Asking me students to write from their own point of view is suitable for teachers who are

I hope you don't mind me asking, ______where did you buy those shoes？

A．so

B．and

C．yet

D．but

-- Thank you for asking me to your party. But I can't come.

-- _________.

A.That's right

B.I'm sorry to hear that

C.Thanks a lot

D.Oh, I'm very glad

He didn't keep on asking me the time any longer as he had had his watch ______.

A．to repair

B．repaired

C．repairing

D．repair

听力原文： More often than not, I've been asked by my students this question, how can I improve my listening skills？ Let me first cite a very common instance of poor listening at this school. You don't know how it happened. You know you were paying attention when your history class started. But somewhere along the way your eyes glazed over and the teacher's voice became a dull hum in the background of your mind. When you finally shook yourself out of your trends, he was asking you a question, "So what happened at Hastings in the year of 10667" Once again, poor listening has you in hot water.

As listeners, we tend to think that the responsibility for a successful communication lies with the person doing the talking. This attitude causes us to become passive listeners. We tolerate distractions — putting up with the noise in the hall, for instance, instead of getting up to shut the door. And we generally fail to reopen to the speaker's message by asking questions or to remember anything that was said. Effective listeners, on the other hand, play an active role by paying constant attentions, by following the speaker's movement, by taking notes, or by asking questions, passive listeners are the sponges in the communication sea. Active listeners are their sharks.

Good listening is a valuable skill. It is one of the top management skills needed for success in business. Listening is also critical to success in family life and among friends. Good listeners do well in school. They follow directions better and don't waste time wandering what the assignment was. Therefore, becoming an active listener will help you in your relationships with your schoolwork and on the job.

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A．We should pay more attention to our history class.

B．We generally fail to remember anything that was said.

C．Sharks are necessary in the training of active listeners.

D．Good listening skills are essential in our life.

Why did the professor say this:

A．He is asking whether students need repetition.

B．He is beginning a review of the process.

C．He is complaining because students don't understand.

D．He is making a suggestion before he proceeds.

Section C

One student skipped a class and then sent the professor an email message asking for copies of the leaching notes. Another didn’t like her grade and sent a petulant message to the professor. Another explained that she was late for a Monday class because she was recovering from a party. One professor received a message from a student, saving, 'I'm not sure how to shop for school supplies. Should I buy a binder or a subject notebook？ Please tell me what you recommend.

At colleges and universities, email has made professors more approachable, but many say it has made them too accessible. They say that students seem to view them as available round the clock, and send a steady stream of email messages—from ten a week to ten after every class—that are too informal or simply inappropriate. Michael J. Kessler, a lecturer at Georgetown University, says. 'The tone that some of them take in an email is pretty astounding. "I need to know this and you need to tell me right now. " It’s a fine balance to accommodate what they need and at the same time maintain a level of legitimacy as an instructor. We are authorised to make demands on them, and not the other way round.

Professor Patricia Ewick of Clark University, Massachusetts, said ten students emailed her drafts of their papers days before they were due, seeking comments. Ewick says, ‘It’s all different levels of presumption. One is that I'11 be able to drop everything and read 250 pages two days before I’m going to get fifty of these. ‘Robert B. Ahdieh, an associate professor of law, said he had received emails with messages such as, ‘You’re covering the material too fast, ‘or, ‘don’t think we’re using what we read as much as we could in class, ‘or, 'I think it would be helpful if you would summarise what we’ve covered at the end of a class in case we missed anything.

While once professors expected deference, their expertise seems to have become just another service that students, as consumers, are buying. So students may have no fear of giving offence or imposing on the professor’s time. Many professors say they are uncertain how to react to these emails. For example, the professor who was asked about buying the notebook said she debated whether to tell the student that this was not a query that should be directed to her, but worried that, ‘Such a message could be pretty scary, ‘and decided not to respond at all.

Most, professors, however, emphasized that instant feedback is sometimes invaluable. One professor said that questions about a lecture or discussion could indicate ‘a blind spot’—something that a student obviously didn't understand. Others have probably hit on the best solution by making rules for email; telling students how quickly the professor will respond, how messages should be drafted and what type of messages they will answer. Meg Worley, an assistant professor of English , tells students that they must say thank you after receiving a professor’s response to an email. ‘The less powerful person always has to write back, ‘she said.

Summary

In higher education, professors are now more【71】______than they used to be because of email. The problem is that some students either write too many emails or write emails that are【72】______(too informal or stupid) . Kessler says he doesn’t like the【73】______of the emails he receives. Ewick thinks that students these days expect too much, and seem to think their teachers have lots of free time Ahdieh received criticisms of his classes by email. A lot of professors are【74】______about how to respond to these emails. Some professors have solved the problem by making【75】______about the email students send them.

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I hope you don't mind me asking, ______ where did you buy those shoes？

A．so

B．and

C．yet

D．but

A．repair

B．repaired

C．repairing

D．to repair

A.No problem.

B.No trouble at all.

C.Thank you for asking me about it.

D.I can’t remember where I left my glasses.