2021年英語(yǔ)專八聽(tīng)力真題和原文答案

2021年英語(yǔ)專八聽(tīng)力真題和原文答案PARTILISTENINGCOMPREHENSION[25MIN]2021英語(yǔ)專八真

題音頻.mp3SECTIONAMINI-LECTUREInthissection,youwillhearamini-lecture.YouwillhearthelectureONCEONLY.Whilelistening,pleasecompletethegap-fullingtaskonANSWERSHEETONEandwriteNOMORETHANTHREEWORDSforeachgap.Makesuretheword(s)youfillinis(are)bothgrammaticallyandsemanticallyacceptable.Youmayusetheblanksheetfornotetaking.YouhaveTHIRTYsecondstopreviewthegap-fillingtask.Nowlistentothemini-lecture.Whenitisover,youwillbegivenTHREEminutestocheckyourwork.CurrentChallengesConfrontingU.S.HigherEducationThefirstChallenge:forceofthemarketplaceCurrentsituation:Presenceofthemarketplaceas(1) extremalforceGovernmentsupport:(2) Publicinstitutionaskingforlessgovernment(3) e.g.,newlegislationtoprovide(4) ?Results:Higherinstitutionalprioritiesgivento(5) becauseoftheir(6) Waystogeneratemoremoneyforinstitutionscreatingnewprograms,e.g.,(7) addingnewunitsfocusingongenerating(8) building(9) Implicationsincreasingfocuson(10) inacademicresearchhighertuitionfeesforstudentsUniversityadministratorshavetorespondtothemarketplace.Thesecondchallenge:equalityin(11) lPostWarmassificationofU.S.highereducation:-(12)―?Reasons:Low(13) ofracialandethnicminoritiesInabilityoflow-incomeindividualsto(14) Governmentrole:-Mediatingthenegativeeffectsofcompetitioninorderto(15) ⑺ ⑼ SectionBInterviewThisistheendofPartTwooftheinterview.Questions6to10arebasedonwhatyouhavejustheard.Question6,whatdidMaureenthinkaboutsocializingwithwriters?Question7,whatwasMaureen'sviewaboutacommunityforpoets?Question8,whydidhersectionshaveconcludingstanzas?Question9,whatdidMaureenthinkaboutherwayofpoetryreading?Question10,whatistheinterviewmainlyabout?ThisistheendofPartOneoftheinterview.Questions1to5arebasedonwhatyouhavejustheard.Question1,whatisMaureenMcLean,accordingtotheinterviewer?Question2,whendidMaureenfirstbegintoreadpoetry?Question3,whowerethemostimportantteacherstoMaureen?Question4,whichofthefollowingdidMaureenfeelmorestronglyaboutwhenshereturnedtoteachatHarvard?Question5,whydidMaureenbringrecordingstoclass?答案解析和原文1、MINI-LECTURE錄音原文CurrentChallengesConfrontingU.S.HigherEducationGoodmorning,everyone.Inourlastlecture,wediscussedchallengesthatfaceuniversitiesandcollegesworldwide.Today,we'lltakeaspeciallookatU.S.highereducationandseewhatchallengesU.S.highereducationisfacing.OK,let'sgetstarted.Thefirstchallengeweareexaminingintoday'slectureistheforceofthemarketplaceonhighereducation.Manypeoplebelievethatthemarketplacehasovertakenstategovernmentasthedominantexternalforce,shapingandreshapingAmericanhighereducation,evenforpubliccollegesanduniversities.Youmayask,whyisitso?Well,asisalwaysthecase,governmentsupportisnotkeepingpacewitheducationalexpenditures.So,inmanywaysthemarketishavingmorebearingonhighereducationthangovernment.Inordertocreatemoreflexibility,manypubliccollegesanduniversitiesarenowaskingforlessgovernmentregulationandsupervision.Insomeinstances,theyareevenaskingforlessstatemoneyinreturnformoreautonomy.And,theirargumentisthatthecurrentstructuresandaccountabilityrequirementshavehinderedtheircapacitytobeeffectiveandefficient.Theabilitytosettheirowntuitionfeesandsecurefreedomfromstatepoliciesandregulationsinareas,suchaspurchasingandbuilding,representjustsomeoftheadditionalautonomythatpublicinstitutionsareseeking.Andmanyarepressingfornewlegislationtoprovidethisfreedomthrougharangeofinnovations,includingpubliccorporations,chartercolleges,stateenterprisestatusandperformancecontracts.So,whatistheresultoftheseefforts?Well,theresultisthatactivitiesandresearchincertainfieldsanddisciplines,forexample,engineering,appliednaturalscienceandagriculturalsciencebecomehigherinstitutionalprioritiesbecausetheyhavestrongermarketvaluethanotherprogramssuchashumanitiesdo.So,whathashappenedisthatinstitutionscreatenewprograms,alteracademiccalendarsandpursuedifferentfinancialaidpoliciestocapturemoreandbetterstudents,inparticularthosewhocanaffordtopayhightuition.Forinstance,executiveMBAprogramsareincreasinglypopular.Also,institutionsseekcontractsandpartnershipagreementsandenhanceresearchprogramswithpracticalapplicationsthathavelargefinancialpayouts.Inordertodoso,theyarechangingtheirinstitutionalstructures.Andhowdotheydoit?Letmetellyou,institutionswouldaddnewunitsthatfocusongeneratingexternalgrantsandbringingnewtechnologytomarket.Theywouldbuildconferencecentersandcreateforprofitsubsidiaries.Allofthesearedonetogeneratemorerevenueforinstitutions.Whataretheimplicationsofthis?Well,theimplicationsarethatacademicresearchisincreasinglyfocusedonmarketableknowledge.Entrepreneurialprioritiesaretakingprecedence,servicesarebeingoutsourced,andstudentsarecarryinganincreasingburdentopayhighertuitionfeesfortheireducation.Thenhowdouniversityadministratorsviewthistrend?Thatis,themarketplaceisshowingstrongerimpactonhowinstitutionsarerun.Infact,universityadministratorsseelittleoptionexcepttorespondtothemarketplace.Thereasonisiftheirinstitutiondoesnotreacteffectively,itwillnothavethenecessaryresourcestoofferhighqualityanddiverseacademicprograms.Institutionsunabletocompetemayfacehardcircumstancesbecausegovernmentsupportcontinuestofall,studentsbecomebetterinformedconsumersandadvancesintechnologyalsowidenthenumberandreachofcompetitors.Inturn,theabilitytocompeteforstudents,resources,facultyandprestigebecomesadrivingstrategicforce.Atitsextreme,competitioncanovertakemoretraditionalacademicvalues.However,thedownsideofpursuingmarketgoalswithoutappropriatelybalancingthemagainstthepublicgoodis,isthatinstitutionswillnolongerbeabletofulfilltheirsocialresponsibilitytoproducewell-educatedcitizensandfacethethreatoflosingtheirprivilegedplaceinsocietyastheyresemblemorecloselyothermarketdrivenorganizations.Now,let'smoveontothesecondchallengefacingU.S.highereducation,thatisthetensionbetweencompetitionandequalityinadmissionsdecisions.SinceWorldWarTwo,U.S.highereducationhasbeenengagedinaprocessofmassification,thatisexpandingtoservestudentsfromallwalksoflife.Motivatingthiseffortisawidespreadbeliefinthepowerofeducationtocreatesocialandeconomicmobility,andabeliefinthemoralityandsocialvalueofmakinghighereducationaccessibletoeveryone.Researchdatabearoutpublicperceptions.Whenyoungpeoplefromlow-incomebackgroundscompleteabachelor'sdegree.Theirincomeandemploymentcharacteristicsaftergraduationareequivalenttotheirpeersfrommoreaffluentbackgrounds.So,educationcantrulybethegreatequalizer.Althoughthereiswidespreadpublicfaithinthevalueofhighereducation,theprogressofmassificationhasbeenslowanduneven.Andwhyisitslowanduneven?Well,one,highereducationdidnotadmitsignificantnumbersofracialandethnicminoritiesuntilafterthecivilrightsofthe1960sforcedchange.Second,despitesignificantexpendituresonfinancialaid,minorityandlow-incomeindividualsarestilllesslikelytoattendcollegethanwhitesorstudentsfrommiddleandupper-incomefamilies.Althoughaccessgapshavenowadaysnarrowedsomewhat,largegapsremainbetweencompletionrates.Low-incomestudentscometocollegelesspreparedandmustbalanceacademicdemandswithworkandfamilyresponsibilities.Findingwaystoincreasetheenrollmentratesoflow-incomestudentsandencouragetheirsuccessonceenrolledaretwoofthemostimportantproblemsfacingAmericanhighereducation.OneofthechallengestomeetthesegoalsisthattheycanconflictwiththeothercentraltenetsofAmericanhighereducation,thatis,marketcompetitionandresistancetogovernmentcontrol.AsIsaidbefore,forexample,institutionalcompetitionforthemostacademicallytalentedstudentsislikelytoencourageincreaseduseoftuitiondiscountingforstudentswhohavenofinancialneed.Andthiscoulddivertresourcesawayfromlow-incomestudentswhoneedfinancialaid.Similarly,institutionsmayseektodistinguishthemselvesintheacademicmarketplacebybecomingmoreselectiveinadmissionsdecisions,thusreducingthenumberoflow-incomestudentsadmitted.However,aprimaryroleofgovernmentistomediatethepotentiallynegativeeffectsofcompetitionbyinsistingthatinstitutionsadheretotheirmissions,andthatinstitutionsprovideneed-basedfinancialassistancetostudents.So,aconstantpreoccupationofAmericanhighereducationisthistensionbetweenthecompetitive,ambitiousnatureofinstitutionsandtheinterestsofgovernmentinpromotingimportantpublicgoals,primaryamongthem,broadaccessandwidespreadsuccessforallstudents.OK,fortoday'slecture,wehavebrieflydiscussedsomeofthemajorchallengesfacingU.S.highereducation,suchastheimpactofthemarketplaceoninstitutionsandthetensionbetweencompetitionandpromotingpublicgoals.2、MINI-LECTURE答案解析1.dominant/prevailing/governing等解析：美國(guó)高等教育所面臨的兩大挑戰(zhàn)之一便是市場(chǎng)的力量。不少人人甚至認(rèn)為市場(chǎng)已替代政府成為主導(dǎo)高等教育的力量。原文線索：Manypeoplebelievethatthemarketplacehasovertakenstategovernmentasthedominantexternalforce...所以我們應(yīng)該填dominant，或者近義詞prevailing、governing等，另外也要注意這些近義詞與force的搭配合適。2.insufficient/notenough/inadequate解析：市場(chǎng)力量逐漸占主導(dǎo)也就意味著政府支持的不足。原文線索：…governmentsupportisnotkeepingpacewitheducationalexpenditures.So,inmanywaysthemarketishavingmorebearingonhighereducationthangovernment.政府的支持的不足，也就將大學(xué)的更多經(jīng)費(fèi)來(lái)源交給了市場(chǎng)去彌補(bǔ)?？梢蕴顚?xiě)insufficient、notenough、inadequate等。regulationandsupervision或supervisionandfunding或regulation,supervision,funding解析：不少美國(guó)高校為了獲得更多的靈活自主權(quán)，便請(qǐng)求政府減少監(jiān)管。甚至以減少政府經(jīng)費(fèi)的投入，來(lái)?yè)Q取更多的自主權(quán)。原文線索：Inordertocreatemoreflexibility,manypubliccollegesanduniversitiesarenowaskingforlessgovernmentregulationandsupervision.Insomeinstances,theyareevenaskingforlessstatemoneyinreturnformoreautonomy.可以填寫(xiě)regulationandsupervision,也可以填寫(xiě)supervisionand壯口4畝8，或者regulation,supervision,funding°m個(gè)要素(規(guī)章、監(jiān)管、資金)，建議至少提到兩個(gè)。moreautonomy或morefreedom解析：美國(guó)高校通過(guò)減少向政府要錢(qián)，來(lái)?yè)Q取更多的自主權(quán)?？梢蕴顚?xiě)：moreautonomy，或morefreedom。原文線索：Andmanyarepressingfornewlegislationtoprovidethisfreedomthrougharangeofinnovations,includingpubliccorporations,chartercolleges,stateenterprisestatusandperformancecontracts.certaindisciplines或certainprograms解析：美國(guó)高校爭(zhēng)取更多自主權(quán)會(huì)帶來(lái)怎么樣的效果呢？這些高校會(huì)優(yōu)先考慮設(shè)置市場(chǎng)前景更好的專業(yè),比如工程、應(yīng)用科學(xué)、農(nóng)業(yè)科學(xué)等；因?yàn)樗麄儽任目茖I(yè)更能帶來(lái)現(xiàn)實(shí)利益。原文線索：Well,theresultisthatactivitiesandresearchincertainfieldsanddisciplines,forexample,engineering,appliednaturalscienceandagriculturalsciencebecomehigherinstitutionalprioritiesbecausetheyhavestrongermarketvaluethanotherprogramssuchashumanitiesdo.strongermarketvalue或moreprofits或morefinancialadvantages等解析：基于第5題的分析,我們知道,設(shè)置那些實(shí)用專業(yè)是基于有利可圖的考量?？梢蕴顚?xiě)strongmarket丫2比?，或moreprofits等。原文線索：…becausetheyhavestrongermarketvaluethanotherprogramssuchashumanitiesdo.可以填寫(xiě)能表達(dá)“更加有利可圖、更具有市場(chǎng)價(jià)值”這類意思的表達(dá)。executiveMBAprograms或executiveMBAcourses解析：具體到操作層面,美國(guó)高校的辦法還真不少,比如搞一些能創(chuàng)收的好項(xiàng)目：高級(jí)工商管理碩士課程、學(xué)位班之類，也就是國(guó)內(nèi)所稱的EMBA。注意，executive不可缺，不然意思差別很大。externalgrants或externalfunding或externalfund解析：“創(chuàng)收”的辦法不止于此,還可以增加一些能夠帶來(lái)經(jīng)濟(jì)效益的部門(mén),來(lái)將科研成果或技術(shù)產(chǎn)業(yè)化,也就是國(guó)內(nèi)的“技術(shù)轉(zhuǎn)移”,這樣做當(dāng)然是為了獲得更多外部收入。原文線索：Letmetellyou,institutionswouldaddnewunitsthatfocusongeneratingexternalgrantsandbringingnewtechnologytomarket.conferencecenters解析：技術(shù)轉(zhuǎn)移算是有技術(shù)含量,還有一些技術(shù)含量不高的,比如直接搞地產(chǎn),蓋會(huì)議中心等，其實(shí)就等于搞起了酒店和餐飲業(yè)。原文線索：Theywouldbuildconferencecentersandcreateforprofitsubsidiaries.marketableknowledge解析：美國(guó)高校的上述做法意味著什么呢？意味著他們也會(huì)將突出科研的功利導(dǎo)向和市場(chǎng)導(dǎo)向，或者提高學(xué)費(fèi)來(lái)增收。原文線索：Well,theimplicationsarethatacademicresearchisincreasinglyfocusedonmarketableknowledge.admissionsdecisions解析：美國(guó)高等教育所面臨的第二個(gè)挑戰(zhàn)是在錄取時(shí)如何保持競(jìng)爭(zhēng)和公平之間的平衡,原文線索：…thesecondchallengefacingU.S.highereducation,thatisthetensionbetweencompetitionandequalityinadmissionsdecisions.本質(zhì)上也就是公平、均等問(wèn)題。expandingadmission或accessibletoeveryone或expansionofenrollment解析：講座簡(jiǎn)要回顧了二戰(zhàn)之后美國(guó)高等教育的大眾化(massification)歷程，并認(rèn)為大眾化是促進(jìn)教育機(jī)會(huì)均等的重要途徑。大眾化,顧名思義就是擴(kuò)招、降低入學(xué)門(mén)檻。原文線索：SinceWorldWarTwo,U.S.highereducationhasbeenengagedinaprocessofmassification,thatisexpandingtoservestudentsfromallwalksoflife.mobility或upwardmobility或possibilityofupgrading解析：談及上述“公平挑戰(zhàn)”的原因，也就是那些妨礙高校教育大眾化的因素：少數(shù)族裔的低流動(dòng)性(社會(huì)階層固化等)，還有低收入人群可能無(wú)法順利完成學(xué)業(yè)。原文線索：one,highereducationdidnotadmitsignificantnumbersofracialandethnicminoritiesuntilafterthecivilrightsofthe1960sforcedchange.Second,despitesignificantexpendituresonfinancialaid,minorityandlow-incomeindividualsarestilllesslikelytoattendcollegethanwhitesorstudentsfrommiddle-andupper-incomepletetheirstudies或completethedegree等解析：見(jiàn)13題分析。另有原文線索：Althoughaccessgapshavenowadaysnarrowedsomewhat,largegapsremainbetweencompletionmotepublicgoals解析：市場(chǎng)的競(jìng)爭(zhēng)本質(zhì)和高等教育的公益性，如何平衡？政府應(yīng)該扮演怎樣的角色？作者認(rèn)為，政府應(yīng)該調(diào)保證教育的公益性或公共目標(biāo)。原文線索：So,aconstantpreoccupationofAmericanhighereducationisthistensionbetweenthecompetitive,ambitiousnatureofinstitutionsandtheinterestsofgovernmentinpromotingimportantpublicgoals,primaryamongthem,broadaccessandwidespreadsuccessforallstudents.3、Interview錄音原文SectionBInterviewInthissection,youwillhearoneinterview,theinterviewwillbedividedintotwopartsattheendofeachpart.Fivequestionswillbeaskedaboutwhatwassaid.Boththeinterviewandthequestionswillbespokenonceonlyaftereachquestion.Therewillbea10secondpause.Duringthepause,youshouldreadthefourchoicesofA,B,CandD.andmarkthebestanswertoeachquestiononanswersheettwo.Youhave30secondstopreviewthechoices.1)PartOneNow,listentopartoneoftheinterviewquestions,onetofivearebasedonpartoneoftheinterview.Host(H):MaureenMcLane(M)isapoetandcritic.AfterherundergraduatestudiesinAmericanhistoryandliterature,shestudiedEnglishliteratureonascholarshipbeforeearningherPh.D.attheUniversityofChicago.InadditiontoacademicpublicationsonBritishRomanticism,MaureenMcLeanhaswrittenanumberofmemoirandcriticism.Oneofthem,MyPoets,becameafinalistforthe2012NationalBookCriticsCircleAwardinautobiographyandhermostrecentcollectionofpoetry,ThisBlue,wasafinalistforthe2014NationalBookAward.TodaywehaveMaureenMcLain,nowprofessorofEnglishatNewYorkUniversity,withusontheradioshow.Goodevening,Maureen.M:Goodevening.H:Now,canyoutelluswhenyoufirstbegantoreadpoetry?M:Iwouldprobablysayinmyhighschooldays,ofcourse,therehadbeensomeotherthingsintheenvironmentinmychildhoodbeforehighschool,likenurseryrhymes,hymns,mymother'splayingpianoandguitar,poemsmyfathermightcomeoutwith—butintermsofreadingpoetry,itreallycameaboutthroughhighschool,literatureclassesingeneralwereverystimulatingtome.H:YoubeginonesectionofMyPoetsbytalkingaboutthelecturecourseyoutookinyourfreshmanyearwithHelenVendlerandthepoetrysectionyouhadwithWilliamCorbitt.Werethereotherteacherswhowereimportanttoyou?M:Well,therewereseveralpeopleimportanttomewhoweren'tpoetrypeopleatall.Theywerehistoriansorprofessorsofmusic.H:Oh,that'sinteresting.M:Ihadawonderfultutor,nowaprofessorofEnglishattheUniversityofChicago,JaniceKnight.JanicewasandisascholarofcolonialAmerica.ButshealsoknewalotaboutacertainlineinAmericanpoetry.SheintroducedmetoSusanHowe'swork?Imean,thosepeoplebecameimportanttomeinvariousways.Ialmostfeelasifintheend,thepoetsthemselvesarethemostimportantteachers.Idothinkthatifyoubendtowardsbecomingawriter,attheendoftheday,it'swritingthatteachesyouImean,otherwriters’works.H:YouwereanundergraduateatHarvardandthenyoureturnedtoteachthere.Whatwasthatlike?M:WhenIreturned,Iwasataverydifferentphaseoflife.BeingbackasaprofessoratCambridge,whereHarvardUniversityis,wasverydifferent.ItwasmuchmorecommercializedandcleanedupthanwhenIwasanundergrad.IlikedbeingnearFreshPondandgoingtoWalden.IfeltlikeIwasgettingtoknowNewEnglandalittlebitbetterinawaythatwasverydifferentfromwhenIwas18.IlikedthatandIwasmoreawareoftheenvironment.H:YouwriteinMyPoetsaboutthepoweroflisteningto"poetryfansreadthosepoemsorworkstheyarecommittedto".Isthisanimportantteachingtoolforyou?M:Idefinitelybringrecordingstoclass.Recordingsofferagreatwaytorefocusone'sattentiononthepoem.Ifeellikeit'sdefinitelyazoneforencounter,azonethat'sreallypowerful.Ialsothinkthereisaninnerearwhichismuchmorerelevanttomysenseofpoetrythanactualvocalization.Somepeopleareveryattunedtothisear.Forexample,theycomposeintheirminds,mayberecitingaloudandonlyattheenddotheywritethingsdown.So,Idothinkthere'saninnerearthatisactivatedwhenonewrites,oratleastforme.Andthatisasloudasaudibleasourconversationrightnow.2)ParttwoNow,listentoPartTwooftheintervie.Questions6to10arebasedonparttwooftheinterviewH:InMyPoets,youwriteaboutattendingreadingsandsocializingwithwritersandtheenergyortensionofthoseface-to-faceencounters.Butininterviews,you'vealsosaidthatyouthinkthatit'satremendousgifttobelonelyinpoetry.Couldyoutalkaboutthat?M:Ireallythinkthiscomesdowntoone'stemperament.Otherwritersaremuchmorereadilysociablecreatures.Theyfeelthere'sakindofcontinuitybetweentheirwritinglifeandtheirsociallife.Ineverexperiencedthingsthatwayatall.H:Couldyoutelluswhy?M:Forme,poetrywasnotazoneaboutprofessionalizationornetworking.Therearemany,manydifferentkindsofwriterlyengagement,butIfeelthatpeopleshouldbegivenpermissionnottoengage.There'ssomuchpressuretofindacommunityandonewantsacommunity.Butcommunitymaynotcomefromthepeopleorganizingthepoetryreading.Itmightbefoundamongthefolkmusiciansplayingdownthereinthestreet.Acommunityforpoetsisnotnecessarilyotherlivingpoets.H:Anotherquestion.Howdoyouarrangethepoetryinyourbooks?Inoticethatthey'realldividedintosectionsandallendwiththeconcludingpart.M:Mylasttwobooks,forinstance,ThisBluehaveessentialsectionsthatspeaktoacomplexsetofassociationswithparticularplaces.It'salsothecasethatsomeofthepoemsaresostronglyvoicedthatifIweretobeginwiththem,peoplemightthinktheentirebookisinthatonemode.AndIwantedtoavoidthat.AndIoftenwritesequences,soIalmostthinkofthesectionsmoremusically.H:Mmhmm.M:AndI'minterestedinusheringpeoplethroughaseriesofmentalandtonallandscapesofsoundandthoughtworlds.Forgoodorill,mybookshavenottendedtobethatnarrative.H:Isthisthereasonthateachsectionhasaconcludingpart?M:Ithinkaconcludingstanzamarksakindofsendingforthofthebooktotheworld.Italsoallowsyoutobackawayfromsomethingtomodulateoutofcertainkindsofintensitiesandtogesturemaybetosomethinginthefuture.Itcaneitherrestateanoteoritcanrefertosomethingmorebroadly.H:Doyouhaveaparticularapproachtoreadingyourownpoetryaloud?M:Well,youcangetlockedintoyourownsenseofthings,andyourwaymaynotbethebestwaytoreadthatpoem.Youcangetalittlemuscularcontractiononyourface.Onedoesn'twanttohavefacialtics.Onedoesn'twantthingstoberoutinized.AndIthinkaboutthat.Sometimespeoplearesurprisedbymyreading.Irememberapoetsaidtome,Oh,yourpoemsarealotfunnierthanIthoughttheywere.Hewasbeingverynice,butIdidn'tknowhowtotakethat.H:Ok,Maureen,thankyousomuchforbeingwithustoday.M:Pleasure.ThisistheendofSectionB,Interview.ThisistheendofPartOne,ListeningComprehension.4、Interview答案詳解A.Apublisher.Abroadcaster.Ananchorwoman.Anacademic.提問(wèn)：WhatisMaureenMcLean,accordingtotheinterviewer?答案：D原文線索：主持人在開(kāi)頭部分介紹了Maureen的職業(yè)背景和詩(shī)作獲獎(jiǎng)情況。Maureen的職業(yè)不是詩(shī)人，而是學(xué)者，“TodaywehaveMaureenMcLain,nowprofessorofEnglishatNewYorkUniversity,withusontheradioshow”。A.Duringherchildhood.Duringelementaryschool.Duringhighschool.Duringnursery.提問(wèn)：WhendidMaureenfirstbegintoreadpoetry?答案：C原文線索：Iwouldprobablysayinmyhighschooldays,ofcourse,therehadbeensomeotherthingsintheenvironmentinmychildhoodbeforehighschool.A.Historians.B.Writersandpoets.C.Professorofmusic.D.ProfessorofEnglish.提問(wèn)：WhowerethemostimportantteacherstoMaureen?答案：B原文線索：聽(tīng)到這里時(shí)，先別急著下判斷：Well,therewereseveralpeopleimportanttomewhoweren'tpoetrypeopleatall.Theywerehistoriansorprofessorsofmusic.再細(xì)聽(tīng)：Imean,thosepeoplebecameimportanttomeinvariousways.Ialmostfeelasifintheend,thepoetsthemselvesarethemostimportantteachers.Idothinkthatifyoubendtowardsbecomingawriter,attheendoftheday,it'swritingthatteachesyouImean,otherwriters’works.4.A.Theenvironment.B.Academicwork.C.Commercialization.D.Localhistory.提問(wèn)：WhichofthefollowingdidMaureenfeelmorestronglyaboutwhens