Four Characteristics of CultureI. Culture is shared— Region, climate and【T1】_____ form a set of values and beliefs【T1】______— Culture does not belong to a single individualII. Culture is learned— Culture is not born or【T2】_____【T2】______— Culture is【T3】_____【T3】______Example: People【T4】_____【T4】______People invent better technologies People learn from the past generationIII. Cultures change— Example:【T5】_____vs. primitive【T5】______— Causes of cultural changes: the regular【T6】_____ of cultural traits【T6】______— Different rates of cultural changes among nationse.g. Germans are【T7】_____to adopt new words, while【T7】______French people are resistant to it— Two ways of cultural changesa)Inventions within a societyb)【T8】_____ cultural traits from one society to another【T8】______— Impact of changes: a changed trait will affect anotherReason: cultural traits are functionally【T9】_____【T9】______Example: resisted【T10】_____ opportunities for women【T10】______in North America and Europe IV. Cultures are【T11】_____【T11】______— Examples:a)Tribes in New Guinea and upper Amazon Basinwere【T12】_____【T12】______b)Tribal people now buy clothes and【T13】_____produced【T13】______by multinationals— Consequence:a)Societies are【T14】_____ cultural traits from the economic powers【T14】______b)Small indigenous cultures have disappeared due to the shared global culturec)Major cultures will survive because of【T15】_____ and ethnocentrism【T15】______

Passage Four

Educational philosophy has changed a great deal in the 50 years since I was in school. Back then, for example, I had the highest grades in school, but many of my teachers went out of theirway to cut me down because I wouldn't get conceit. Aside from【M1】______the debated question of whether that worked, the point is that【M2】______today, the educational establishment has the opposite philosophy. They tend to tell all kids they are smart. I have seen elementary schools that most students are selected as "Honors Students."【M3】______ Research clearly shows that if students learn best from their【M4】______mistakes depend on a student's self-perception. Research by Carol【M5】______Dweck and colleagues at Stanford demonstrated that the students who are most likely to learn from their mistakes are those whodon't think of themselves as smart as such and smart enough to get【M6】______smarter. They have a "growth mindset," a belief system they can【M7】______get better if they will just invest in the time and effort. In one of【M8】______the group's experiments, half of students were repeatedly praised【M9】______for "being smart," and these students were not good at learning from mistakes. It is not clear why. Maybe they thought the problem was in the learning material, not in them. The other half of students were praised for effort and improvement and thesestudents got better and made few mistakes. Several months later,【M10】______all students repeated a standardized test, and the "smart" students' scores dropped 20%, while the "growth mindset" students scored 30% higher.

为着这匹马，父亲向祖父起着终夜的争吵。“两匹马，咱们是算不了什么的，穷人，这匹马就是命根。”祖父这样说着，而父亲还是争吵。 九岁时，母亲死去。父亲也就更变了样，偶然打碎了一只杯子，他就要骂到使人发抖的程度。后来就连父亲的眼睛也转了弯，每从他的身边经过，我就象自己的身上生了针刺一样；他斜视着你，他那高傲的眼光从鼻梁经过嘴角而后往下流着。 所以每每在大雪中的黄昏里，围着暖炉，围着祖父，听着祖父读着诗篇，看着祖父读着诗篇时微红的嘴唇。 父亲打了我的时候，我就在祖父的房里，一直面向着窗子，从黄昏到深夜。窗外的白雪，好象白棉花一样飘着；而暖炉上水壶的盖子，则象伴奏的乐器似的振动着。

The Importance of LiteratureI. Definition of Literature— The word "literature" dates back to【T1】_____【T1】______— In connection with ideas— Characteristic of expression and form— Poetry, novels, history,【T2】_____, and essays【T2】______— Gets better with ageII. Views of Literature— Individual【T3】______reading literature【T3】______a)Expand vocabularyb)Educate on international issues and culturesc)Improve【T4】______and self-discipline【T4】______d)Be more creativee)【T5】_____【T5】______— Refusal to read literaturea)Less willing to【T6】______for entertainment【T6】______b)Spoiled by TVc)Boring or hard to understandIII. Historical and Cultural Benefits of Literature— Example of【T7】______【T7】______Created entertainmentOur language was shaped and influenced by him— Historical benefit: appreciate history in a(an)【T8】_____ way【T8】______a)Themes of everyday life remain the sameb)Readers of novels written years ago feel【T9】_____ to the past【T9】______c)Reader can also【T10】_____the past and the present【T10】______— Cultural benefit: insights into the ways of life,【T11】_____views of people in a time and place【T11】______Example: different versions of CinderellaDifferent elements denote different pervasive【T12】_____【T12】______in a given culture— Loss of readershipa)The advent of entertainment from【T13】_____【T13】______b)Literature has been adapted for popular【T14】_____【T14】______c)Reading the book is replaced by "watching the movie"Side effect: a(n) 【T15】______【T15】______

中国是世界四大文明古国之一，地大物博，拥有茂密的深林、壮丽的山河、如利剑直插云霄的高峰、雄伟壮丽的瀑布、秀丽的湖泊及富有中华文化光辉的名胜古迹，令世界各国人民神往。但是，更重要的是，中国具有五千多年的历史，遗留下无数的历史文物，包括珍贵珠宝、古迹名胜、宫殿及数不尽的雄伟建筑，令人惊叹不已。这种种原因都促使中国成为许多人梦寐以求的旅游胜地。

It's a common misconception that poverty alleviation is all about financial aid. People regard this as the most effective way to help the poor. However, some hold that helping the poor with education is more important than donating money. The following excerpts are opinions toward the means of poverty alleviation. Write an article of NO LESS THAN 300 words, in which you should: 1. summarize briefly the arguments on both sides; 2. give your suggestions on the means of poverty alleviation.Excerpt 1 Giving money isn't even a way to help the poor if it was then the various charities should have solved the poverty problem ages ago. Here on TV every day we see terrible pictures and hear the mournful voiceover asking us to save a child from lack of clean water, starvation, or illness usually somewhere in Africa. I have heard the same pleas all my adult life and still the problem persists or has got worse, surely in nearly 60 years the people of the West have given enough money to the charities to drill a few thousand wells and buy enough food to feed the entire population... yet it goes on and on. So therefore I say whatever they have been doing and are still doing is not the answer. Educating people how to earn money for themselves is more of a help. As an old Chinese proverb goes: Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime. I am in favour of teaching people to fish and farm so that they learn to provide for their own. However, you cannot fish in a dry river nor farm where there is no rain... For charities to continue to sustain life where life cannot sustain itself is madness there just has to be a better way.Excerpt 2 Poverty is more than just a lack of income. Poverty encompasses a lack of money, education, resources, housing stability, safety, opportunities, etc. It is a complex issue. I worked for over a year helping to house the homeless and I now work as a self sufficiency specialist to help enable those in poverty rise above their circumstances. Where I work we have six categories which have shown reliability and validity when it comes to self sufficiency. Income, either fixed (disability, SSI, retirement, earned, etc), Housing (stable is required, other options are unstable and literally homeless), Food, Education, Transportation, and Health Care. If a client is lacking in any of these areas they are at risk for falling back into poverty and/or remaining in poverty. Therefore, money can make a huge impact when applied correctly. However, if all we do is pay for the current shut off and provide them with no other resources or opportunities to change the situation overall, they will need another shut-off assist the very next month. Other ways to help the poor include volunteering at a food bank, volunteering to teach a skill you excel at such as budgeting, how to do your own oil change, writing a resume, etc. Time and knowledge are just as valuable, if not more so, than money.

How to Succeed in Your Literature Class College literature class may seem difficult to beginners, especially with their language limits. What is most challenging is that literature class depends highly on【T1】______.【T1】______I. Features of literature class—【T2】______freedom with personal ideas encouraged【T2】______—rules and accuracy off guardII. Three pieces of advice for literature class learnersA. The first piece of advice:【T3】______【T3】______—assigned reading before class: necessary whether in large lectures or insmall ones —for large lectures:—greater progress and more【T4】______in the lecture【T4】______—avoidance of being told the plots before reading —for small lectures:—【T5】______in open discussion especially for shy students【T5】______—target of literature class:—general aspects of important books—subtle differences of how stories are crafted—drill in reading and【T6】______of huge amounts of information【T6】______B. The second piece of advice:【T7】______【T7】______—method:—reading all materials instead of【T8】______【T8】______—paying more attention to style and deeper intention instead of plotsor【T9】______【T9】______—requirement of literature papers: focused and【T10】______【T10】______—benefit to paper writing:—【T11】______every word【T11】______—exploring possible meanings and implications—learning to defend personal interpretations with __【T12】______evidence【T12】______C. The third piece of advice: questioningly—not afraid of possible【T13】______【T13】______—display of full thought in arguments with【T14】______【T14】______—consideration of suitable ways of arguments or simple embrace of uncertainty III. The additional tip—selection of a course with【T15】______【T15】______

你小时候读过的那些有趣的故事你还记得吗?

What Can We Learn from Art? I. IntroductionA. Difference between general history and art history —Focus:—general history:【T1】 1.【T1】 2—art history: political values, emotions,【T2】 3, etc.【T2】 4B. Significance of study—More information and better understanding of human【T3】 5【T3】 6II. Types of informationA. Information in history book is【T4】 7【T4】 8B. Information in art history is subjective—【T5】 9 and opinions【T5】 10e.g. —Spanish painter's works: misuse of【T6】 11【T6】 12—Mexican artists' works: attitudes toward social problems III. Art as a religious beliefA Europe:【T7】 13 in pictures in churches【T7】 14B. Middle East pictures of flowers and patterns in mosques, palacesReason: human and【T8】 15 are not seen as holy【T8】 16C. Africa and the Pacific Islands: masks, headdressesand【T9】 17in special ceremonies【T9】 18Purpose: to seek the help of【T10】 19to protect crops, animalsand people【T10】 20IV. Perceptions of ArtHow people see art is related to their cultural background. A Europeans and Americans-【T11】 21【T11】 22—expression of ideas B. People in other places —part of everyday life—【T12】 23 use【T12】 24V. Art as a reflection of social changesA. Cause of changes:【T13】 25 of different cultures【T13】 26—tribal people: effect of【T14】 27 on art forms【T14】 28—European artists: influence of African traditional art in their works—American and Canadian artists: study of【T15】 29【T15】 30 What Can We Learn from Art? I. IntroductionA. Difference between general history and art history —Focus:—general history:【T1】 31.【T1】 32—art history: political values, emotions,【T2】 33, etc.【T2】 34B. Significance of study—More information and better understanding of human【T3】 35【T3】 36II. Types of informationA. Information in history book is【T4】 37【T4】 38B. Information in art history is subjective—【T5】 39 and opinions【T5】 40e.g. —Spanish painter's works: misuse of【T6】 41【T6】 42—Mexican artists' works: attitudes toward social problems III. Art as a religious beliefA Europe:【T7】 43 in pictures in churches【T7】 44B. Middle East pictures of flowers and patterns in mosques, palacesReason: human and【T8】 45 are not seen as holy【T8】 46C. Africa and the Pacific Islands: masks, headdressesand【T9】 47in special ceremonies【T9】 48Purpose: to seek the help of【T10】 49to protect crops, animalsand people【T10】 50IV. Perceptions of ArtHow people see art is related to their cultural background. A Europeans and Americans-【T11】 51【T11】 52—expression of ideas B. People in other places —part of everyday life—【T12】 53 use【T12】 54V. Art as a reflection of social changesA. Cause of changes:【T13】 55 of different cultures【T13】 56—tribal people: effect of【T14】 57 on art forms【T14】 58—European artists: influence of African traditional art in their works—American and Canadian artists: study of【T15】 59【T15】 60

A high-context culture is a culture in which the context of the message or the action or an event carries a large part of its【T1】 1. What this means is that in a high-context culture more attention is paid to what has been【T2】 2 than to the message itself. Now let me give you examples. First in terms of personal space, generally speaking, in a high-context culture, because there's greater dependency on【T3】 3, people lean towards【T4】 4 or closeness to people. And they have【T5】 5, for personal space. If you go into that culture, people might stand closer when they're talking to you. They might touch more and if they're jostled in a crowd, they won't feel violated. And also people from a high-context culture pay attention to【T6】 6. Because remember what I said, the definition of a high-context culture is that more attention is paid to the context of the message than to the message itself, and part of the context is body language. Second, in terms of time, people in high-context cultures are considered to have what is called a polychrome attitude toward time. Here "poly" means multiple and "chronic" means time. What this means is that they believe【T7】 7 have their own time and there can't be a standard system of time for everything. What this leads them to believe is that you can't emphasize【T8】 8. Things happen when they are supposed to happen. So there's a different attitude toward time. There is no set standard of time. You can't control time. Everything has its own sense of time. So it's a culture that pays little attention to time, to clock time. A high-context culture is a culture in which the context of the message or the action or an event carries a large part of its【T1】 9. What this means is that in a high-context culture more attention is paid to what has been【T2】 10 than to the message itself. Now let me give you examples. First in terms of personal space, generally speaking, in a high-context culture, because there's greater dependency on【T3】 11, people lean towards【T4】 12 or closeness to people. And they have【T5】 13, for personal space. If you go into that culture, people might stand closer when they're talking to you. They might touch more and if they're jostled in a crowd, they won't feel violated. And also people from a high-context culture pay attention to【T6】 14. Because remember what I said, the definition of a high-context culture is that more attention is paid to the context of the message than to the message itself, and part of the context is body language. Second, in terms of time, people in high-context cultures are considered to have what is called a polychrome attitude toward time. Here "poly" means multiple and "chronic" means time. What this means is that they believe【T7】 15 have their own time and there can't be a standard system of time for everything. What this leads them to believe is that you can't emphasize【T8】 16. Things happen when they are supposed to happen. So there's a different attitude toward time. There is no set standard of time. You can't control time. Everything has its own sense of time. So it's a culture that pays little attention to time, to clock time. 【T1】

With an eighty-hour week and little enjoyment, life should have been very tedious for the nineteenth-century factory workers.

If you saw someone lying on the ground in pain or bleeding, would you stop to help him? Or would you just walk by for fear of being scammed? The following are opinions from different sides. Read the excerpts carefully and write your response in about 300 words, in which you should: 1. summarize briefly the opinions from different sides; 2. give your comment. Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks.Yes, but with caution Casseopeia (Thailand) : I think you should trust your intuition. Different situations will call for different reactions. Maybe if you are afraid of being scammed, you can bring a few witnesses with you— get about four or five people together around you and go to help the person together. DSseeing (the US): If the situation is physically violent or it seems that it might become so, be cautious when you are involved. If you don't feel safe to lend a hand, even standing nearby and making it clear that you are watching and are a witness to what is happening can help. If you're concerned for the victim's immediate safety, stay back and call 911. Gabrielleleilei (India) : Helping others may sometimes bring us trouble or even put us in danger. So when we are helping others, we should also protect ourselves and offer our help in an appropriate way. For example, to help someone who was robbed of, calling the police is a much wiser way than chasing after the robber alone.Yes, certainly BlondeAmber (Canada) : My instinct is to go and help: I am first aid trained. At home I have done this and there have been no problems. In China I would think twice unless I was with a friend who filmed everything should I be accused of causing the accident, I would certainly call an ambulance, although I would probably be charged for it. Jarek (Belgium) : In Belgium by law you are obliged to help people in distress. The only time you are free from helping is in case you will put your own life at risk by helping someone else, otherwise you can get fined for not helping. Anboyce88 (the UK): I have seen an old fellow fall down in the cold winter in Harbin. I couldn't get him up on my own (he was a big guy) and I screamed at the passers-by who took out their phones to take videos of "a white boy helping an old Chinese man". First time I swore at the Chinese. After a good bit of abuse from me, I persuaded them into helping me. Afterwards they all started telling me I shouldn't be helping random strangers as he could be a con artist, then I replied: He could just be an old man who fell down in the winter, couldn't get up on his own and died. I will take the risk. Foreignchinese (Malaysia) : It happens but not all the time. I once helped a guy groaning in pain underneath his bike. He crashed under the rear of a taxi. The driver went off and the bike guy was left alone in the middle of the street. Two weeks' later, he wanted to thank me for my assistance. I had already gone home.Definitely no MsLong (the US) : Why would I do that? How do I know if he is injured because of gang violence or what so ever? If I don't know him then I don't care about him. The most I would do is to call the police for suspicion. He/She got himself/herself injured. Nobody hurts him/her for no reason. Write your response on ANSWER SHEET FOUR.

[此试题无题干]

(1)The Burmese sub-inspector and some Indian constables were waiting for me in the quarter where the elephant had been seen. We began questioning the people as to where the elephant had gone and, as usual, failed to get any definite information. I had almost made up my mind that the whole story was a pack of lies, when we heard yells a little distance away. There was a loud cry of "Go away, child!Go away this instant! " and an old woman with a switch in her hand came round the corner of a hut, violently driving away a crowd of naked children. I rounded the hut and saw a man's dead body sprawling in the mud. The people said that the elephant had come suddenly upon him round the corner of the hut, caught him with its trunk, put its foot on his back and ground him into the earth. As soon as I saw the dead man I sent an orderly to a friend's house nearby to borrow an elephant rifle. (2)The orderly came back in a few minutes with a rifle and five cartridges, and meanwhile some Burmans had arrived and told us that the elephant was in the paddy fields below, only a few hundred yards away. As I started forward practically the whole population of the quarter flocked out of the houses and followed me. They had seen the rifle and were all shouting excitedly that I was going to shoot the elephant. It made me vaguely uneasy. I had no intention of shooting the elephant — I had merely sent for the rifle to defend myself if necessary — and it is always unnerving to have a crowd following you. I marched down the hill, looking and feeling a fool, with the rifle over my shoulder and an ever-growing army of people jostling at my heels. The elephant was standing eight yards from the road, his left side towards us. He took not the slightest notice of the crowd's approach. He was tearing up bunches of grass, beating them against his knees to clean them and stuffing them into his mouth. (3)I had halted on the road. As soon as I saw the elephant I knew with perfect certainty that I ought not to shoot him. It is a serious matter to shoot a working elephant — it is comparable to destroying a huge and costly piece of machinery — and obviously one ought not to do it if it can possibly be avoided. And at that distance peacefully eating, the elephant looked no more dangerous than a cow. I thought then and I think now that his attack of "must" was already passing off: in which case he would merely wander harmlessly about until his owner came back and caught him. Moreover, I did not in the least want to shoot him. I decided that I would watch him for a little while to make sure that he did not turn savage again, and then go home. (4)But at that moment, I glanced round at the crowd that had followed me. It was an immense crowd, two thousand at the least and growing every minute. It blocked the road for a long distance on either side. I looked at the sea of yellow faces above the garish clothes — faces all happy and excited over this bit of fun, all certain that the elephant was going to be shot. They were watching me as they would watch a conjuror about to perform a trick. And suddenly I realized that I should have to shoot the elephant after all: The people expected it of me and I had got to do it: I would feel their two thousand wills pressing me forward, irresistibly. And it was at this moment, as I stood there with the rifle in my hands that I first grasped the hollowness, the futility of the White man's dominion in the East. Here was I, the white man with his gun, standing in front of the unarmed native crowd — seemingly the leading actor of the piece: but in reality I was only an absurd puppet pushed to and fro by the will of those yellow faces behind. I perceived in this moment that when the white man turns tyrant it is his own freedom that he destroys. He becomes a sort of hollow, posing dummy, the conventionalized figure of a sahib. For it is the condition of his rule that he shall spend his life in trying to impress the "natives", and so in every crisis he has got to do what the "natives" expect of him. He wears a mask, and his face grows to fit it. I had got to shoot the elephant. I had committed myself to doing it when I sent for the rifle. A sahib has got to act like a sahib: he has got to appear resolute, to know his own mind and do definite things. To come all that way, rifle in hand, with two thousand people marching at my heels, and then to trail feebly away, having done nothing — no, that was impossible. The crowd would laugh at me. And my whole life, every white man's life in the East, was one long struggle not to be laughed at. (5)But I did not want to shoot the elephant. I watched him beating his bunch of grass against his knees, with that preoccupied grandmotherly air that elephants have. It seemed to me that it would be murder to shoot him. At that age I was not squeamish about killing animals, but I had never shot an elephant and never wanted to.(Somehow it always seems worse to kill a large animal.)Besides, there was the beast's owner to be considered. Alive, the elephant was worth at least a hundred pounds: dead, he would only be worth the value of his tusks, five pounds, possibly. But I had got to act quickly. I turned to some experienced-looking Burmans who had been there when we arrived, and asked them how the elephant had been behaving. They all said the same thing: he took no notice of you if you left him alone, but he might charge if you went too close to him.

As I ponder whom it might be that I would consider a role model, I realized that there are a lot of people I know personally that I could look to for inspiration. But I am sharing these thoughts with others who most likely do not know my friend or my sister-in-law or the gal I work with. Therefore I think I should write about someone famous. But, it seems that these days there are not a lot of good role models to choose from, at least not from the "typical "choices that we usually think of as role models. I realize celebrities' private lives should be just that; but when a person is in the limelight perhaps they should use that notoriety for some sort of good. There are some criteria that my role model must possess. First, she must be close to my age. She has to have overcome some obstacle, or maybe better said, did not have her "celebrity" status handed to her. Finally, she must be helping others. Sharing the blessings she has received with others. I believe that someone who fits those criteria quite well is Oprah Winfrey. Oprah Winfrey's life has had a very difficult and tumultuous beginning. She was born in 1954 to a poor, unmarried black girl living in the very racially segregated state of Mississippi. For a while, Oprah was raised by her grandmother, after her mother moved north. She eventually went to live with her father in Nashville, after having survived body abuse and the birth and death of baby of her own. Oprah's rise to fame began in Baltimore, then Chicago, with her hosting morning talk shows, such as "A. M. Chicago". She became so popular that in 1986, she launched "The Oprah Winfrey Show". Oprah began her own production company, Harpo, and obtained control of "The Oprah Winfrey Show", which was now in syndication. In 1994, Oprah did something that caught my attention and with which she gained my respect. She decided to break away from the mold of other daytime talk shows and pledged that her show would be free from "tabloid topics". Her viewers responded slowly, but very positively, and her popularity surged. "The Oprah Winfrey Show" was now centered on uplifting, meaningful subjects, many of which are aimed towards women. Oprah has used her gaining popularity, in my opinion, to launch many meaningful projects. She launched Oprah's Book Club in 1996. The Book Club is an on-air reading club intended to get the country excited about literature again. To date, all the book club selections have become instant bestsellers. Oprah's Angel Network was started in 1997,encouraging people to open their hearts to those in need. This includes a project to collect small change to send students to college and to sponsor Habitat for Humanity programs. Oprah has been able to share her blessings with others while keeping her pledge to focus "The Oprah Winfrey Show" on subjects that will encourage her viewers. Each week her shows cover such topics as spirituality, wellness, fitness, relationships, steps towards financial freedom and more. Winfrey's talent for public performance and spontaneity in answering questions helped her win fame. Winfrey talk show has an estimated audience of 14 million daily in the US and millions more in 132 other countries—predominantly women. She is also an accomplished actress and won an Academy Award nomination for her role in The Color Purple. Another reason that I admire Oprah is because she genuinely seems to be "just a regular gal". Her book, Make the Connection shows how Oprah is like any other woman. The painful revelations she shares about her struggle with weight loss really touched me. Even as she was given an Emmy Award, her thoughts were on how heavy she must look in the dress she was wearing. Once, I went to a lecture given by one of Oprah's favorite authors. As we were sitting before the lecture began, a couple of black women walked in. My friend said, "Oh look, there's Oprah," I said, "no it's not", she said, "yes it is" and back and forth we went. Well, as it turns out, it was Oprah. She looked just like the rest of us? she did not come in amongst media frenzy as might be expected. When the speaker introduced her, she was almost embarrassed to stand. I feel Oprah is a genuinely nice person, someone who would be a great girl friend. She has a head on her shoulders and knows where she is going. She has made a name for herself and is not embarrassed by her wealth and knows the importance of sharing the blessings that have been bestowed upon her.

{{B}}PART I LISTENING COMPREHENSION{{/B}}

PASSAGE FOUR

我到这个城市出差，昨天下午下榻在这家旅馆。他和他的妻子就住在我的隔壁。这家旅馆的条件不太好，隔墙很薄，一点都不隔音。他们说话的声音总是很清晰地传过来。很快，我就凭直觉得到了一个印象，那女人很懒，不管什么事情都爱支使丈夫：给我倒杯水：给我找双袜子…… 女人发号施令的手段很高明，使用的都是口气柔和的祈使句。但不管怎样，事无巨细都要男人效劳是很不应该的。他对妻子总是百依百顺，我从未听到过那有什么不耐烦的表示，而且，我听得出来，他极其恭顺而温存，仿佛这么奴役般地被老婆支使得团团转是一种享受似的。于是我猜测：他的妻子很漂亮，因为大凡漂亮的女人都颇有些自命不凡，总把自己当做高贵的公主。

在郭老新编的话剧“蔡文姬”里，提到了蔡文姬的父亲蔡邕所造的那张焦尾琴。最近我看了“蔡文姬”的演出，自然而然想起了焦尾琴，想起了关于焦尾琴的故事： 蔡邕因为不愿趋附权贵，怕被人陷害，曾经亡命江南，往来于吴会之间(今江、浙一带)，计十二年。据说他在吴(今苏州)的时候，有一天听见邻家烧饭的柴火中发出一种爆裂的声音，他熟悉这种声音，知道这声音来自一种极好的桐木(paulownia wood)，这种桐木是造琴(seven—stringed zither)的最好材料。他就跟邻家主人商量，把这段烧焦了的桐木要了来，造成一张琴。这张琴弹起来果然非常好听。 因为它的一端是烧焦的，所以大家都叫它焦尾琴。