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第二篇Teaching poetry No poem should ever be discussed or "analyzed", until it has been read aloud by someone, teacher or student. Better still, perhaps, is the practice of reading it twice, once at the beginning of the discussion and once at the end, so the sound of the poem is the last thing one hears of it. All discussions of poetry are, in fact, preparations for reading it aloud, and the reading of the poem is, finally, the most telling "interpretation" of it, suggesting tone, rhythm, and meaning all at once. Hearing a poet read the work in his or her own voice, on records or on film, is obviously a special reward. But even those aids to teaching can not replace the student and teacher reading it or, best of all, reciting(背诵) it. I have come to think, in fact, that time spent reading a poem aloud is much more important than "analyzing" it, if there isn’t time for both. I think one of our goals as teachers of English is to have students love poetry. Poetry is " a criticism of life", and " a heightening(提升) of life". It is "an approach to the truth of feeling", and it " can save your life". It also deserves a place in the teaching of language and literature more central than it presently occupies. I am not saying that every English teacher must teach poetry. Those who don’t like it should not be forced to put that dislike on anyone else. But those who do teach poetry must keep in mind a few thing s about its essential nature, about its sound as well as its sense, and they must make room in the classroom for hearing poetry as well as thinking about it. To have a better understanding of a poem, one should（）
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Passage 2 Questions 6 to 10 are based on the following passage:(77) Much unfriendly feeling towards computers has been based on the fear of widespread unemployment resulting from their introduction. Computers are often used as part of automated (自动化) production systems requiring a least possible number of operators, causing the loss of many jobs. This has happened, for example, in many steelworks.On the other hand, computers do create jobs. They are more skilled and better paid, though fewer in number than those they replace. Many activities could not continue in their present form without computers, no matter how many people are employed. Examples are the check clearing (交换) system of major banks and the weather forecasting system.When a firm introduces computers, a few people are usually employed in key posts (such as jobs of operations managers) while other staff are re-trained as operators, programmers, and data preparation staff. (78) After the new system has settled down, people in non-computer jobs are not always replaced when they leave, resulting in a decrease in the number of employees. This decrease is sometimes balanced by a substantial increase in the activity of the firm, resulting from the introduction of computers.The attitudes of workers towards computers vary. There is fear of widespread unemployment and of the takeover of many jobs by computer-trained workers, making promotion for older workers not skilled in computers more difficult.On the other hand, many workers regard the trend toward wider use of computers inevitable. They realize that computers bring about greater efficiency and productivity, which will improve the condition of the whole economy, and lead to the creation of more jobs. This view was supported by the former British Prime Minister, James Callaghan in 1979, when he made the point that new technologies hold the key to increased productivity, which will benefit the economy in the long run. The unfriendly feeling towards computers is developed from（）
Passage 1 Questions 1 to 5 are based on the following passage:I hear many parents complain that their teenage children are rebelling. I wish it were so. At your age you ought to be growing away from your parents. You should be learning to stand on your own feet. But take a good look at the present rebellion. It seems that teenagers are all taking the same way of showing that they disagree with their parents. Instead of striking out boldly on their own, most of them are holding one another’s hands for reassurance (放心).They claim they want to dress as they please. But they all wear the same clothes. They set off in new directions in music. But they all end up listening to the same record. Their reason for thinking or acting in such a way is that the crowd is doing it. They have come out of their cocoon (茧) into a larger cocoon.(76) It has become harder and harder for a teenager to stand up against the popularity wave and to go his or her own way. Industry has firmly carved out a market for teenagers. These days every teenager can learn from the advertisements what a teenager should have and be. This is a great barrier for the teenager who wants to find his or her own path.But the barrier is worth climbing over. The path is worth following. You may want to listen to classical music instead of going to a party. You may want to collect rocks when everyone else is collecting records. You may have some thoughts that you don’t care to share at once with your classmates. Well, go to it. Find yourself. Be yourself. Popularity will come—with the people who respect you for who you are. That’s the only kind of popularity that really counts. The author thinks of advertisements as（）to teenagers.
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