题目内容
（请给出正确答案）
What difficulty did he meet when he was trying to help the cat？
A．He couldn't reach the cat．
B．He couldn't come down。
C．He got hurt．
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更多“What difficulty did he meet when he was trying to help the cat？A．He couldn't reach the cat”相关的问题
What did the man have difficulty locating the week before？
A．A tour guide.
B．A classroom.
C．A map.
D．Maps
If you (were to) ask Jim what (did he) with (his) money, he would have difficulty (remembering).
A．were to
B．did he
C．his
D．remembering
What caused the problem in September？
A．The workers had difficulty in operating assembly machines.
B．Third shift workers were in a training course.
C．Some equipment did not function properly.
D．A supplier did not deliver materials on time.
What did Juan ask his roommate to do when he was making his trial speech？
A．Interrupt him whenever he detected a mistake.
B．Focus on the accuracy of the language he used.
C．Stop him when he had difficulty understanding.
D．Write down any points where he could improve.
What did Juan ask his roommate to do when he was making his trial speech？
A．Interrupt him whenever he detected a mistake.
B．Focus on the accuracy of the language he used.
C．Stop him when he had difficulty understanding.
D．Write down any points where he could improve.
A．The social and behavioral sciences lost out in the race for federal science funds.
B．Governments are more than alarmed about a variety of social problem.
C．Nearly half of all urban dwelling American males can expect to be arrested for some non-traffic offense during their lives.
D．Most criminals halt their careers by age 25 to 30.
阅读理解“Are you going to 181st Street？” asked an old woman.
The younger woman leaving the supermarket was in a hurry, but she stopped and turned to look. She saw an old lady with a small bag of groceries at her feet. She was breathing hard.
“If you’re going toward 181st street, could you carry my bag for me？”
“I don’t have the time for this,” the younger woman thought. But when she saw the old woman, who looked very tired, she said,” Of course.”
The old woman took hold of the younger woman’s arm and they walked together slowly and talked. They were neighbors but they didn’t know each other. The old woman lived alone and the younger woman lived with her family. They talked about the difficulty of living in a big city: the younger woman talked about the cost of food and the problems of raising children, the older about loneliness.
They finally reached the old woman’s apartment house. She seemed reluctant(迟疑的) to go in. she reached into her purse. “Let me give you a dollar for your trouble,” she said.
“Oh, no. It was no trouble.”
“Well, we’re neighbors,” the old woman said. “We’ll see each other again.”
“I hope so.”
The old woman took her bag and started to go in. Then she turned and said sadly, “But then, perhaps we’ll never see each other again.”
1. Where did the two women meet？
A. On a bus.
B. In a supermarket.
C. Along the street.
D. In the neighborhood.
2. What can we learn about the old woman？
A. She knew the younger woman before.
B. She lives with her family.
C. She lives on 181st Street.
D. She lives in the countryside.
3. Why did the young woman hesitate(犹豫) when the old woman asked for help？
A. Because she was in a hurry.
B. Because she had a lot of groceries herself.
C. Because she was very tired.
D. Because she did not know the old woman.
4. What did the old woman talk about on her way back home？
A. the cost of food
B. loneliness
C. difficulty of raising children
D. the past of her life
5. Why did the old woman stop before she entered her apartment house？
A. She wanted to pay the young woman for her help.
B. She wanted to invite the young woman in for dinner.
C. She wanted to borrow some money from the young woman.
D. She wanted to spend more time talking with the young woman.
6. What can we learn from the last paragraph？
A. Both women in the story are quite busy.
B. The old woman knows she is going to die soon.
C. The two women in the story live far from each other.
D. People seldom communicate in that neighborhood.
听第9段材料，回答第13题。
M: Excuse me, Sara.
W: Yes？
M: I have some difficulty in pronouncing some of the words in the text. Could you help me？
W: Sure.
M: How do you pronounce this word？
W: Travel.
M: Travel. What does "travel" mean, please？
W: It means "go from place to place". For example, I want very much to travel around the world.
M: I see. How about this word？
W: Oh, it is "explain", a word which means "make something clear".
M: How do you spell "clear"？
W: c-l-e-a-r, clear. If you want to make something clear to others, you explain it. Are you clear？
M: Yes. You have explained clearly.
W: That's good.
Which two words did the woman tell the man to pronounce？
[A] Tractor and explain.
[B] Travel and explain.
[C] Twelve and clean.
A．Language.
B．Computing.
C．Bachelor.
D．Accommodation.
SECTION A MINI-LECTURE
Directions: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.
听力原文： Non-native speakers of English, like their native counterparts, usually find that the opportunity to participate in group discussions is one of the most valuable aspects in their whole academic programme. But in order to obtain full value from this type of activity the student must be proficient in asking questions. If he isn't, then any attempt to resolve his difficulties may lead to further confusion, if not considerable embarrassment.
Some students who are not fluent in the language find that in the early stages of their course there are frequent breakdowns in communication. There are？ of course, many possible explanations for this. The student may not have a sufficient command over the grammar and vocabulary of English to enable him to express himself clearly. He may, on the other hand, have a poor pronunciation. Factors such as these, of course, require urgent and persistent attention on the part of the student. But a very frequent cause of misunderstanding in discussion sessions and one which can much more easily be put right, is the teacher's uncertainty whether his student has, in fact, asked a question at all. What often happens is as follows. The student, puzzled about a particular point, decides to ask a question. As so often happens when under pressure, he tends to concentrate most of his attention on the subject matter and he pays practical[y no attention to the language. Consequently he fails to employ the correct question form. For example, he may use a statement form. instead. The result is predictable. The teacher interprets the intended question as a comment. He then either agrees or disagrees with it, or he continues with what he was saying before.
However, even when the student does employ an appropriate question form, difficulties may still arise. The teacher may not know, for example, what the source of the student's difficulty is. The basic difficulty may, in fact, be one of the several different types. It may lie in the student's limited aural perception, in other words, the student may not have clearly heard what was said; or it may lie in his insufficient linguistic knowledge, that is to say, he may not have understood the English that his teacher employed; or alternatively, it may lie in his lack of knowledge of the subject matter itself, i.e. he may not have worked out the meaning of a point in relation to the special subject. Each type of difficulty requires a different kind of question If the student, for example, does not clearly specify that his difficulty is that he did not quite catch what was said, then the teacher is quite likely to give an explanation in terms of the subject matter. All what is really necessary in such cases is a simple repetition of the original statement.
Next, a student must ensure that his teacher is clear about exactly which point he is referring to. To put it in another way, the question must be specific. In order to be absolutely precise, it is a good idea if students preface their questions with an introductory statement. They might say, for example, something like the following: "I don't understand the point you made at the beginning of the discussion about cost inflation. Could you explain it again please？" The teacher is always in a position to give a satisfactory answer to this form. of question without any waste of time. He knows what type of difficulty the student has--one of subject matter. He knows where the difficulty occurs--at the beginnin
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