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
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科目：高中英語 來源： 題型：閱讀理解
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 （天賦） ．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 （雜耍） 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 ． | ||
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科目：高中英語 來源：2013-2014學(xué)年北京市高三第一學(xué)期期中測試英語試卷（解析版） 題型：其他題
How to prepare a lecture
Being invited to give a lecture is an honor．It means that people regard you as an authority on a given field, subject, or issue．It means you are worth listening to．1. You have to make sure your lecture is interesting, and full of wisdom, from which the audience can take valuable insights．This is why it is important for you to prepare your lecture well．
1．Think of a good topic．
You most likely will be assigned to talk about a certain topic．If that's the case, you only need to make an outline and do some research．But in some cases, you will have to think of your own topic．Although it gives you more freedom to do it, thinking of a topic can be tricky．2. Or pick a topic that is timely and socially relevant．
2．Make an outline for the lecture．
Start by listing down the points that you will discuss, and then fill in each point with subpoints．If necessary, make a research about your topic．3. But if in so doing you end up with a very long outline, figure how you can shorten the topic or cut where cutting is needed．
3．4.
Statistics, figures, medical information, historical accounts, and similar information should all be checked and it will save your credibility as an authority on the subject you are talking about．
4．Add humor．
Don't engage your audience in a dragging soliloquy （獨白）．5. Humor will interest your audience．Of course, make sure the elements in your lecture are in line with your main topic and are not nonsense, racial, and offensive jokes．
A．Check your lecture for accuracy．
B．Giving a lecture is challenging, though．
C．If necessary, provide your contact information, such as an email address or blog site．
D．Instead, make your audience smile, or burst into laughter at certain points in your discussion．
E．To make it easier, consider what will interest your audience．
F．It should summarize your whole talk in one sentence．
G．Don't be afraid of exploring the topic, as this will allow you to discover other points that need discussion．
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科目：高中英語 來源：2015屆廣東揭陽第三中學(xué)高一下期第三次階段考試英語卷（解析版） 題型：單詞拼寫
根據(jù)所給單詞首字母和漢語提示，在答題卷上按題號寫出各單詞的正確形式。
1.Professor Li has made great ________ (成就) in the field of gene.
2.She was ashamed of her children's bad ________ (舉止)．
3.She is very ________ (謙虛的) about her success.
4.The ________ (斗爭) for independence was long and hard.
5.He has a ________ (曬黑的) face and bright eyes.
6.You should take all the conditions into ________ (consider)．
7.Lin Qiaozhi was a doctor who became a ________ (special) in women's illnesses.
8.We do not have the ________ (free) to do just what we like.
9.What's your favorite ________ (occupy)?
10.The excellent ________ (perform) impressed the audience deeply.
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科目：高中英語 來源：2012-2013學(xué)年遼寧省五校協(xié)作體高一上學(xué)期聯(lián)合競賽英語試卷（解析版） 題型：完型填空
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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科目：高中英語 來源：福建省20092010學(xué)年高二下學(xué)期期末考試試題（英語） 題型：閱讀理解
第二部分：閱讀理解（共25題，第一節(jié)每題2分，第二節(jié)每題1分）
第一節(jié)：閱讀下列短文，從每題所給的四個選項（A，B，C和D）中，選出最佳選項。
Trouve sat up on its back legs arid growled（吼叫）the words “How are you, Grandmama?” The audience roared with laughter and clapped. Twenty-year-old Aleck gave the dog a morsel（一口）of food. His hard wok paid off. His dog could talk!
Aleck was fascinated with the different sounds of people’s speech. His father taught students who had a speech problem to improve their speech. Aleck paid close attention. Could an animal form sounds into words, too? He decided to experiment with Trouve, the family dog.
The easy part was teaching Trouve to growl whenever Aleck wanted. The little dog growled for a morsel of food.
Next Aleck moved the dog’s “l(fā)ips’ as it growled. It sounded like “ma ma ma.” Trouve learned quickly to stop the growling just as Aleck’s hand moved away. They practiced and practiced until the dog said “ma ma” perfectly.
Soon Aleck discovered more. If he pushed gently under the dog’s jawbone（下顎骨）, it made the “ga” sound. If he pushed once and moved the dog’s lips twice, he could make the dog say, “ga ma ma”. With even more practice, it sounded like “grandmama.” Whenever Trouve said “grandmam,” Aleck gave the god two treats, so Trouve loved the lessons.
Aleck tried to teach his dog to move its tongue. So that Trouve could say more words. That didn’t work, but Aleck didn’t give up.
After many hours of practice, Trouve could say, “Ow ah oo ga-ma-ma?” This sounded just like “How are you, Grandmama?”
Friends and neighbors traveled to see young Aleck and his amazing talking dog. Rumors spread that the dog could speak by itself, which wasn’t true. No matter how much Aleck tried, the dog was never able to move its lips without help.
Aleck’s full name was Alexander Graham Bell. He wanted to know more about the world all his life. He had many ideas. Some worked; others didn’t. But he kept trying—always learning; One of his inventions was something called the telephone.
41．Which of the following is TRUE of Aleck?
A．His father had an influence on him.
B．He had a talent for giving speeches.
C．He taught Trouve to talk in honor of his grandmother.
D．He carried out many experiments to improve people’s speech.
42．Trouve grew fond of practicing talking because .
A．it liked being together with Aleck B．it was given some food for that
C．it would like to develop its potential D．Aleck treated it like one of the family
43．Which of the following words can best describe Aleck?
A．Humorous. B．Naughty. C．Knowledgeable. D．Curious.
44．What contributes most to Aleck’s success in teaching the dog to talk?
A．His own hard work. B．His neighbor’s help.
C．His father’s encouragement. D．The dog’s smartness.
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