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Questions 19 to 22 are based on the conversation you have just heard. What do we learn about Jake’s wife（）
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Around 120 years ago, Ebbinghaus began his study of memory. He (1) on studying how quickly the human mind can remember (2) . One result of his research is known as the total time hypothesis (假设), which simply means the amount you learn (3) on the time you spend trying to learn it. This can be taken as our first rule of learning.Although it is usually true that studying for four hours is better than studying for one, there is still the question of how we should use the four hours. For example, is it better to study for four hours (4) or to study for one hour a day for four days in a (5) The answer, as you may have (6) , is that it is better to spread out the study times. This (7) through which we can learn more (8) by dividing our practice time, is known as the distribution of practice effect. Thus, (9) .But we’re not finished yet. We haven’t considered how we should study over very short periods of time. (10) . Should you look at the same word in rapid succession, or look at the word and then have some delay before you look at it again(11) . 4（）
Questions 19 to 22 are based on the conversation you have just heard. What does the man say about Jake’s daughter（）
Around 120 years ago, Ebbinghaus began his study of memory. He (1) on studying how quickly the human mind can remember (2) . One result of his research is known as the total time hypothesis (假设), which simply means the amount you learn (3) on the time you spend trying to learn it. This can be taken as our first rule of learning.Although it is usually true that studying for four hours is better than studying for one, there is still the question of how we should use the four hours. For example, is it better to study for four hours (4) or to study for one hour a day for four days in a (5) The answer, as you may have (6) , is that it is better to spread out the study times. This (7) through which we can learn more (8) by dividing our practice time, is known as the distribution of practice effect. Thus, (9) .But we’re not finished yet. We haven’t considered how we should study over very short periods of time. (10) . Should you look at the same word in rapid succession, or look at the word and then have some delay before you look at it again(11) . 9（）
Every year in the first week of my English class, some students inform me that writing is too hard. They never write, unless assignments (1) it. They find the writing process (2) and difficult.How awful to be able to speak in a language but not to write in it-- (3) English, with its rich vocabulary. Being able to speak but not write is like living in an (4) mansion (豪宅) and never leaving one small room. When I meet students who think they can’t write, I know as a teacher my (5) is to show them the rest of the rooms. My task is to build fluency while providing the opportunity inherent in any writing activity to (6) the moral and emotional development of my students. One great way to do this is by having students write in a journal in class every day.Writing ability is like strength training. Writing needs to be done (7) , just like exercise; just as muscles grow stronger with exercise, writing skills improve quickly with writing practice. I often see a rise in student confidence and (8) after only a few weeks of journal writing.Expressing oneself in writing is one of the most important skills I teach to strengthen the whole student. When my students practice journal writing, they are practicing for their future academic, political, and (9) lives. They build skills so that some day they might write a great novel, a piece of sorely needed legislation, or the perfect love letter. Every day that they write in their journals puts them a step (10) to fluency, eloquence (雄辩), and command of language. 4（）
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