单选题《复合题被拆开情况》　　1 In the town there were two mutes, and they were always together. Early every morning they would come out from the house where they lived and walk arm in arm down the street to work. The

单选题. SECTION A MULTIPLE CHOICE QUESTIONS In this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO. PASSAGE ONE (1) "Britain's best export," I was told by the head of the Department of Immigration in Canberra, "is people." Close on 100,000 people have applied for assisted passages in the first five months of that year, and half of these are eventually expected to migrate to Australia. (2) The Australians are delighted. They are keenly aware that without a strong flow of immigrants into the workforce the development of the Australian economy is unlikely to proceed at the ambitious pace currently envisaged. The new mineral discoveries promise a splendid future, and the injection of huge amounts of American and British capital should help to ensure that they are properly exploited, but with unemployment in Australia down to less than 1.3 per cent, the government is understandably anxious to attract more skilled labor. (3) Australia is roughly the same size as the continental United States, but has only twelve million inhabitants. Migration has accounted for half the population increase in the last four years, and has contributed greatly to the country's impressive economic development. Britain has always been the principal source—ninety per cent of Australians are of British descent, and Britain has provided one million migrants since the Second World War. (4) Australia has also given great attention to recruiting people elsewhere. Australians decided they had an excellent potential source of applicants among the so-called "guest workers" who have crossed their own frontiers to work in other parts of Europe. There were estimated to be more than four million of them, and a large number were offered subsidized passages and guaranteed jobs in Australia. Italy has for some years been the second biggest source of migrants, and the Australians have also managed to attract a large number of Greeks and Germans. (5) One drawback with them, so far as the Australians are concerned, is that integration tends to be more difficult. Unlike the British, continental migrants have to struggle with an unfamiliar language and new customs. Many naturally gravitate towards the Italian or Greek communities which have grown up in cities such as Sydney and Melbourne. These colonies have their own newspapers, their own shops, and their own clubs. Their inhabitants are not Australians, but Europeans. (6) The government's avowed aim, however, is to maintain "a substantially homogeneous society into which newcomers, from whatever sources, will merge themselves". By and large, therefore, Australia still prefers British migrants, and tends to be rather less selective in their case than it is with others. (7) A far bigger cause of concern than the growth of national groups, however, is the increasing number of migrants who return to their countries of origin. One reason is that people nowadays tend to be more mobile, and that it is easier than in the past to save the return fare, but economic conditions also have something to do with it. A slower rate of growth invariably produces discontent—and if this coincides with greater prosperity in Europe, a lot of people tend to feel that perhaps they were wrong to come here after all. (8) Several surveys have been conducted recently into the reasons why people go home. One noted that "flies, dirt, and outside lavatories" were on the list of complaints from British immigrants, and added that many people also complained about "the crudity, bad manners, and unfriendliness of the Australians". Another survey gave climate conditions, homesickness, and "the stark appearance of the Australian countryside" as the main reasons for leaving. (9) Most British migrants miss council housing, the National Health scheme, and their relatives and former neighbors. Loneliness is a big factor, especially among housewives. The men soon make new friends at work, but wives tend to find it much harder to get used to a different way of life. Many are housebound because of inadequate public transport in most outlying suburbs, and regular correspondence with their old friends at home only serves to increase their discontent. One housewife was quoted recently as saying: "I even find I miss the people I used to hate at home." (10) Rents are high, and there are long waiting lists for Housing Commission homes. Sickness can be an expensive business and the climate can be unexpectedly rough. The gap between Australian and British wage packets is no longer big, and people are generally expected to work harder here than they do at home. Professional men over forty often have difficulty in finding a decent job. Above all, perhaps, skilled immigrants often find a considerable reluctance to accept their qualifications. (11) According to the journal Australian Manufacturer, the attitude of many employers and fellow workers is anything but friendly. "We Australians," it stated in a recent issue, "are just too fond of painting the rosy picture of the big, warm-hearted Aussie. As a matter of fact, we are so busy blowing our own trumpets that we have not got time to be warm-hearted and considerate. Go down 'heart-break alley' among some of the migrants and find out just how expansive the Aussie is to his immigrants." PASSAGE TWO (1) Some of the advantages of bilingualism include better performance at tasks involving "executive function" (which involves the brain's ability to plan and prioritize), better defense against dementia in old age and—the obvious—the ability to speak a second language. One purported advantage was not mentioned, though. Many multilinguals report different personalities, or even different worldviews, when they speak their different languages. (2) It's an exciting notion, the idea that one's very self could be broadened by the mastery of two or more languages. In obvious ways (exposure to new friends, literature and so forth) the self really is broadened. Yet it is different to claim—as many people do—to have a different personality when using a different language. A former Economist colleague, for example, reported being ruder in Hebrew than in English. So what is going on here? (3) Benjamin Lee Whorf, an American linguist who died in 1941, held that each language encodes a worldview that significantly influences its speakers. Often called "Whorfianism", this idea has its sceptics, but there are still good reasons to believe language shapes thought. (4) This influence is not necessarily linked to the vocabulary or grammar of a second language. Significantly, most people are not symmetrically bilingual. Many have learned one language at home from parents, and another later in life, usually at school. So bilinguals usually have different strengths and weaknesses in their different languages—and they are not always best in their first language. For example, when tested in a foreign language, people are less likely to fall into a cognitive trap (answering a test question with an obvious-seeming but wrong answer) than when tested in their native language. In part this is because working in a second language slows down the thinking. No wonder people feel different when speaking them. And no wonder they feel looser, more spontaneous, perhaps more assertive or funnier or blunter, in the language they were reared in from childhood. (5) What of "crib" bilinguals, raised in two languages? Even they do not usually have perfectly symmetrical competence in their two languages. But even for a speaker whose two languages are very nearly the same in ability, there is another big reason that person will feel different in the two languages. This is because there is an important distinction between bilingualism and biculturalism. (6) Many bilinguals are not bicultural. But some are. And of those bicultural bilinguals, we should be little surprised that they feel different in their two languages. Experiments in psychology have shown the power of "priming"—small unnoticed factors that can affect behavior in big ways. Asking people to tell a happy story, for example, will put them in a better mood. The choice between two languages is a huge prime. Speaking Spanish rather than English, for a bilingual and bicultural Puerto Rican in New York, might conjure feelings of family and home. Switching to English might prime the same person to think of school and work. (7) So there are two very good reasons (asymmetrical ability, and priming) that make people feel different speaking their different languages. We are still left with a third kind of argument, though. An economist recently interviewed here at Prospero, Athanasia Chalari, said for example that: Greeks are very loud and they interrupt each other very often. The reason for that is the Greek grammar and syntax. When Greeks talk they begin their sentences with verbs and the form of the verb includes a lot of information so you already know what they are talking about after the first word and can interrupt more easily. (8) Is there something intrinsic to the Greek language that encourages Greeks to interrupt? People seem to enjoy telling tales about their languages' inherent properties, and how they influence their speakers. A group of French intellectual worthies once proposed, rather self-flatteringly, that French be the sole legal language of the EU, because of its supposedly unmatchable rigor and precision. Some Germans believe that frequently putting the verb at the end of a sentence makes the language especially logical. But language myths are not always self-flattering, many speakers think their languages are unusually illogical or difficult—witness the plethora of books along the lines of "Only in English do you park on a driveway and drive on a parkway, English must be the craziest language in the world!" We also see some unsurprising overlap with national stereotypes and self-stereotypes: French, rigorous; German, logical; English, playful. Of course. (9) In this case, Ms Chalari, a scholar, at least proposed a specific and plausible line of causation from grammar to personality: in Greek, the verb comes first, and it carries a lot of information, hence easy interrupting. The problem is that many unrelated languages all around the world put the verb at the beginning of sentences. Many languages all around the world are heavily inflected, encoding lots of information in verbs. It would be a striking finding if all of these unrelated languages had speakers more prone to interrupting each other. Welsh, for example, is also both verb-first and about as heavily inflected as Greek, but the Welsh are not known as pushy conversationalists. PASSAGE THREE (1) Once across the river and into the wholesale district, she glanced about her for some likely door at which to apply. As she contemplated the wide windows and imposing signs, she became conscious of being gazed upon and understood for what she was—a wage-seeker. She had never done this thing before and lacked courage. To avoid conspicuity and a certain indefinable shame she felt at being caught spying about for some place where she might apply for a position, she quickened her steps and assumed an air of indifference supposedly common to one upon an errand. In this way she passed many manufacturing and wholesale houses without once glancing in. At last, after several blocks of walking, she felt that this would not do, and began to look about again, though without relaxing her pace. A little way on she saw a great door which for some reason attracted her attention. It was ornamented by a small brass sign, and seemed to be the entrance to a vast hive of six or seven floors. "Perhaps," she thought, "they may want someone" and crossed over to enter, screwing up her courage as she went. When she came within a score of feet of the desired goal, she observed a young gentleman in a grey clerk suit, fumbling his watch-chain and looking out. That he had anything to do with the concern she could not tell, but because he happened to be looking in her direction, her weakening heart misgave her and she hurried by, too overcome with shame to enter in. After several blocks of walking, in which the uproar of the streets and the novelty of the situation had time to wear away the effect of her first defeat, she again looked about. Over the way stood a great six-story structure labeled "Storm and King," which she viewed with rising hope. It was a wholesale dry goods concern and employed women. She could see them moving about now and then upon the upper floors. This place she decided to enter, no matter what. She crossed over and walked directly toward the entrance. As she did so two men came out and paused in the door. A telegraph messenger in blue dashed past her and up the few steps which graced the entrance and disappeared. Several pedestrians out of the hurrying throng which filled the sidewalks passed about her as she paused, hesitating. She looked helplessly around and then, seeing herself observed, retreated. It was too difficult a task. She could not go past them. (2) So severe a defeat told sadly upon her nerves. She could scarcely understand her weakness and yet she could not think of gazing inquiringly about upon the surrounding scene. Her feet carried her mechanically forward, every foot of her progress being a satisfactory portion of a flight which she gladly made. Block after block passed by. Upon street lamps at the various comers she read names such as Madison, Monroe, La Salle, Clark, Dearborn; and still she went, her feet beginning to tire upon the broad stone flagging. She was pleased in part that the streets were bright and clean. The morning sun shining down with steadily increasing warmth made the shady side of the streets pleasantly cool. She looked at the blue sky overhead with more realization of its charm than had ever come to her before. (3) Her cowardice began to trouble her in a way. She turned back along the street she had come, resolving to hunt up Storm and King and enter in. On the way she encountered a great wholesale shoe company, through the broad plate windows of which she saw an enclosed executive department, hidden by frosted glass. Without this enclosure, but just within the street entrance, sat a grey-haired gentleman at a small table, with a large open ledger of some kind before him. She walked by this institution several times hesitating, but finding herself unobserved she eventually gathered sufficient courage to falter past the screen door and stood humbly waiting. (4) "Well, young lady," observed the old gentleman, looking at her somewhat kindly—"what is it you wish?" (5) "I am, that is, do you—I mean, do you need any help?" she stammered. (6) "Not just at present," he answered smiling. "Not just at present. Come in sometime next week. Occasionally we need someone." (7) She received the answer in silence and backed awkwardly out. The pleasant nature of her reception rather astonished her. She had expected that it would be more difficult, that something cold and harsh would be said—she knew not what. That she had not been put to shame and made to feel her unfortunate position seemed remarkable. She did not realize that it was just this which made her experience easy, but the result was the same. She felt greatly relieved. (8) Somewhat encouraged, she ventured into another large structure. It was a clothing company, and more people were in evidence. (9) An office boy approached her. (10) "Who is it you wish to see?" he asked. (11) "I want to see the manager," she returned. (12)He ran away and spoke to one of a group of three men who were conferring together. One broke off and came towards her. (13) "Well?" he said, coldly. The greeting drove all courage from her at once. (14) "Do you need any help?" she stammered. (15) "No," he replied abruptly and turned upon his heel. (16) She went foolishly out, the office boy deferentially swinging the door for her, and gladly sank into the obscuring crowd. It was a severe set-back to her recently pleased mental state.1. The Australians want a strong flow of immigrants because ______.(PASSAGE ONE)

单选题《复合题被拆开情况》 My professor brother and I have an argument about head and heart, about whether he overvalues IQ while I lean more toward EQ. We typically have this debate about people—can you be friends w

单选题《复合题被拆开情况》PASSAGE TWO1 I’d been living in Los Angeles just under a year when, in the spring of 1983, I answered an ad in the Hollywood Reporter for a receptionist and got the job. The pay wasn’t much,

单选题《复合题被拆开情况》　　1 Jewish communities spread rapidly throughout the Mediterranean world from the first century A. D., but it was not until the 11th century that Jewish people in any significant number bega

单选题《复合题被拆开情况》 1Some of the advantages of bilingualism include better performance at tasks involving " executive function"which involves the brain’s ability to plan and prioritize, better defense against

单选题《复合题被拆开情况》 1Once again, seething, residual anger has burst forth in an American city. And the riots that overtook Los Angeles were a reminder of what knowledgeable observers have been saying for a qua

单选题Someoftheadvantagesofbilingualismincludebetterperformanceattasksinvolving"executivefunction"(whichinvolvesthebrain’sabilitytoplanandprioritize),betterdefenseagainstdementiainoldageand—theobvious—theabilitytospeakasecondlanguage.Onepurportedadvantagewasnotmentioned,though.Manymultilingualsreportdifferentpersonalities,orevendifferentworldviews,whentheyspeaktheirdifferentlanguages.(2)It’sanexcitingnotion,theideathatone’sveryselfcouldbebroadenedbythemasteryoftwoormorelanguages.Inobviousways(exposuretonewfriends,literatureandsoforth)theselfreallyisbroadened.Yetitisdifferenttoclaim—asmanypeopledo—tohaveadifferentpersonalitywhenusingadifferentlanguage.AformerEconomistcolleague,forexample,reportedbeingruderinHebrewthaninEnglish.Sowhatisgoingonhere?(3)BenjaminLeeWhorf,anAmericanlinguistwhodiedin1941,heldthateachlanguageencodesaworldviewthatsignificantlyinfluencesitsspeakers.Oftencalled"Whorfianism",thisideahasitssceptics,buttherearestillgoodreasonstobelievelanguageshapesthought.(4)Thisinfluenceisnotnecessarilylinkedtothevocabularyorgrammarofasecondlanguage.Significantly,mostpeoplearenotsymmetricallybilingual.Manyhavelearnedonelanguageathomefromparents,andanotherlaterinlife,usuallyatschool.Sobilingualsusuallyhavedifferentstrengthsandweaknessesintheirdifferentlanguages—andtheyarenotalwaysbestintheirfirstlanguage.Forexample,whentestedinaforeignlanguage,peoplearelesslikelytofallintoacognitivetrap(answeringatestquestionwithanobvious-seemingbutwronganswer)thanwhentestedintheirnativelanguage.Inpartthisisbecauseworkinginasecondlanguageslowsdownthethinking.Nowonderpeoplefeeldifferentwhenspeakingthem.Andnowondertheyfeellooser,morespontaneous,perhapsmoreassertiveorfunnierorblunter,inthelanguagetheywererearedinfromchildhood.(5)Whatof"crib"bilinguals,raisedintwolanguages?Eventheydonotusuallyhaveperfectlysymmetricalcompetenceintheirtwolanguages.Butevenforaspeakerwhosetwolanguagesareverynearlythesameinability,thereisanotherbigreasonthatpersonwillfeeldifferentinthetwolanguages.Thisisbecausethereisanimportantdistinctionbetweenbilingualismandbiculturalism.(6)Manybilingualsarenotbicultural.Butsomeare.Andofthosebiculturalbilinguals,weshouldbelittlesurprisedthattheyfeeldifferentintheirtwolanguages.Experimentsinpsychologyhaveshownthepowerof"priming"—smallunnoticedfactorsthatcanaffectbehaviorinbigways.Askingpeopletotellahappystory,forexample,willputtheminabettermood.Thechoicebetweentwolanguagesisahugeprime.SpeakingSpanishratherthanEnglish,forabilingualandbiculturalPuertoRicaninNewYork,mightconjurefeelingsoffamilyandhome.SwitchingtoEnglishmightprimethesamepersontothinkofschoolandwork.(7)Sotherearetwoverygoodreasons(asymmetricalability,andpriming)thatmakepeoplefeeldifferentspeakingtheirdifferentlanguages.Wearestillleftwithathirdkindofargument,though.AneconomistrecentlyinterviewedhereatProspero,AthanasiaChalari,saidforexamplethat:Greeksareveryloudandtheyinterrupteachotherveryoften.ThereasonforthatistheGreekgrammarandsyntax.WhenGreekstalktheybegintheirsentenceswithverbsandtheformoftheverbincludesalotofinformationsoyoualreadyknowwhattheyaretalkingaboutafterthefirstwordandcaninterruptmoreeasily.(8)IstheresomethingintrinsictotheGreeklanguagethatencouragesGreekstointerrupt?Peopleseemtoenjoytellingtalesabouttheirlanguages’inherentproperties,andhowtheyinfluencetheirspeakers.AgroupofFrenchintellectualworthiesonceproposed,ratherself-flatteringly,thatFrenchbethesolelegallanguageoftheEU,becauseofitssupposedlyunmatchablerigorandprecision.SomeGermansbelievethatfrequentlyputtingtheverbattheendofasentencemakesthelanguageespeciallylogical.Butlanguagemythsarenotalwaysself-flattering:manyspeakersthinktheirlanguagesareunusuallyillogicalordifficult—witnesstheplethoraofbooksalongthelinesof"OnlyinEnglishdoyouparkonadrivewayanddriveonaparkway:Englishmustbethecraziestlanguageintheworld!"Wealsoseesomeunsurprisingoverlapwithnationalstereotypesandself-stereotypes:French,rigorous:German,logical:English,playful.Ofcourse.(9)Inthiscase,MsChalari,ascholar,atleastproposedaspecificandplausiblelineofcausationfromgrammartopersonality:inGreek,theverbcomesfirst,anditcarriesalotofinformation,henceeasyinterrupting.Theproblemisthatmanyunrelatedlanguagesallaroundtheworldputtheverbatthebeginningofsentences.Manylanguagesallaroundtheworldareheavilyinflected,encodinglotsofinformationinverbs.Itwouldbeastrikingfindingifalloftheseunrelatedlanguageshadspeakersmorepronetointerruptingeachother.Welsh,forexample,isalsobothverb-firstandaboutasheavilyinflectedasGreek,buttheWelsharenotknownaspushyconversationalists.问：Accordingtotheauthor,whichofthefollowingadvantagesofbilingualismiscommonlyaccepted?

单选题. Questions 6 to 10 are based on Part Two of the interview.6.

单选题. Questions 1 to 5 are based on Part One of the conversation.1.

单选题. Questions 6 to 10 are based on Part Two of the interview.6.

单选题I can still remember the faces when I suggested a method of dealing with what most teachers of English considered one of their pet horrors, extended reading. The room was full of tired teachers, and many were quite cynical about the offer to work together to create a new and dynamic approach to the place of stories in the classroom. (2)They had seen promises come and go and mere words weren’t going to convince them, which was a shame as it was mere words that we were principally dealing with. Most teachers were unimpressed by the extended reading challenge from the Ministry, and their lack of enthusiasm for the rather dry list of suggested tales was passed on to their students and everyone was pleased when that part of the syllabus was over. It was simply a box ticking exercise. We needed to do something more. We needed a very different approach. (3)That was ten years ago. Now we have a different approach, and it works. Here’s how it happened(or, like most good stories, here are the main parts. You have to fill in some of yourself employing that underused classroom device, the imagination.)We started with three main precepts: (4)First, it is important to realize that all of us are storytellers, tellers of tales. We all have our own narratives — the real stories such as what happened to us this morning or last night, and the ones we have been told by others and we haven’t experienced personally. We could say that our entire lives are constructed as narratives. As a result, we all understand and instinctively feel narrative structure. Binary opposites — for example, the tension created between good and bad together with the resolution of that tension through the intervention of time, resourcefulness and virtue — is a concept understood by even the youngest children. Professor Kieran Egan, in his seminal book ’Teaching as Storytelling’ warns us not to ignore this innate skill, for it is a remarkable tool for learning. (5)We need to understand that writing and reading are two sides of the same coin: an author has not completed the task if the book is not read: the creative circle is not complete without the reader, who will supply their own creative input to the process. Samuel Johnson said: A writer only begins a book. A reader finishes it. In teaching terms, we often forget that reading itself can be a creative process, just as writing is, and we too often relegate it to a means of data collection. We frequently forget to make that distinction when presenting narratives or poetry, and often ask comprehension questions which relate to factual information — who said what and when, rather than speculating on ’why’, for example, or examining the context of the action. (6)The third part of the reasoning that we adopted relates to the need to engage the students as readers in their own right, not simply as language learners: learning the language is part of the process, not the reason for reading. What they read must become theirs and have its own special and secret life in their heads, a place where teachers can only go if invited. (7)We quickly found that one of the most important ways of making all the foregoing happen was to engage the creative talents of the class before they read a word of the text. The pre-reading activities become the most important part of the teaching process: the actual reading part can almost be seen as the cream on the cake, and the principle aim of pre-reading activities is to get students to want to read the text. We developed a series of activities which uses clues or fragments from the text yet to be read, and which rely on the students’ innate knowledge of narrative, so that they can build their own stories before they read the key text. They have enough information to generate ideas but not so much that it becomes simply an exercise in guided writing: releasing a free imagination is the objective. (8)Moving from pre-reading to reading, we may introduce textual intervention activities. ’Textual Intervention’ is a term used by Rob Pope to describe the process of questioning a text not simply as a guide to comprehension but as a way of exploring the context of the story at any one time, and exarnining points at which the narrative presents choices, points of divergence, or narrative crossroads. We don’t do this for all texts, however, as the shorter ones do not seem to gain much from this process and it simply breaks up the reading pleasure. (9)Follow-up activities are needed, at the least, to round off the activity, to bring some sense of closure but they also offer an opportunity to link the reading experience more directly to the requirements of the syllabus. Indeed, the story may have been chosen in the first place because the context supports one of the themes that teachers are required to examine as part of the syllabus — for example, ’families’, ’science and technology’, ’communications’, ’the environment’ and all the other familiar themes. For many teachers this is an essential requirement if they are to engage in such extensive reading at all. (10)The whole process — pre-, while and post reading — could be just an hour’s activity, or it could last for more than one lesson. When we are designing the materials for exploring stories clearly it isn’t possible for us to know how much time any teacher will have available, which is why we construct the activities into a series of independent units which we call kits. They are called kits because we expect teachers to build their own lessons out of the materials we provide, which implies that large amounts may be discarded. What we do ask, though, is that the pre-reading activities be included, if nothing else. That is essential for the process to engage the student as a creative reader. (11)One of the purposes of encouraging a creative reading approach in the language classroom is to do with the dynamics we perceive in the classroom, Strategic theorists tell us of the social trinity, whereby three elements are required to achieve a dynamic in any social situation. In the language classroom these might be seen as consisting of the student, the teacher and the language. Certainly from the perspective of the student — and usually from the perspective of the teacher — the relationship is an unequal one, with the language being perceived as placed closer to the teacher than the student. This will result in less dynamic between language and student than between language and teacher. However, if we replace ’language’ with narrative and especially if that is approached as a creative process that draws the student in so that they feel they ’own’ the relationship with the text Then this will shift the dynamic in the classroom so that the student, who has now become a reader, is much closer to the language — or narrative — than previously. This creates a much more effective dynamic of learning. However, some teachers feel threatened by this apparent loss of overall control and mastery. Indeed, the whole business of open ended creativity and a lack of boxes to tick for the correct answer is quite unsettling territory for some to find themselves in.

单选题《复合题被拆开情况》 1I can still remember the faces when I suggested a method of dealing with what most teachers of English considered one of their pet horrors, extended reading. The room was full of tired tea

单选题《复合题被拆开情况》 1It’s 7 pm on a balmy Saturday night in June, and I have just ordered my first beer in I Cervejaria, a restaurant in Zambujeira do Mar, one of the prettiest villages on Portugal’s south-wes

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单选题《复合题被拆开情况》 1Once again, seething, residual anger has burst forth in an American city. And the riots that overtook Los Angeles were a reminder of what knowledgeable observers have been saying for a qua

单选题. SECTION A MULTIPLE-CHOICE QUESTIONS In this section there are three passages followed by fourteen multiple choice questions. For each multiple choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO. PASSAGE ONE (1)Saints should always be judged guilty until they are proved innocent, but the tests that have to be applied to them are not, of course, the same in all cases. In Gandhi's case the questions on feels inclined to ask are: to what extent was Gandhi moved by vanity—by the consciousness of himself as a humble, naked old man, sitting on a praying mat and shaking empires by sheer spiritual power—and to what extent did he compromise his own principles by entering politics, which of their nature are inseparable from coercion and fraud? To give a definite answer one would have to study Gandhi's acts and writings in immense detail, for his whole life was a sort of pilgrimage in which every act was significant. But this partial auto-biography, which ends in the nineteen-twenties, is strong evidence in his favor, all the more because it covers what he would have called the unregenerate part of his life and reminds one that inside the saint, or near-saint, there was a very shrewd, able person who could, if he had chosen, have been a brilliant success as a lawyer, an administrator or perhaps even a businessman. (2)At about the time when the autobiography first appeared I remember reading its opening chapters in the ill-printed pages of some Indian newspaper. They made a good impression on me, which Gandhi himself at that time did not. The things that one associated with him—home-spun cloth, "soul forces" and vegetarianism—were unappealing. It was also apparent that the British were malting use of him, or thought they were making use of him. Strictly speaking, as a Nationalist, he was an enemy, but since in every crisis he would exert himself to prevent violence—which, from the British point of view, meant preventing any effective action whatever—he could be regarded as "our man". In private this was sometimes cynically admitted. The attitude of the Indian millionaires was similar. Gandhi called upon them to repent, and naturally they preferred him to the Socialists and Communists who, given the chance, would actually have taken their money away. The British Conservatives only became really angry with him when, as in 1942, he was in effect turning his non-violence against a different conqueror. (3)But I could see even then that the British officials who spoke of him with a mixture of amusement and disapproval also genuinely liked and admired him, after a fashion. Nobody ever suggested that he was corrupt, or ambitious in any vulgar way, or that anything he did was actuated by fear or malice. In judging a man like Gandhi one seems instinctively to apply high standards, so that some of his virtues have passed almost unnoticed. For instance, it is clear even from the autobiography that his natural physical courage was quite outstanding: the manner of his death was a later illustration of this, for a public man who attached any value to his own skin would have been more adequately guarded. Again, he seems to have been quite free from that maniacal suspiciousness which, as E. M. Forster rightly says in A Passage to India, is the besetting Indian vice, as hypocrisy is the British vice. Although no doubt he was shrewd enough in detecting dishonesty, he seems wherever possible to have believed that other people were acting in good faith and had a better nature through which they could be approached. And though he came of a poor middle-class family, started life rather unfavorably, and was probably of unimpressive physical appearance, he was not afflicted by envy or by the feeling of inferiority. Color feeling when he first met it in its worst form in South Africa, seems rather to have astonished him. Even when he was fighting what was in effect a color war, he did not think of people in terms of race or status. The governor of a province, a cotton millionaire, a haft-starved Dravidian coolie, a British private soldier were all equally human beings, to be approached in much the same way. (4)Written in short lengths for newspaper serialization, the autobiography is not a literary masterpiece, but it is the more impressive because of the commonplaceness of much of its material. It is well to be reminded that Gandhi started out with the normal ambitions of a young Indian student and only adopted his extremist opinions by degrees and, in some cases, rather unwillingly. There was a time, it is interesting to learn, when he wore a top hat, took dancing lessons, studied French and Latin, went up the Eiffel Tower and even tried to learn the violin—all this was the idea of assimilating European civilization as thoroughly as possible. He was not one of those saints who are marked out by their phenomenal piety from childhood onwards, nor one of the other Idnd who forsake the world after sensational debaucheries. He makes full confession of the misdeeds of his youth, but in fact there is not much to confess. (5)One feels that even after he had abandoned personal ambition he must have been a resourceful, energetic lawyer and a hard-headed political organizer, careful in keeping down expenses, an adroit handier of committees and an indefatigable chaser of subscriptions. His character was an extraordinarily mixed one, but there was almost nothing in it that you can put your finger on and call bad, and I believe that even Gandhi's worst enemies would admit that he was an interesting and unusual man who enriched the world simply by being alive. Whether he was also a lovable man, and whether his teachings can have much for those who do not accept the religions beliefs on which they are founded, I have never felt hilly certain. PASSAGE TWO (1)In 1823, Thomas Jefferson wrote: "I am not fully informed of the practices at Harvard, but there is one from which we shall certainly vary, although it has been copied, I believe, by nearly every college and academy in the United States. That is, the holding the students all to one prescribed course of reading, and disallowing exclusive application to those branches only which are to qualify them for the particular vocations to which they are destined We shall, on the contrary, allow them uncontrolled choice in the lectures they shall choose to attend, and require elementary qualification only, and sufficient age." Unfortunately, there is a steady push of students into the STEM subjects so they can get high-paying jobs when they are done. (2)This is college admissions decision season—a time when many young people have traditionally looked forward to an educational experience quite different from what they had (sometimes just endured) in high school. The days of checking off boxes to prove their worthiness to some future gatekeepers would be over. In college there might be requirements, but there would also be much more freedom, much more relevance, and much more intellectual excitement. (3)But the discourse about colleges and universities today is undermining these hopeful expectations. Everywhere one looks, from government statistics on earnings after graduation to a bevy of rankings that purport to show how to monetize your choice of major, the message to students is to think of their undergraduate years as an economic investment that had better produce a substantial and quick return. (4)There are good reasons for this. One is the scourge of student indebtedness. When students graduate with mountains of debt, especially from shady institutions graduating a small percentage of those who enroll, they can fall into a vicious cycle of poor choices and ever more limited horizons. They are collateral damage in a world of rising tuition. While the wealthiest families have been benefiting from enormous tax breaks, many states have disinvested in public universities, putting great pressure on these institutions to collect tuition dollars. Middle-class and low-income students often borrow those dollars to pay the bills. And the bills grow ever greater as colleges raise tuition in part to meet the demands of rich families for campus amenities so that their children can live in the style to which they have grown accustomed. (5)But even students without the pressure of loans are being encouraged to turn away from "college as exploration" and toward "college as training." They hear that in today's fast-paced, competitive world, one can no longer afford to try different fields that might improve one's ability to interpret cultural artifacts or analyze social dynamics. Learning through the arts, one of the most powerful ways to tap into one's capacities for innovation is often dismissed as an unaffordable luxury. (6)Parents, pundits and politicians join in the chorus warning students not to miss the economic boat. Study science, technology, engineering and mathematics, they chant, or else you will have few opportunities. Other subjects will leave you a "loser" in our not-so-brave new world of brutal change. College, they insist, should be the place where you conform and learn to swim with this tide. (7)As president of a university dedicated to broad, liberal education, I both deplore the new conformity and welcome an increased emphasis on STEM fields. I've been delighted to see mathematics and neuroscience among our fastest growing majors, have supported students from under-represented groups who are trying to thrive in STEM fields, and have started an initiative to integrate design and engineering into our liberal arts curriculum. (8) Choosing to study a STEM field should be a choice for creativity not conformity. There is nothing narrow about an authentic education in the sciences. Indeed, scientific research is a model for the American tradition of liberal education because of the creative nature of its inquiries, not just the truth-value of its results. As in other disciplines (like music and foreign languages), much basic learning is required, but science is not mere instrumental training; memorizing formulae isn't thinking like a scientist. On our campus, some of the most innovative, exploratory work is being done by students studying human-machine interactions, using computer science to manipulate moving images to tell better stories, and exploring inter-sections of environmental science with economics and performance art. (9)Fears of being crushed by debt or of falling off the economic ladder are pressuring students to conform, and we must find ways to counteract these pressures or we risk undermining our scientific productivity as well as our broad cultural creativity. (10)I've heard it said that students today opt for two fields of study, one for their parents and one for themselves. Examples abound of undergraduates focusing on: economics and English; math and art; biology and theater. But we make a mistake in placing too much emphasis on the bifurcation. Many students are connecting these seemingly disparate fields, not just holding them as separate interests. And they are finding that many employers want them to develop these connections further. Exploration and innovation are not fenced in by disciplines and majors. Students who develop habits of mind that allow them to develop connections that others haven't seen will be creating the opportunities of the future. (11)When Thomas Jefferson was thinking through a new, American model of higher education, it was crucial for him that students not think they already knew at the beginning of their studies where they would end up when it was time for graduation. For him, and for all those who have followed in the path of liberal education in this country, education was exploration—and you would only make important discoveries if you were open to unexpected possibilities. About a century later W.E.B. Du Bois argued that a broad education was a form of empowerment not just apprenticeship. Both men understood that the sciences, along with the humanities, arts and social sciences had vast, integrative possibilities. (12)This integrative tradition of pragmatic American liberal education must be protected. We must not over-react to fears of being left behind. Yes, ours is a merciless economy characterized by deep economic inequality, but that inequality must not be accepted as a given; the skills of citizenship acquired through liberal learning can be used to push back against it. We must cultivate this tradition of learning not only because it is has served us well for so long, but because it can vitalize our economy, lead to an engaged citizenry and create a culture characterized by connectivity and creativity. PASSAGE THREE (1)Innovation, the elixir of progress, has always cost people their jobs. In the Industrial Revolution artisan weavers were swept aside by the mechanical loom. Over the past 30 years the digital revolution has displaced many of the mid-skill jobs that underpinned 20th-century middle-class life. Typists, ticket agents, bank tellers and many production-line jobs have been dispensed with, just as the weavers were. (2)For those who believe that technological progress has made the world a better place, such churn is a natural part of rising prosperity. Although innovation kills some jobs, it creates new and better ones, as a more productive society becomes richer and its wealthier inhabitants demand more goods and services. Optimism remains the right starting-point, but for workers the dislocating effects of technology may make themselves evident faster than its benefits. Even if new jobs and wonderful products emerge, in the short term income gaps will widen, causing huge social dislocation and perhaps even changing politics. (3)Why be worried? It is partly just a matter of history repeating itself. In the early part of the Industrial Revolution the rewards of increasing productivity went disproportionately to capital; later on, labor reaped most of the benefits. The pattern today is similar. The prosperity unleashed by the digital revolution has gone overwhelmingly to the owners of capital and the highest-skilled workers. Over the past three decades, labor's share of output has shrunk globally from 64% to 59%. Meanwhile, the share of income going to the top 1% in America has risen from around 9% in the 1970s to 22% today. Unemployment is at alarming levels in much of the rich world, and not just for cyclical reasons. Fifteen years ago, 65% of working-age Americans were in work; since then the proportion has fallen, during good years as well as bad, to the current level of 59%. (4)Worse, it seems likely that this wave of technological disruption to the job market has only just started. From driverless cars to clever household gadgets, innovations that already exist could destroy swathes of jobs that have hitherto been untouched. The public sector is one obvious target: it has proved singularly resistant to tech-driven reinvention. But the step change in what computers can do will have a powerful effect on middle-class jobs in the private sector too. (5)Until now the jobs most vulnerable to machines were those that involved routine, repetitive tasks. But thanks to the exponential rise in processing power and the ubiquity of digitised information ("big data"), computers are increasingly able to perform complicated tasks more cheaply and effectively than people. Clever industrial robots can quickly "learn" a set of human actions. Services may be even more vulnerable. Computers can already detect intruders in a closed-circuit camera picture more reliably than a human can. By comparing reams of financial or biometric data, they can often diagnose fraud or illness more accurately than any number of accountants or doctors. (6)At the same time, the digital revolution is transforming the process of innovation itself. Thanks to off-the-shelf code from the internet and platforms that host services (such as Amazon's cloud computing), provide distribution (Apple's app store) and offer marketing (Facebook), the number of digital startups has exploded. Just as computer-games designers invented a product that humanity never knew it needed but now cannot do without, so these firms will no doubt dream up new goods and services to employ millions. But for now they are singularly light on workers. When Instagram, a popular photo-sharing site, was sold to Facebook for about $1 billion in 2012, it had 30 million customers and employed 13 people. Kodak, which filed for bankruptcy a few months earlier, employed 145,000 people in its heyday. (7)The problem is one of timing as much as anything. Google now employs 46,000 people. But it takes years for new industries to grow, whereas the disruption a startup causes to incumbents is felt sooner. Airbnb may turn homeowners with spare rooms into entrepreneurs, but it poses a direct threat to the lower end of the hotel business—a massive employer. (8)If this analysis is halfway correct, the social effects will be huge. Many of the jobs most at risk are lower down the ladder (logistics, haulage), whereas the skills that are least vulnerable to automation (creativity, managerial expertise) tend to be higher up, so median wages are likely to remain stagnant for some time and income gaps are likely to widen. (9)Anger about rising inequality is bound to grow, but politicians will find it hard to address the problem. Shunning progress would be as futile now as the Luddites' protests against mechanised looms were in the 1810s, because any country that tried to stop would be left behind by competitors eager to embrace new technology. The freedom to raise taxes on the rich to punitive levels will be similarly constrained by the mobility of capital and highly skilled labour. (10)The main way in which governments can help their people through this dislocation is through education systems. One of the reasons for the improvement in workers' fortunes in the latter part of the Industrial Revolution was because schools were built to educate them—a dramatic change at the time. Now those schools themselves need to be changed, to foster the creativity that humans will need to set them apart from computers. There should be less rote-learning and more critical thinking. Technology itself will help, whether through MOOCs (massive open online courses) or even video games that simulate the skills needed for work. (11)Yet however well people are taught, their abilities will remain unequal, and in a world which is increasingly polarised economically, many will find their job prospects dimmed and wages squeezed. The best way of helping them is not, as many on the left seem to think, to push up minimum wages. Jacking up the floor too far would accelerate the shift from human workers to computers. Better to top up low wages with public money so that anyone who works has a reasonable income, through a bold expansion of the tax credits that countries such as America and Britain use. (12)Innovation has brought great benefits to humanity. Nobody in their right mind would want to return to the world of handloom weavers. But the benefits of technological progress are unevenly distributed, especially in the early stages of each new wave, and it is up to governments to spread them. In the 19th century it took the threat of revolution to bring about progressive reforms. Today's governments would do well to start making the changes needed before their people get angry.1. According to Para. 1, a testing criterion for Gandhi's sainthood is to see if ______.(PASSAGE ONE)

单选题. Questions 6 to 10 are based on Part Two of the interview.6.

单选题 音频同上

单选题《复合题被拆开情况》　　1 In the town there were two mutes, and they were always together. Early every morning they would come out from the house where they lived and walk arm in arm down the street to work. The