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《冯谖客孟尝君》这篇文章中采取欲扬先抑、层层深人的方法进行刻画的人物是（）
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Section A
Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A, B, C and D, and decide which is the best answer.
听力原文：M: I'd like to take those three out and return these two.
W: Okay, but they're overdue. I'll have to charge you for two days.
Q: Where did this conversation most likely take place？
(12)
《听听那冷雨》一文的作者是（）
听力原文：W: Frank, what's your impression of English people？
M: Well, they are the most reserved, the most suspicious, the most unreceptive, the most unfriendly, the coldest-h, and the most domineering of all western people.
W: Why？ It seems you're you are really prejudiced against the English people.
M: Not necessarily. This is the judgment by all other European people. Ask a Frenchman, an Italian, a Germen like me, or even an American, what he thinks about Englishman; and every one will tell you the very same thing.
W: Don't you have any compliments for the English people？
M: Oh, yes. You would find on the other hand that nearly all nations would speak highly of certain other English qualifies energy, courage, honor, and justice. Although no man is so difficult to make friends with, the friendship of an Englishman once gained is more strong and true than any other. What do you think of them anyway？
W: I don't know much about English people. But last semester, we had a teacher named Mr. McCourt teaching us writing, he is from Liverpool. He is rather silent, reserved, and not amiable. Some of us were really afraid of him. But he was a great teacher, and has taught us many writing techniques. I have made much progress.
M: Then he is a typical English man, for the Englishman of the best type is much more inclined to be just than be is to he kind.
W: That's fight. Mr. McCourt often told us that kindness is an emotional impulse, and we should be on our guard against every kind of emotional impulse.
M: But with all this, the character is a good one, and its success has been the very proof of its value.
(23)
Interview
1 So what have they taught you at college about interviews？ Some courses go to town on it, others do very little. You may get conflicting advice. Only one thing is certain: the key to success is preparation.
2 There follow some useful suggestions from a teacher training course co-ordinator, a head of department and a headteacher. As they appear to be in complete harmony with one another despite never having met, we may take their advice seriously.
3 Oxford Brookes University's approach to the business of application and interview focuses on research and rehearsal. Training course co-ordinator Brenda Stevens speaks of the value of getting students "to deconstruct the advertisement, see what they can offer to that school, and that situation, and then write the letter, do their CVs and criticize each other's ". Finally, they role play interviewer and interviewee.
4 This is sterling stuff, and Brookes students spend a couple of weeks on it. "The better prepared students won't be thrown by nerves on the day," says Ms. Stevens. "They'll have their strategies and questions worked out. "She also says, a trifle disconcertingly, "the better the student, the worse the interviewee.' She believes the most capable students are less able to put themselves forward. Even if this were true, says Ms. Stevens, you must still make your own case.
5 "Beware of informality," she advises. One aspirant teacher, now a head of department at a smart secondary school, failed his first job interview because he took his jacket off while waiting for his appointment. It was hot and everyone in the staffroom was in shirtsleeves but at the end of the day they criticized his casual attitude, which they had deduced from the fact that he took his jacket off in the staffroom, even though he put it back on for the interview.
6 Incidentally, men really do have to wear a suit to the interview and women really cannot wear jeans, even if men never wear the suit again and women teach most days in jeans. Panels respond instantly to these indicators. But beware: it will not please them any better if you are too smart.
7 Find out about the peope who will talk to you. In the early meetings they are likely to be heads of departments or heads of year. Often they may be concerned with pastoral matters. It makes sense to know their priorities and let them hear the things about you that they want to hear.
8 During preliminary meetings you may be seen in groups with two or three other applicants and you must demonstrate that you know your stuff without putting your companions down. The interviewers will be watching how you work with a team.
9 But remember the warning about informality: however friendly and co-operative the other participants are, do not give way to the idea that you are there just to be friends.
10 Routine questions can be rehearsed, but "don't go on too long", advises the department head. They may well ask: "what have been your worst/best moments when teaching？" , or want you to "talk about some good teaching you have done". The experts agree you should recognize your weaknesses and offer a strategy for overcoming them. "I know I've got to work on classroom management. I would hope for some help," perhaps. No one expects a new teacher to know it all, but they hope for an objective appraisal of capabilities.
11 Be warned against inexpert questioning. You may be asked questions in such a way that it seems impossible to present your best features. Some questions may be plain silly, asked perhaps by people on the panel who are from outside the situation. Do not be thrown, have ways of circumnavigating it, and never, ever let them see that you think they have said something foolish.
12 You will almost certainly be asked how you see the future and it is important to have a goo
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