Inverted repeat

repeat（返情）

heptad repeat

One of the most important results of research into ageing has been to pinpoint the significance of short-term memory. This faculty is easily (1) as ageing advances. What seems to (2) is that in formation is received by the brain, (3) scans it for meaning in order to decode it at some future time. It looks as if the actual (4) of the short-term memory itself may not change too much (5) age. A young man and a man in his late fifties may (6) be able to remember and repeat a(n) (7) of eight numbers recited to them. But what (8) change is that when the older man is asked to re member anything (9) between the time he is first given the numbers to memorise and the time he is asked to (10) them, he will be much less likely to remember the (11) numbers than the young man. This is because the scanning stage is more easily (12) by other activities in (13) people.
In (14) living one experiences this as a fairly minor (15) —a telephone number forgotten while one looks (16) an area code, or the first part of (17) street directions confused with the fast because the last ’turn lefts’ and’ turn rights’ have interfered (18) remembering the first directions. In more formal learning, however, the (19) of short-term memory is more than just a mild social embarrassment. It can be a serious bar to further (20) or indeed to any progress at all.

Read the following text. Choose the best word(s) for each numbered blank and mark A,B,C or D on ANSWER SHEET Ⅰ.1（）

A:decode B:explain C:produce D:repeat

One of the most important results of research into ageing has been to pinpoint the significance of short-term memory. This faculty is easily (1) as ageing advances. What seems to (2) is that in formation is received by the brain, (3) scans it for meaning in order to decode it at some future time. It looks as if the actual (4) of the short-term memory itself may not change too much (5) age. A young man and a man in his late fifties may (6) be able to remember and repeat a(n) (7) of eight numbers recited to them. But what (8) change is that when the older man is asked to re member anything (9) between the time he is first given the numbers to memorise and the time he is asked to (10) them, he will be much less likely to remember the (11) numbers than the young man. This is because the scanning stage is more easily (12) by other activities in (13) people.
In (14) living one experiences this as a fairly minor (15) —a telephone number forgotten while one looks (16) an area code, or the first part of (17) street directions confused with the fast because the last ’turn lefts’ and’ turn rights’ have interfered (18) remembering the first directions. In more formal learning, however, the (19) of short-term memory is more than just a mild social embarrassment. It can be a serious bar to further (20) or indeed to any progress at all.

19（）

A:decode B:explain C:produce D:repeat

One of the most important results of research into ageing has been to pinpoint the significance of short-term memory. This faculty is easily (1) as ageing advances. What seems to (2) is that information is received by the brain, (3) scans it for meaning in order to decode it at some future time. It looks as if the actual (4) of the short-term memory itself may not change too much (5) age. A young man and a man in his late fifties may (6) be able to remember and repeat a(n) (7) of eight numbers recited to them. But what (8) change is that when the older man is asked to remember anything (9) between the time he is first given the numbers to memorise and the time he is asked to (10) them, he will be much less likely to remember the (11) numbers than the young man. This is because the scanning stage is more easily (12) by other activities in (13) people.
In (14) living one experiences this as a fairly minor (15) -- a telephone number forgotten while one looks (16) an area code, or the first part of (17) street directions confused with the last because the last ’turn lefts’ and ’turn rights’ have interfered (18) remembering the first directions. In more formal learning, however, the (19) of short-term memory is more than just a mild social embarrassment. It can be a serious bar to further (20) or indeed to any progress at all.

10（）

A:decode B:explain C:produce D:repeat

One of the most important results of research into ageing has been to pinpoint the significance of short-term memory. This faculty is easily (1) as ageing advances. What seems to (2) is that information is received by the brain, (3) scans it for meaning in order to decode it at some future time. It looks as if the actual (4) of the short-term memory itself may not change too much (5) age. A young man and a man in his late fifties may (6) be able to remember and repeat a(n) (7) of eight numbers recited to them. But what (8) change is that when the older man is asked to remember anything (9) between the time he is first given the numbers to memorise and the time he is asked to (10) them, he will be much less likely to remember the (11) numbers than the young man. This is because the scanning stage is more easily (12) by other activities in (13) people.
In (14) living one experiences this as a fairly minor (15) -- a telephone number forgotten while one looks (16) an area code, or the first part of (17) street directions confused with the last because the last ’turn lefts’ and ’turn rights’ have interfered (18) remembering the first directions. In more formal learning, however, the (19) of short-term memory is more than just a mild social embarrassment. It can be a serious bar to further (20) or indeed to any progress at all.

Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.10（）

A:decode B:explain C:produce D:repeat

______ I repeat the question

A:Shall B:Will C:Do you want that D:Do

Passage One
If the teacher asks a question, you are expected to give an answer. If you do not understand the question, you should raise your hand and ask the teacher to repeat the question. If you do not know the answer, it is all right to tell the teacher that you do not know. Then he or she knows what you need to learn.
There is no excuse for not doing your homework. If you are absent, you should call your teacher or someone who is in your class and ask for the assignment. It is your responsibility to find out what assignments you have missed. It is not the teacher’s responsibility to remind you of missed assignments.
You must not be absent on a test day. If you are seriously ill, call and let the teacher know you will not be there for the test. If your teacher allows make-up tests, you should take the test within one or two days after returning to class. Serious illness is the only reason for missing a test.
Be on time! It is considered rude to be late. Also, it bothers other students. If you must come in late, be sure to do it quietly. Have your books and papers out of. your bag be- fore you come into the room. Then go to your seat and sit quietly. In the U.S. it is not necessary to knock before you enter the classroom. Most of the ELC teachers will give you a low grade if you are often late.
Have your book out and be ready to begin when the class starts. Your teacher should not have to ask you every day to take out your book. Be sure you have a paper and a sharp pencil ready.

When the teacher asks a question, you should （）

A:raise your hand B:give an answer C:repeat the question D:keep silence