Global LanguageI. WHAT? Learned and spoken internationally 【T1】______:【T1】______- the number of native and second language speakers-【T2】_____ distribution【T2】______- the use in international organizations and in【T3】_____【T3】______ Lingua franca: spoken by those who wield powere.g.【T4】_____ in the Roman Empire【T4】______ A global language- the political power of its native speakers- the economic power to maintain and expand its positionII. WHY? The modern global village Modern【T5】_____【T5】______ Globalized trade 【T6】_____【T6】______ The emergence of large international bodiesIII. GOOD OR NOT? Global language vs. minority languages- A direct threat in areas where the global languageis the【T7】_____ language【T7】______- Galvanize and strengthen movements to support and protectminority languages e.g. Welsh in Wales,【T8】_____【T8】______ Natural speakers of the global language may be at an unfair advantageover【T9】_____ speakers【T9】______ The exclusion of other languages may be a threat tothe ideas of【T10】_____【T10】______ Linguistic complacencyIV. ENGLISH? The most widely spoken language in the fields ofa)businessb)academicsc)educationd)politicse)sciencef)【T11】_____, etc.【T11】______- The UN- 85% of international organizations: one of official languages-【T12】_____ of international organizations: English only【T12】______-【T13】_____ among Asian: English only【T13】______ Reasons- Initiation: British【T14】_____ and industrial power【T14】______between the 17th and 20th Centuries- Consolidation: American dominance in economy and【T15】_____【T15】______

A Short History of the Origins and Development of EnglishI. Origins— dated back to【T1】______ of three Germanic tribes:【T1】______the Angles,【T2】______ and the Jutes.【T2】______II. Development of EnglishA. Old English1. much more highly inflected【T3】______ than Middle English【T3】______2. consists of most【T4】______ words and some borrowed ones【T4】______B. Middle English1. French words were【T5】______ the vocabulary【T5】______2. much change on grammar and【T6】______【T6】______C. Early Modern English1. elimination of a vowel sound in certain【T7】______positions【T7】______2. the Great Vowel Shift3. invention of printing:1)common language appearing【T8】______【T8】______2)bringing【T9】______ to English【T9】______4. a period of English Renaissance: borrowing words from French ,Latin, GreekD. Late Modern Englishtwo principal factors【T10】______ more words:【T10】______1. the Industrial Revolution and technology2.【T11】______ foreign words from many countries【T11】______III. Main influencing factors on the varieties of EnglishA. the English【T12】______ of North America【T12】______example: trash for rubbish:【T13】______ for lend etc.【T13】______B.【T14】______ words like canyon, ranch, stampede etc.【T14】______C. French wordsD.【T15】______ words【T15】______

As online shopping becomes yet more prevalent, and prepaid credit cards take the place of more and more low-value cash transactions, cash is now on its way out, accounting for just 40% of payments last year globally and dropping. From the following excerpts, you may find both benefits and concerns of removing cash from the economy. Write an article of NO LESS THAN 300 words, in which you should: 1. summarize the trend of cashless society, and then 2. express your opinion towards the tendency.Excerpt 1 To see how a society might operate without cash, we can look to Sweden, which is almost cashless already. In Stockholm, you don't need to carry bills or change. You can make donations to your church using a credit card, and give money to a friend using an inter-person payment app called Swish—when splitting a restaurant check, for example. Many banks don't accept or provide cash in their branches, and payment apps are on the rise. Swedish banks and businesses have good reason to prefer electronic payments. Stockholm has been a heist capital, with robberies targeting banks and cash-carrying security vans. But it's not just the banks that prefer payments that can't be stolen. Stockholm native Peter Mathsson says that locals rarely use cash. Even the smallest transaction is made with a card. Living experiments like Sweden prove that cash-free living is not only possible, but desirable and potentially advantageous. In fact, many parts of the world are already cash free. People pay for a single cup of coffee with a credit card, often without signing or entering a PIN. People are already happy to operate without cash, and with new options like Apple Pay, which lets you use your iPhone and your fingerprint to pay with better security than an actual card, that trend is likely to accelerate. The end of cash may seem like fancy thinking, but look at how money has changed since credit and debit cards started to usurp cash. We already route money around with bank transfers enacted from our tablets, we pay for Uber cars with the convenience of a phone app, and we travel abroad without even thinking about buying foreign currency before we go. And PayPal, the original cashless payment system, turned 18 years old this year.Excerpt 2 Governments and their agencies love electronic transactions. Without cash, it's much harder to hide money from the tax man. The police and government agencies like the NSA love the trackable records that cashless payments leave behind. Last year, France and Spain both enacted laws that limit cash transactions. The promise is that banning cash would end black markets, but for honest citizens, the end of paper cash brings many unsettling downsides. Credit card transactions are already trackable, and electronic cash could bring that lack of anonymity to every single transaction you make. Once this information exists, it will become a target of government agencies such as the police and intelligence services and trafficked to insurance companies, tax collectors, fraud squads, and even marketers. "When all our payment transactions are tracked," says Rainey Reitman, activism director at the Electronic Frontiers Foundation, "it creates a trove of data we have no control over. It's easy to imagine a daring divorce lawyer or a government agent trying to gain access to our financial history to try to build a story about who we are."

PASSAGE THREE

[此试题无题干]

High, high above the North Pole, on the first day of 1969, two professors of English literature approached each other at a combined velocity of 1,200 miles per hour. They were protected from the thin, cold air by the pressurized cabins of two Boeing 707s, and from the risk of collision by the prudent arrangement of the international air corridors. Although they had never met, the two men were known to each other by name. They were, in fact, in process of exchanging posts for the next six months, and in an age of more leisurely transportation the intersection of their respective routes might have been marked by some interesting human gesture: had they waved, for example, from the decks of two ocean liners crossing in mid-Atlantic, each man simultaneously focusing a telescope, by chance, on the other, with his free hand; or, more plausibly, a little mime of mutual appraisal might have been played out through the windows of two railway compartments halted side by side at the same station somewhere in Hampshire or the Mid-West, the more self-conscious party relieved to feel himself, at last, moving off, only to discover that it is the other man's train that is moving first... However, it was not to be. Since the two men were in airplanes, and one was bored and the other frightened of looking out of the window; since, in any case, the planes were too distant from each other to be mutually visible with the naked eye, the crossing of their paths at the still point of the turning world passed unremarked by anyone other than the narrator of this duplex chronicle. "Duplex" as well as having the general meaning of two-fold applies in the jargon of electrical telegraphy to systems in which messages are sent simultaneously in opposite directions. Imagine, if you will, that each of these two professors of English Literature is connected to his native land, place of employment and domestic hearth by an infinitely elastic cord of emotions, attitudes and values: a cord which stretches and stretches almost to the point of invisibility, but never quite to breaking-point, as he hurtles through the air at 600 miles per hour. Imagine that when the two men alight in each others' territory, and go about their business and pleasure, whatever vibrations are passed back by one to his native habitat will be felt by the other, and vice versa, and thus return to the transmitter subtly modified by the response of the other party; may, indeed, return to him along the other party's cord of communication, which is, after all, anchored in the place where he has just arrived. One of these differences we can take in at a glance from our privileged narrative altitude (higher than that of any jet). It is obvious, from his stiff, upright posture, and fulsome gratitude to the stewardess serving him a glass of orange juice, that Philip Swallow, flying westward, is unaccustomed to air travel; while to Morris Zapp, slouched in the seat of his eastbound aircraft, chewing a dead cigar (a hostess has made him extinguish it) and glowering at the meager portion of ice dissolving in his plastic tumbler of bourbon, the experience of long-distance air travel is tediously familiar. Philip Swallow has, in fact, flown before; but so seldom, and at such long intervals, that on each occasion he suffers the same trauma, an alternating current of fear and reassurance that charges and relaxes his system in a persistent and exhausting rhythm. While he is on the ground, preparing for his journey, he thinks of flying with exhilaration: soaring up, up and away into the blue sky, cradled in aircraft that seem, from a distance, effortlessly at home in that element, as though sculpted from the sky itself. This confidence begins to fade a little when he arrives at the airport and winces at the shrill screaming of jet engines. In the sky the planes look very small. On the runways they look very big. Therefore close up they should look even bigger but in fact they don't. His own plane, for instance, just outside the window of the assembly lounge, doesn't look quite big enough for all the people who are going to get into it. This impression is confirmed when he passes through the tunnel into the cabin of the aircraft, a cramped tube full of writhing limbs. But when he, and the other passengers, are seated, well-being returns. The seats are so remarkably comfortable that one feels quite content to stay put, but it is reassuring that the aisle is free should one wish to walk up it. There is soothing music playing. The lighting is restful. A stewardess offers him the morning paper. His baggage is safely stowed away in the plane somewhere, or if it is not, that isn't his fault, which is the main thing. Flying is, after all, the only way to travel.

Advice for Students: How to Talk to Professors I. IntroductionA. Professors: normal people, just like everyone elseB. Students: learn to interact with themwith basic respect and【T1】 1【T1】 2C. Finding: professors react with the same II. Things for you to keep in mindA. Call them by the【T2】 3 title【T2】 4— "Professor" is usually acceptable, unless told otherwiseB.【T3】 5【T3】 6— try to be【T4】 7 to professors【T4】 8— otherwise they're not going to respond as expectedC. Be prepared to do the work—【T5】 9 an assignment or test you missed【T5】 10— don't expect professors to say "don't worry about it"D. Be clear and【T6】 11【T6】 12— get to the point quickly— tell professors【T7】 13 and be done with it【T7】 14E. Pay social calls— talk to your professors— build【T8】 15 with them【T8】 16— at least let them remember you III. Things for you to remember not to doA. Do not【T9】 17 under any circumstances【T9】 18— flirtation will make professors【T10】 19【T10】 20B. Do not always prepare for【T11】 21【T11】 22— sometimes professors won't or can't help you— you need to【T12】 23 into damage control【T12】 24C. Do not threaten— professors aren't going to respond very well to【T13】 25【T13】 26IV. SummaryA. Professors usually respond in kind ifthey receive open and decent【T14】 27【T14】 28B. They respect commitment and【T15】 29【T15】 30 Advice for Students: How to Talk to Professors I. IntroductionA. Professors: normal people, just like everyone elseB. Students: learn to interact with themwith basic respect and【T1】 31【T1】 32C. Finding: professors react with the same II. Things for you to keep in mindA. Call them by the【T2】 33 title【T2】 34— "Professor" is usually acceptable, unless told otherwiseB.【T3】 35【T3】 36— try to be【T4】 37 to professors【T4】 38— otherwise they're not going to respond as expectedC. Be prepared to do the work—【T5】 39 an assignment or test you missed【T5】 40— don't expect professors to say "don't worry about it"D. Be clear and【T6】 41【T6】 42— get to the point quickly— tell professors【T7】 43 and be done with it【T7】 44E. Pay social calls— talk to your professors— build【T8】 45 with them【T8】 46— at least let them remember you III. Things for you to remember not to doA. Do not【T9】 47 under any circumstances【T9】 48— flirtation will make professors【T10】 49【T10】 50B. Do not always prepare for【T11】 51【T11】 52— sometimes professors won't or can't help you— you need to【T12】 53 into damage control【T12】 54C. Do not threaten— professors aren't going to respond very well to【T13】 55【T13】 56IV. SummaryA. Professors usually respond in kind ifthey receive open and decent【T14】 57【T14】 58B. They respect commitment and【T15】 59【T15】 60

There are several possible relationships between language and society. One is that social structure may either influence or determine linguistic structure and behavior. Certain evidence may support this view; age-grading phenomenon【S1】______whereby young children speak differently from older children and,in a turn, children speak differently from mature adults; studies【S2】______which show that the varieties of language that speakers use reflectsuch matters like their regional, social, or ethnic origin and possibly【S3】______even their sex(or gender); and other studies which show that particular ways of speaking, choices of words, and even rules for conversing are in fact highly determined by certain social requirements. A second possible relationship is directly opposed the first:【S4】______linguistic structure and behavior may either influence or determine social structure. A third possible relationship is that the influence is bi-directional; language and society may influence each other.A fourth possibility is to assume that there is no relationship atall between linguistic structure and social structure and that every is【S5】______independent of the other. A variant of this possibility would be to saythat, because there might be some such relationship, present attempts【S6】______to characterize it is essentially premature, given what we know about【S7】______both language and society. Actually, this variant view appears to bethe one which Chomsky himself holds; he prefers to develop an【S8】______asocial linguistics as a preliminary to many other kind of linguistics,【S9】______such an asocial approach being, in his view, logically superior.【S10】______

晚上的夜游活动堪称压轴节目。夜幕降临，乐山上空礼炮轰鸣，彩灯光芒四溢。河面各只彩船上无数五颜六色的霓虹灯、日光灯齐放光华，闪烁迷离，和水中倒影连成一片。漂灯点缀河面，似万点繁星坠落人间。在奇光异彩交相辉映中众多的龙舟如银河流星，顺河而下，千姿百态，令人叫绝。在探照灯的扫射下，河面激起变幻莫测的五彩霞光。一时间，呈现出一幅光的天地、色的世界。

{{B}}SECTION A MINI-LECTUREIn this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.{{/B}}

PASSAGE THREE

Enzyme systems of mammals and birds are most efficient only within the narrow range around 37℃; a departure of a few degrees from this value seriously impairs their functioning.

(1)Of all the lessons taught by the financial crisis, the most personal one has been that Americans aren't too slick with money. We take out home loans we can't afford. We run up sky-high credit-card debt. We don't save nearly enough for retirement. (2)In response, proponents of financial-literacy education are stumping with renewed zeal. School districts in states such as New Jersey and Illinois are adding money-management courses to their curricu-lums. The Treasury and Education departments are sending lesson plans to high schools and encouraging students to compete in the National Financial Capability Challenge that begins in March. (3)Students with top scores on that exam will receive certificates — but chances for long-term benefits are slim. As it turns out, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how informed students are about things such as budgeting, credit cards, insurance and investments. A survey of college students conducted for the JumpStart Coalition for Personal Financial Literacy found that students who'd had a personal-finance or money-management course in high school scored no better than those who hadn't. (4)"We need to figure out how to do this in the right way," says Lewis Mandell, a professor at the University of Washington who after 15 years of studying financial-literacy programs has come to the conclusion that current methods don't work. A growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids' hands and talking openly about the emotions and social influences tied to how we spend. (5)One promising example of new thinking is found on Chicago's South Side. At the Ariel Community Academy, financial education starts in kindergarten with books like A Chair for My Mother(the moral: if you want to buy something, save money first)and quickly becomes hands-on. Each entering class at Ariel is entrusted with a $20,000 investment portfolio, and by seventh grade, kids are deciding what to buy and sell(profits help pay for college). Last year, for the first time, the eighth-grade class graduated with less than the original $20,000. Talk about a teachable moment stocks don't always go up. (6)Other initiatives are tackling such real-world issues as the commercial and social pressures that affect purchasing decisions. Why exactly do you want those expensive name-brand sneakers so badly? "It takes confidence to take a stand and to think differently," says Jeroo Billimoria, founder of Aflatoun, a nonprofit whose curriculum, used in more than 30 countries, aims to help kids get a leg up in their financial lives. "This goes beyond money and savings." (7)That approach might have helped in the recent housing bubble. Buyers didn't just need to know how different sorts of mortgages worked: they also needed the fortitude to choose a 30-year fixed rate when everyone around them was buying a bigger house with a riskier loan. (8)Amid such a complicated landscape, some experts question whether there could ever be enough education to adequately prepare Americans for financial life. A better solution, these critics contend, is to reform the system. "What works is creating institutions that make it easy to do the right thing," says David Laibson, a Harvard economics professor who, like Mandell, has decided after years of research that education isn't a silver bullet. One idea being discussed in Washington is the automatic IRA. Employers would have to enroll each worker in a personal retirement-savings account unless that worker decided to opt out. (9)Yet even the skeptics are slow to write off financial education completely. More than anything, they say, we need to rigorously study the financial decisions of alumni of programs like Ariel and Aflatoun and compare them with those of peers who didn't get the same sort of education. "Until you have experimental evidence, it's all a little speculative," says Michael Sherraden, a professor at Washington U-niversity in St. Louis who is conducting a seven-year, randomized, controlled study on whether giving children bank accounts inculcates the habit of saving — a program already being tried on a large scale in the U.K. Yes, good, solid research like this takes a lot of time and resources. But if what we're doing right now isn't working, it's in our own best interest to figure out what does.

用拆字先生的办法，望文生义，家最初显然和猪圈有关，而家的发展，当然是让它越来越不像猪圈。不过，我并不喜欢那一尘不染的家庭。清洁过了头，家反而不像家。家是给人住的，因此，我想一切都应该以让人不感到别扭为度。过分用心了，人便变成了家的奴隶，整天替家当保姆，不值得。一个让人羡慕的家庭环境，所有的布置，都应该是以能促进家庭成员彼此之间的健康和谐为基本的前提。一个好的家居，要充满人情味，太干净，太讲究，人情味必打折扣。

Analyzing FictionI. 【T1】______【T1】______— Arrangement of events toa)【T2】_____【T2】______b)Raise the level of generalityc)【T3】_____ the meaning【T3】______— Relation of events— No relation of eventsa)Poorly writtenb)Lack of relation is the【T4】_____ of the narrative【T4】______II. Character— Explore human experience— Represent particular【T5】_____ of human nature【T5】______— Represent conflicts, values and emotions— Contrasting or parallel characters III. Setting— Concrete and general settings— Have【T6】_____ significance【T6】______— Used in contrasting and【T7】_____ ways【T7】______IV. Narrator— See things from a certain point of view— External narratora)Objective and omniscient voiceb)Keep readers in a suspenseful or【T8】_____ relation【T8】______— Narrator within the storya)Tell the story in【T9】_____【T9】______b)Reliable or unreliable—【T10】_____ character【T10】______a)Not know he or she is a characterb)Unaware of the narration or the narratorV. Figurative language— Characterize the【T11】_____ and understanding of characters【T11】______— Establish thematic and tonal continuities and significanceVI. Representation of reality— Represent different aspects of reality in different ways— Concrete narrative: adhere to【T12】_____, represent daily events【T12】______— Represent spiritual aspect through【T13】_____ etc.【T13】______VII. World-view— Read fora)【T14】_____【T14】______b)World-viewc)Ideological assumptions— Use devices intentionally to present world-view— Readers should be aware ofa)World-view presentedb)Distances and similarities between fiction world and readers' worldc)Significances of what are【T15】_____ in the narrative【T15】______to represent human experience.

The history of indigenous education provision throughout Australia's remote areas is replete with instances of neglect, infrastructure shortfalls and systemic underfunding. Every aboriginalchild deserves the best education probable and this has patently not【S1】______been the case in the past. Indeed many aboriginal children in Australia's remote north arestill unable to attend to secondary school in their own communities【S2】______and children living in very remote outstation communities are stillaccepting only the most rudimentary of education services.【S3】______ Aboriginal people in remote Australia face a great and deepdilemma of engaging with the current education system. On the one【S4】______hand, as Wyatt implies, education can be a pathway to socialmobility, which can offer great economic returns and can be the【S5】______key to alleviate social disadvantage.【S6】______ However, education that does not allow for learning in yourown language and is not inclusive of your social, cultural and【S7】______economic values is not empowering. It is disempowering. At its worst, education can be the tool of acculturation and【S8】______assimilation for remote aboriginal people. Education can usurp local social structures, and can cause deep intergenerational divisions, andeducation that is not connecting to the reality of a student's daily life in【S9】______remote community can seem utterly pointless, leading to engagement.【S10】______

During the past decade, talent shows have been quite popular among Chinese audience. Despite the phenomenal response from the grass root Chinese, shows of this kind are often criticized as vulgar and profane ones. The following are three excerpts of opinions towards talent shows. Read them carefully and write your response in NO LESS THAN 300 words, in which you should: 1. summarize briefly the opinions; 2. express your opinion towards talent shows, especially whether talent shows should be restricted on TV channels.Excerpt 1 I don't think the mass popularity of talent shows is a bad thing, but the precondition is that there must be enough originality, creativity and differences between such programs. Since the overwhelming success of Hunan TV Station's talent show Super Girl in 2005, talent shows have hit major TV stations across China. The artistic presentation of these contests, with their unpredictability, has attracted a large number of viewers. However, at the same time, the similarity of such shows makes TV quite inanimate. Program producers must realize that not everyone is interested in such programs, with some needing a richer choice. Although no such programs have been labeled as "piracy," it's obvious that most draw from similar programs broadcast abroad, with little originality and creativity. In order to win more viewers, some TV channels have directly purchased the copyright of popular overseas reality talent shows. Copying successful products is not a problem existing in the entertainment market alone. It might have something to do with a current lack of creativity in current Chinese society. Vitality of the cultural industry comes from originality and creativity. To always follow and copy others will turn the Chinese entertainment market into another "workshop" of simple and low value-added products.Excerpt 2 In recent years, talent shows, like singing contest programs, have produced some excellent programs and uncovered many talented stars, like singers and actors. It provides opportunities for such once unknown singers, which is a good practice for Chinese TV. However, we must realize that due to the excessive production of such programs that are quite similar to each other, there is a huge waste of resources and a waste of audience time.Excerpt 3 To deal with talent shows on TV, the best way out is not the application of administrative interference, but market rules. Many TV programs, including reality talent shows, flashy TV serials and dating shows, always manage to thrive despite relevant regulation and control. Some authorities hope to guide TV programs in a proper direction and hope that screens will not be packed with similar entertainment programs. Nevertheless, such kinds of interference seem unnecessary. As long as they stay within the law and social moral standards, enough tolerance should be given to these programs. Excessive administrative interference might lead to a monotony of programs and affect audience ratings.Apart from singing shows, we need to have more other reality talent shows, so that more people will have the opportunity to present themselves and chase their dreams.

My car's gear lever does more than dispense transmission rations. It panders to me. It cajoles and beckons. It wears out its chrome heart to make my life easier, for—as its manufacturers are quick to claim—the company devotes hundreds of man-hours to testing and retesting each possible design and configuration to see which does the job best. Which shape fits most naturally into a human hand? Which covering is most pleasing? And which overall look makes your fingers tremble with anticipation? This curious pursuit, reputedly espoused by and entrenched within all of today's major manufacturing firms, is called ergonomics, defined as "the degree to which the system has been developed with the human user in mind". Personally, I like the sound of the word. I wish only that the results lived up to the hype. Recently, for example, I purchased a rowing machine for home exercise. Within minutes of unwrapping my booty, I realized the unit I was so cautiously dissecting did not in any way match the color picture on the box. The assembly instructions hinted darkly that putting the contraption together would be only slightly less complex than building a nuclear reactor. Perseverance paid off, however. After applying equal amounts of time and luck, I was finally able to make my rower. But the only cogent ergonomic thought that went into the design of this product was the shape of the cardboard container it was packed in. That's ergonomics in the real world. Take videocassette recorders: VCRs are like snowflakes—no two are quite alike. While all are intended to do more or less the same things—play, record now, record later—the actual designs are about as consistent and predictable as a roulette wheel. If you lose or misplace the manual, you end up with little more than a digital clock. And then there is the ubiquitous microwave oven. What do those "low", "medium" and "high" settings really hint at? Show me a consumer sufficiently schooled in the effect of microwave transmissions on food molecules to properly—and intuitively—select the optimal setting! Only small children, bless then, seem to know how to make these machines bend to their wills. "Put it on high and blast it," says my nine-year-old niece. I do. It works. Can anyone truly say the modern car is designed with the human user in mind? Recall the last time you plopped behind the wheel of your neighbor's new vehicle. How quickly did you find the knob that popped open the bonnet or the hood? Were you able to adjust the left-side mirror without adjusting the right-side mirror, activating the headlight washers or wipers, or possibly lowering the convertible top? Did you know which lever to push or pull to slide the seat forward without simultaneously upsetting the angle of the seat back or exploding the pneumatically pressured back-support? As with most of today's products, the only thing we really know about car seats is that, given the correct incentive, they will move. Beyond that, you—and your ergonomically inspired intuition—are completely on your own.

生活越来越喧嚣，每个人都更大声地说话，捂着耳朵拼命表达。音乐在一百年前比现在的音量小得多，由于世界本身安静，耳朵听了一样震撼。听六七十年代的音乐现场录音，就算最噪的乐队，它的低音和总的音量，比起现在，也只算是浅吟低唱。耳朵跟我说：你年龄大了，能不能带我去个安静的地方——听听风吹竹林，雨打屋瓦。夏天的飞鸟飞到你窗前，叫了一声，耳朵就醒了。

[此试题无题干]