题目内容
SECTION B INTERVIEW
Directions: In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Questions 1 to 5 are based on an interview. At the end of the interview you will be given 10 seconds to answer each of the following five questions.
Now listen to the interview.
听力原文： School Education
Interviewer: Janet, as a teacher, can you give us some idea on how the English school system works？
Janet: Urn, well, first of all most children start school at the age of five and they can't leave school until the age of sixteen. Um... they will go to primary school from the age of five until eleven ... um, and previously they used to take an eleven plus examination which would then determine whether they would go to a grammar school or alternatively a secondary school. But now we have a.. a new system where children aren't divided off at the age of eleven, instead, they could take the exams at the age of sixteen.
Interviewer: Do you think that's a ... an improvement to the system？
Janet: Well,... um, theoretically.., it's supposed to be much better because it gives.., it stops separating children at the age of eleven and gives them a better chance, and in fact what usually happens is that those children who wouldn't ... er who would have gone to a grammar school tend to be at the top end of the comprehensive system, and those that would have gone to secondary modern school find themselves at the lower levels of the school.
Interviewer: Do you think that the present school system is an efficient way of educating children？
Janet: Urn... well if you, if you accept that, you know, there have to be schools, it seems to work fairly efficiently. Of course one of our great problems in England is that we have very large classes and .. urn, it would be very nice if we could reduce that by at least half instead of there being forty children in a class, there are only twenty., um and so that each child gets more individual attention so that their own particular needs just aren't passed over.
Interviewer: Do you think the.., subjects that er... children study today are adapted to present-day society.9
Janet: It would be very good if... er, more children at school had the opportunity of learning about the society they live in... in economic terms and in social terms, so that they are much more aware of the problems that we face today. But I also think that education isn't only something that has to be.. has to be relevant.., um, I think education can be just a... a gradual extension of oneself, and I don't think it's um... important for subjects to be seen only in terms of how useful they are when you leave school.., but how much you enjoy them and how much they mean to you.
Interviewer: What about games.., er and drama and things like that？
Janet: Well, the students have about an hour and a half of games a week, and for about an hour a week they have a class called social studies, which urn.., provide them ... er with some basic information or knowledge about what life will be after they leave school.., and they will do a drama in this class. They also study something about ecology, sociology et cetera... It's not an "O" level class, it's just for.., er experience.
Interviewer: Janet, do you.., really think, that your students gain a lot from their education？
Janet: I think they gain a certain amount of necessary knowledge, yes, but I think it should be broader. I think more emphasis should be put on broadening their knowledge instead of studying towards passing an exam, or reading towards writing a paper.
Interviewer: Er... do you have any specific way in which you think.., time at school could be improved？
Janet: Yes, I think there
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A．基线数据B．改进数据C．进度D．工作量
听力原文：M: How about going for a walk with me before we go to the dancing party？
W: What a good idea!
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(19)
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Cultural norms so completely surround people, so permeate thought and action, that we never recognize the assumptions on which our lives rest. If birds were suddenly endowed with scientific curiosity they might examine many things, but the sky itself would be overlooked as a suitable subject; if fish were to become curious about the world, it would never occur to them to begin by investigating water. For birds and fish would take sky and the sea for granted, unaware of their profound influence because they comprise the medium for every act. Human beings, in a similar way, occupy a symbolic universe governed by codes that are unconsciously acquired and automatically different from the ways people conduct their affairs in other cultures.
As long as people remain blind to the sources of cultural norms, they are imprisoned within them. These cultural frames of reference are no less confining simply because they cannot be seen or touched. Whether it is an individual mentality that keeps an individual out of contact with his neighbors, or a collective mentality that separates neighbors of different cultures, both are forms of blindness that limit what can be experienced and what can be learned from others.
It would seem that everywhere people would desire to break out of the boundaries of their own worlds. Their ability to react sensitively to a wider spectrum of events and peoples requires an overcoming of such cultural parochialism. But, in fact, few attain this broader vision. Some have little opportunity for wider cultural experiences, though this condition should change as the movement of people accelerates. Others do not try to widen their experience because they prefer the old and familiar, seek from their affairs only further confirmation of the correctness of their own values. Still others avoid such experiences because they feel it dangerous to probe too deeply into the personal or cultural unconscious. Exposure may reveal how arbitrary many cultural norms are; such exposure might force people to acquire new bases for interpreting events. And even for those who do Seek actively to enlarge the variety of human beings to communicate with, there are still difficulties.
Cultural near-sightedness persists not merely because of inertia and habit, but chiefly because it is so difficult to overcome. One acquires a personality and a culture in childhood, long before he is capable of comprehending either of them. To survive, each person masters the perceptual orientations, cognitive biases, and communicative habits of his own culture. But once mastered, objective assessment of these cultural processes is awkward, since the same mechanisms that are being evaluated must be used in making the evaluations.
The examples of birds and fish are used to ________.
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