion," argues Harvard psychology professor Jerome Kagan. "Some people handle anger well but can't handle fear. Some people can't take joy. So each emotion has to be viewed differently." EQ is not the opposite of IQ. Some people are blessed with a lot of both, but some with little of either. What researchers have been trying to understand is how they work together; how one's ability to handle stress, for instance, affects the ability to concentrate and put intelligence to use. Among the ingredients for success, researchers now generally agree that IQ counts for about 20%; the rest depends on everything from social class to luck.
M: Really？ I thought it would only include the last four Units. Then I must spend the next week to finish the lessons we will ha examined.
Q: How many Units must the man review next week？
(13)
A．Six Units.
B．Fourteen Units.
C．Sixteen Units.
D．Ten Units.
Martin: Can you cover for me on Sunday？ I'm supposed to teach the high school class. Lisa: Sure. （）？ Martin: We're going to the beach for the weekend. Lisa: Well, don't worry. I'll take good care of Sunday school.
A.What's in
B.What's the thing
C.What's up
D.What's down
A、By saying “In today’s lecture, we will talk about online education".
B、By saying “Today, I want to talk about online education".
C、By saying "Today, my topic is online education".
D、By saying "Today, what I am going to cover is online education".
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