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Question 15-18
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Statements Directions: In this part of the test, you will hear several short statements. These statements will be spoken ONLY ONCE, and you will not find them written on the paper ; so you must listen carefully. When you hear a statement, read the answer choices and decide which one is closest in meaning to the statement you have heard. Then write the letter of the answer you have chosen in the corresponding space in your ANSWER BOOKLET.
There are many kinds of friends. Some are always ( 1 ) you, but don’t understand you. Some say only a few words to you, but understand you. Many people will step in your life, but only ( 2 )friends leave footprints. I shall always recall the autumn and the girl with the ( 3 ). She will always bring back the friendship between us. I know she will always be my best friend. It was the golden season. I could see the yellow leaves ( 4 )with the cool ( 5 ). In such a season, I liked walking alone on the roads covered with leaves, ( 6 )to the sound of them. Autumn is a ( 7 )season and life is uninteresting. The free days always get me ( 8 ). But one day, the sound of a violin ( 9 )into my ears like a stream flowing in the mountains. I was so surprised that I jumped to see what it was. A young girl, standing in the wind, was ( 10 )in playing her violin. I had ( 11 )seen her before. The music was so nice that I listened quietly. Lost in the music, I didn’t know that I had been ( 12 )there for so long but my existence did not seem to disturb her. Leaves were still falling. Every day she played the violin at the corner of the building ( 13 )I went downstairs to watch her performance. I was the only listener. The autumn seemed no longer lonely and life became ( 14 ). ( 15 )we didn’t know each other, I thought we were already good friends. I believe she also loved me. Autumn was nearly over. One day, when I was listening carefully, the sound suddenly ( 16 ). To my astonishment, the girl came over to me. “You must like music from the violin.” she said. “Yes. And you play very well. Why did you stop” I asked. Suddenly, a ( 17 )expression appeared on her face and I could feel something unusual. “I came here to see my grandmother, but now I must leave. I once played very badly. It was your listening every day that ( 18 )me.” she said. “In fact, it was your playing ( 19 )gave me a meaningful autumn,” I answered, “Let’s be friends.” The girl smiled, and so did I. I never heard her play again in my life. I no longer went downstairs to listen to her. Only thick leaves were left behind. But I will always remember the fine figure (身影) of the girl. She is like a ( 20 )―so short, so bright, like a shooting star giving off so much light that makes the autumn beautiful.
Questions 21-25 Apple is hardly alone in the high-tech industry when it comes to duff gadgets and unhelpful call centers, but in other respects it is highly unusual. In particular, it inspires an almost religious fervor among its customers. That is no doubt helped by the fact that its corporate biography is so closely bound up with the mercurial Mr. Jobs, a rare showman in his industry. Yet for all its flaws and quirks, Apple has at least four important wider lessons to teach other companies. The first is that innovation can come from without as well as within. Apple is widely assumed to be an innovator in the tradition of Thomas Edison or Bell Laboratories, locking its engineers away to cook up new ideas and basing products on their moments of inspiration. In fact, its real skill lies in stitching together its own ideas with technologies from outside and then wrapping the results in elegant software and stylish design. The idea for the iPod, for example, was originally dreamt up by a consultant whom Apple hired to run the project. It was assembled by combining off-the-shelf parts with in-house ingredients such as its distinctive, easily used system of controls. And it was designed to work closely with Apple’s iTunes jukebox software, which was also bought in and then overhauled and improved. Apple is, in short, an orchestrator and integrator of technologies, unafraid to bring in ideas from outside but always adding its own twists. This approach, known as "network innovation", is not limited to electronics. It has also been embraced by companies such as Procter ＆ Gamble, BT and several drugs giants, all of which have realized the power of admitting that not all good ideas start at home. Making network innovation work involves cultivating contacts with start-ups and academic researchers, constantly scouting for new ideas and ensuring that engineers do not fall prey to "not invented here" syndrome, which always values in-house ideas over those from outside. Second, Apple illustrates the importance of designing new products around the needs of the user, not the demands of the technology. Too many technology firms think that clever innards are enough to sell their products, resulting in gizmos designed by engineers for engineers. Apple has consistently combined clever technology with simplicity and ease of use. The iPod was not the first digital-music player, but it was the first to make transferring and organizing music, and buying it online, easy enough for almost anyone to have a go. Similarly, the iPhone is not the first mobile phone to incorporate a music-player, web browser or e-mail software. But most existing "smartphones" require you to be pretty smart to use them. Apple is not alone in its pursuit of simplicity. Philips, a Dutch electronics giant, is trying a similar approach. Niklas Zennstrom and Janus Friis, perhaps the most Jobsian of Europe’s geeks, took an existing but fiddly technology, internet telephony, to a mass audience by making it simple, with Skype; they hope to do the same for internet television. But too few technology firms see "ease of use" as an end in itself. Which of the following item is NOT the correct statement of "network innovation"
设汁教学过程实质上指的就是设计教案。( )
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