题目内容
Preserving Nature for Future
Demands for stronger protection for wildlife in Britain sometimes hide the fact that similar needs are felt in the rest of Europe. Studies by the Council of Europe, of which 21 countries are members, have shown that 45 per cent of reptile （爬行动物） species and 24percent of butterflies （蝴蝶） are in danger of dying out.
European concern for wildlife was outlined by Dr Peter Baum, an expert in the environment and natural resources division of the council, when he spoke at a conference arranged by the administrators of a British national park. The park is one of the few areas in Europe to hold the council's diploma （证书） for nature reserves （自然保护区） of the highest quality, and Dr Baum had come to present it to the park once again.He was afraid that public opinion was turning against national parks, and that those set up in the 1960s and 1970s could not be set up today. But Dr Baum clearly remained a strong supporter of the view that natural environments needed to be allowed to survive in peace in their own right.
"No area could be expected to survive both as a true nature reserve and as a tourist attraction," he went on. The short-sighted view that reserves had to serve immediate
human demands for outdoor recreation （户外娱乐） should be replaced by full acceptance of their importance as places to preserve nature for the future.
"We forget that they are the guarantee of life systems, on which any built-up area ultimately depends," Dr Baum went on. "We could manage without most industrial products, but we could not manage without nature. However, our natural environment areas, which are the original parts of our countryside, have shrunk （缩小） to become mere islands in a spoiled and highly polluted land mass."
第 31 题 Recent studies by the Council of Europe have indicated that.
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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 things 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.
第 36 题 To have a better understanding of a poem, one should.
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