l Thanks, Sam. You're a lifesaver.
Q34 Why is Paula unhappy?
Q35. Why is Ms. Connors angry?
Q36. What are Paula and her roommate planning to do?
Q37. Why does Paula think Sam can help her?

PART C TALKS

Q38-42 Part of a lecture in speech class.
Today we are going to practice evaluating the main tool used when addressing groups ---the voice. There are three main elements that combine to create either a positive or negative experience for listeners. They can result in a voice that is pleasing to listen to and can be used effectively, or they can create a voice that doesn't hold the attention, or even worse causes an adverse reaction. The three elements are volume, pitch and pace. When evaluating volume, keep in mind that a good speaker will adjust to the size of both the room and the audience. Of course, with an amplifying device like a microphone, the speaker can use a natural tone. But speaker should not be dependent on microphones. A good speaker can speak loudly without shouting. The second element---pitch is related to the highness and lowness of the sounds. High pitches are for most people more difficult to listen to so in general speaker should use the lower registers of the voice. During a presentation, it's important to vary pitch to some extent in order to maintain interest. The third element, pace, that is how fast or slow words and sounds are articulated should also be varied. A slower pace can be used to emphasize important points. Note that the time spent not speaking can be meaningful too. Pauses ought to be used to signal transitions or create anticipation. Because a pause gives the listener time to think about what was just said or even to predict what might come next, it can be very affective when moving from one topic to another. What I like you to do now is watch and listen to a video tape and use the forms I gave you to rate the speaking voices you hear. Then tonight I want you to go home and read a passage into a tape-recorder and evaluate your own voice.
Q38. What is the main point the professor makes?
Q39. According to the professor, what can a speaker do to keep an audience's attention?
Q40. What recommendation does the professor make about volume?
Q41. According to the professor, how can a speaker indicate that the topic is about to change?
Q42. What are the students going to use a tape recorder for?

Q43-46 Part of a lecture at a museum.
Let's perceive to the main exhibit hall and look at some of the actual vehicles that played a prominent role in speeding up mail delivery. Consider how long it used to take to send a letter across a relatively short distance. Back in the 1600s it took two weeks on horseback to get a letter from Boston to New York, a distance of about 260 miles. Crossing a river was also a challenge. Ferry service was so irregular that a carrier would sometimes wait hours just to catch a ferry. For journeys inland there was always a stagecoach but the ride was by no means comfortable because it had to be shared with other passengers. The post office was pretty ingenious about some words. In the 19th century, in the southwestern desert, for an instance, camels were brought in to help to get the mail through. In Alaska, reindeer were used. This practice was discontinued because of the disagreeable temper of these animals. We'll stop here a minute so that you can enter this replica of a railway mail car. It was during the age of the iron horse that delivery really started to pick up. In fact the United States transported most bulk of mail by train for nearly 100 years. The first airmail service didn't start until 1918. Please take a few moments to look around. I hope you'll enjoy your tour. And as you continue on your own, may I suggest you visit our impressive philatelic collection? Not only can you look at some of the more unusual stamps issued but there's an interesting exhibit on how stamps are made.