题目内容
（请给出正确答案）
At the very beginning of the conversation, what do the two speakers do？
A．They drink to their old times and acquaintance.
B．They talk about their old crowds and old gangs.
C．They talk about their old times and acquaintance.
D．They meet and talk with each other's old friends.
简答题官方参考答案
（由简答题聘请的专业题库老师提供的解答）
更多“At the very beginning of the conversation, what do the two speakers do？A．They drink to the”相关的问题
What is the underlying significance of the invention of the Kodak？
A．It marked the beginning of manufacturing small cameras.
B．It met the need of photographers in America and Europe.
C．It made picture-taking suddenly popular among ordinary people.
D．It made the work of professionals more enjoyable.
TV Shows and Long Bus Trips
Long bus rides are like televisions shows. They have a beginning, a middle, and an end — with commercials (商业的) thrown in every three or four minutes. The commercials are unavoidable. They happen whether you want them or not. Every couple of minutes a billboard glides by outside the bus window. "Buy Super Clean Toothpaste." "Drink Good'n Wet Root Beer." "Fill up with Pacific Gas." Only if you sleep, which is equal to turning the television set off, are you spared the unending cry of "You Need It! Buy It Now!"
The beginning of the ride is comfortable and somewhat exciting, even if you've traveled that way before . Usually some things have changed — new houses, new buildings, sometimes even a new road. The bus driver has a style. of driving and it's fun to try to figure it out the first hour or so. If the driver is particularly reckless or daring, the ride can be as thrilling as a suspense (悬念) story. Will the driver pass the truck in time？ Will the driver move into the right or the left—hand lane？ After a while, of course, the excitement dies down. Sleeping for a while helps pass the middle hours of the ride. Food always makes bus rides more interesting. But you've got to be careful of what kind of food you eat. Too much salty food can make you very thirsty between stops.
The end of the ride is somewhat like the beginning. You know it will soon be over and there's a kind of expectation and excitement in that. The seat, of course, has become harder as the hours have passed. By now you've sat with your legs crossed, with your hands in your lap, with your hands on the arm rests —even with your hands crossed Behind your head. The end comes just at no more ways to sit.
According to the passage, what do the passengers usually see when they are on a long bus trip？
A．Buses on the road.
B．Films on television.
C．Advertisements on the board.
D．Gas stations.
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
A．It is very commercial.
B．It is very insecure.
C．It is very noisy.
D．It is very unfriendly.
A．He was very romantic.
B．He was very sympathetic.
C．He was very heroic.
D．He was very sensitive.
警告：系统检测到您的账号存在安全风险
为了保护您的账号安全，请在“简答题”公众号进行验证，点击“官网服务”-“账号验证”后输入验证码“”完成验证，验证成功后方可继续查看答案！
