He spoke so fast that I didn’t __________what he said．

The teacher spoke so fast that it was hard for the students to ______ what he was saying.

A．take in

B．take out

C．take up

D．take over

He spoke so quickly that I didn' t ______ what he said.

A．receive

B．accept

C．listen

D．catch

He spoke English so well that I took it ______ that he was an American.

A．for granted

B．as true

C．for certain

D．as such

He spoke so quickly that I didn’t _____ what he said.

A.receive

B.accept

C.listen

D.catch

A.What; what he spoke

B.That; that he spoke English

C.What; that he spoke English

D.That; what did he spoke English

He spoke so quickly that I did not ______ what he said. A. catchB. accept C. take D. listen

His business is growing so fast that he must ______ more workers.

A．take up

B．take on

C．take over

D．take out

A.technology develops too fast

B.more simple legal work is dealt with abroad

C.companies become more efficient

D.companies cut down the fee arrangement

She spoke fast that I could not catch a word.

A.too

B.very

C.such

D.so

In the fall of 1924 Thomas Wolfe， fresh from his courses in play writing at Harvard joined the eight or

ten of us who were teaching English composition in New York University. I had never before seen a man

so tall as he， and so ugly. I pitied him and went out of my way to help him with his work and make him

feel at home.

His students soon let me know that he had no need of my protectiveness. They spoke of his ability to

explain a poem in such a manner as to have them shouting with laughter or struggling to keep back

their tears， of his readiness to quote in detail from any poet they could name.

Indeed， his students made so much of his power of observation that I decided to make a little test and

see for myself. My chance came one morning when the students were slowly gathering for nine o‘clock

classes.

Upon arriving at the university that day， I found Wolfe alone in the large room which served all the

English composition teachers as an office. He did not say anything when I asked him to come

with me out into the hall， and he only smiled when we reached a classroom door and I told him

to enter alone and look around.

He stepped in， remained no more than thirty seconds and then came out. “Tell me what you see.”

I said as I took his place in the room， leaving him in the hall with his back to the door. Without the

least hesitation and without a single error， he gave the number of seats in the room， pointed out

those which were taken by boys and those occupied by girls， named the colors each student was

wearing， pointed out the Latin verb written on the blackboard， spoke of the chalk marks which the

cleaner had failed to wash from the floor， and pictured in detail the view of Washington Square from

the window.

As I rejoined Wolfe， I was speechless with surprise. He， on the contrary， was wholly calm as he

said， “The worst thing about it is that I‘ll remember it all.”

What is the passage mainly discussing？

A. Thomas Wolfe‘s teaching work.

B. Thomas Wolfe‘s course in playwriting.

C. Thomas Wolfe‘s ability of explaining.

D. Thomas Wolfe‘s genius.