题目内容
Section B
Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.
听力原文： My mother was born in a small town in northern Italy. She was three when her parents immigrated to America in 1926. They lived in Chicago when my grandfather worked making ice cream. Mama thrived in the urban environment. At 16, she graduated first in her high school class, went onto secretarial school, and finally worked as an executive secretary for a railroad company. She was beautiful too. When a local photographer used her pictures in his monthly window display, she felt pleased. Her favorite portrait showed her sitting by Lake Michigan, her hair went blown, her gaze reaching toward the horizon.
My parents were married in 1944. Dad was a quiet and intelligent man. He was 17 when he left Italy. Soon after, a hit-and-run accident left him with a permanent limp. Dad worked hard selling candy to Chicago office workers on their break. He had little formal schooling. His English was self-taught. Yet he eventually built a small successful wholesale candy business, Dad was generous and handsome. Mama was devoted to him. After she married, my mother quit her job and gave herself to her family. In 1950, with three small children, Dad moved the family to a farm 40 miles from Chicago. He worked land and commuted to the city to run his business. Mama said goodbye to her parents and friends, and traded her busy city neighborhood for a more isolated life. But she never complained.
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听力原文：M: Hello, I have a reservation for tonight.
W: Your name, please.
M: Nelson, Charles Nelson.
W: Ok, Mr. Nelson. That's a room for five and...
M: Excuse me, you mean a room for five pounds？ I didn't know the special was so good.
W: No, no, no. According to our records, a room for 5 guests was booked under your name.
M: No, no... hold on. You must have two guests under the name.
W: Ok, let me check this again. Oh, here we are.
M: Yeah？
W: Charles Nelson, a room for one for the 19th...
M: Wait, wait. It was for tonight, not tomorrow night.
W: Em..., I don't think we have any rooms for tonight. There's a conference going on in town and...er, let's see...yeah, no rooms.
M: Oh, come on! You must have something, anything!
W: Well, let... let me check my computer here... Ah!
M: What？
W: There has been a cancellation for this evening. A honeymoon suite is now available.
M: Great, I'll take it.
W: But, I'll have to charge you 150 pounds for the night.
M: What？ I should get a discount for the inconvenience!
W: Well, the best I can give you is a 10% discount plus a ticket for a free continent breakfast.
M: Hey, isn't the breakfast free anyway？
W: Well, only on weekends.
M: I want to talk to the manager.
W: Wait, wait, wait...Mr. Nelson, I think I can give you an additional 15% discount...
(23)
听力原文：M: Sarah, you work in the admissions office, don't you？
W: Yes, I'm... I've been here ten years as an assistant director.
M: Really？ What does that involve？
W: Well, I'm in charge of all the admissions of postgraduate students in the university.
M: Only postgraduates？
W: Yes, postgraduates only. I've nothing at all to do with undergraduates.
M: Do you find that you get particular...sort of...different national groups？ I mean, do you get large numbers from Latin America or...
W: Yes. Well, of all the students enrolled last year, nearly half were from overseas. They were from African countries, the Far East, the Middle East, and Latin America.
M: Em. But have you been doing just that for the last 10 years, or, have you done other things？
W: Well, I've been doing the same job. Er, before that, I was secretary of the medical school at Birmingham, and further back, I worked in the local government.
M: Oh, I see.
W: So I've done different types of things.
M: Yes, indeed. How do you imagine your job might develop in the future？ Can you imagine shifting into a different kind of responsibility or doing something...？
W: Oh, yeah, from October 1, I'll be doing an entirely different job. There's going to be more committee work. I mean, more policy work, and less dealing with students, unfortunately—I'll miss my contact with students.
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Did you ever have someone's name on the tip of your tongue and yet you were unable to recall it？【21】this happens again, do not try to recall it. Do something【22】for a couple of minutes, and the name may come into your head. The name is there. Since you have met【23】person and learned his name. It only has to be dug out. The initial effort to recall【24】the mind for operation, but it is the subconscious【25】that go to work to dig up a dim memory. Forcing yourself to recall almost never helps because it doesn't loosen your memory; it only tightens it. Students find the preparatory method helpful【26】examinations. They read over the questions【27】trying to answer any of them. Then they answer first the ones【28】which they are most confident. Meanwhile, deeper mental activities in the subconscious mind are taking【29】; work is being done on the more difficult question. By the time the easier questions are answered, answers to the more difficult ones will usually begin to【30】into consciousness. It is often just a question of waiting for recall to come to the memory.
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Literature and Life
In a reaction against a too-rigid, over-refined classical curriculum, some educational philosophers have swung sharply to an espousal of "life experience" as the sole source of learning. Using their narrow interpretation of John Dewey's theories as a base for support, they conclude that only through "doing" can learning take place. Spouting such phrases as "Teach the child, not the subject," they demand, without sensing its absurdity, an end to rigorous study as a means of opening the way to learning. While not all adherents to this approach would totally eliminate a study of great books, the influence of this philosophy bas been felt in the public school curricula, as evidenced by the gradual subordination of great literature.
What is the purpose of literature？ Why read, if life alone is to be our teacher？ James Joyce states that the artist reveals the human situation by re-creating life out of life, Aristotle that art presents universal truths be- cause its form. is taken from nature. Thus, consciously or otherwise, the great writer reveals the human situation most tellingly, extending our understanding of ourselves and our world,
We can soar with the writer to the heights of man's aspirations, or plummeting with him to tragic despair. The works of Steinbeck, Anderson, and Salinger; the poetry of Whitman, Sandburg, and Frost; the plays of Ibsen, Miller, and O'Neill; all present starkly realistic portrayals of life's problems. Reality？ Yes! But how much wider is the understanding we gain than that attained by viewing life through the keyhole of our single existence
Can we measure the richness gained by the young reader venturing down the Mississippi with Tom and Huck, or cheering Ivanhoe as he battles the Black Knight; the deepening understanding of the mature reader of the tragic South of William Faulkner and Tennessee Williams, of the awesome determination and frailty of Patrick White's Australian pioneers？
This function of literature, the enlarging of our own life sphere, is of itself of major importance. Addition- ally, however, it has been suggested that solutions of social problems maybe suggested in the study of literature. The overweening ambitions of political leaders--and their sneering contempt for the law---did not appear for the first time in the writings of Bernstein and Woodward; the problems, and the consequent actions, of the guilt ridden did not await the appearance of the bearded psychoanalyst of the twentieth century.
Federal Judge Learned Hand has written, "I venture to believe that it is as important to a judge called upon to pass on a question of constitutional law, to have at least a bowing acquaintance with Thucydides, Gibbon, and Carlyle, with Homer, Dante, Shakespeare, and Milton, with Montaigne and Rabelais, with Plato, Bacon, Hume, and Kant, as with the books which have been specifically written on the subject. For in such matters everything turns upon the spirit in which he approaches the questions before him. "But what of our dissenters？ Can we overcome the disapproval of their "life experience classroom" theory of learning？ We must start with the field of agreement--that education should serve to improve the individual and society. We must educate them to the understanding that the voice of human experience should stretch our human faculties, and open us to learning. We must convince them- in their own personal language perhaps--of the "togetherness" of life and art; we must prove to them that far from being separate, literature is that part of life which illuminates life. (578)
According to the passage, the end goal of great literature is ______.
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