专八听力原文

听力原文2006

Part 1, Listening Comprehension

SECTION A MINI-LECTURE

Good morning! In today's lecture we shall discuss what meaning is in literary, works. When we read novels, poems, etc. , we invariably ask ourselves a question—that is, what does the writer mean here? In other words, we are interested in finding out the meaning. But meaning is a difficult issue in literature. How do we know what a work of literature is supposed to mean or what its real meaning is? I'd like to discuss three ways to explain what meaning is.

No. 1, meaning is what is intended by the author. ( Q1)

No. 2, meaning is created by and contained in the text itself.

And No. 3 , meaning is created by the reader.

Now, let's take a look at the first approach—that is, meaning is what is intended by the author. Does a work of literature mean what the author intended to mean? And if so, how can we tell? If all the evidence we have is the text itself and nothing else, we can only guess what ideas the author had according to our understanding of literature and world. In order to have a better idea of what one par¬ticular author means in one of his works; I suggest that you do the following:

First, go to the library and read other works by the same author. ( Q2)

Second get to know something about what sort of meanings seem to be common in literary works in that particular tradition and .at that time. In other words, we need to find out what the literary trends were in those days. ( Q3)

And last, get to know what were the cultural values and symbols of the time. I guess you can understand the author's meaning much more clearly after you do the related background research.

Now, let's move on to the second approach to meaning—that is, meaning is created by and con¬tained in the text itself. Does the meaning exist in the text? Some scholars argue that the formal prop¬erties of the text like grammar, diction, uses of image and so on and so forth, contain and produce the meaning, ( Q4) so that any educated or competent reader will inevitably come to more or less the same interpretation as any other. As. far as I am concerned, the meaning is not only to be found in the literary traditions and grammatical conventions of meaning but also in the cultural codes which have been handed down from generation to generation. ( Q5) So when we and other readers, inclu¬ding the author as well, are said to come up with similar interpretations. That kind of agreement could be created by common traditions and conventions of usage, practice and interpretation. In other words, we have some kind of shared bases for the same interpretation, but that does not mean that readers agree on the meaning all the time. In different time periods, with different cultural perspec¬tives, including class, belief and world view, readers, I mean competent readers, can arrive at dif¬ferent interpretations of tdxts: ( Q6) So meaning in the text is determined by how readers see it. It is not contained in the text in a fixed way.

Now, the third approach to meaning—that is, meaning is created by the reader. ( Q7) Does the meaning then exist in the reader's response? In a sense, this is inescapable. Meaning exists only in so far as it means to someone , and literary works are written in order to evoke sets of responses in the reader. This leads us to consider three essential issues.

The first is—meaning is social—( Q8) that is, language and conventions work only a shared meaning and our way of viewing the world can exist only a shared or sharable. Similarly, when we read a text, we are participating in social or cultural meaning, so a response to a piece of literary work is not merely an individual thing but is part of culture and history.

Second, meaning is contextual. If you change the context, you often change the meaning.

And last, meaning requires reader competency. ( Q9) Texts constructed as literature have their own ways of expressions or sometimes we say styles. And the more we know of them, the more we can understand the text. Consequently, there is in regard to the question of meaning; the matter of reader competency as it is called the experience and knowledge of comprehending literary texts. Your professors might insist that you practice and improve competency in reading and they might also insist that you interpret meaning in the context of the whole work. But you may have to learn other compe¬tencies too. For instance, in reading Mulk Raj Anand's The Untouchables' you might have to learn what the social structure of India was like at that time, what traditions of writing were in practice in India in the early 1930s, what political, cultural and personal influences Mulk Raj Anand came un¬der when constructing the imaginative world of the short novel. ( Q10) Ok , you may see that this i¬dea that meaning requires competency in reading in fact brings us back to the historically situated un¬derstandings of an author and his works as we mentioned earlier in this lecture, to different conven¬tions and ways of reading and writing and to the point that meaning requires a negotiation between cultural meanings across time, culture, class, etc. As readers, you have in fact acquired a good deal of competency already but you should acquire more. The essential point of this lecture is that mean¬ing in literature is a phenomenon that is not easily located, that meaning is historical, social and de¬rived from the traditions of reading and thinking and understanding of the world that you are educated about. Thank you for your attention!

SECTION B INTERVIEW

Interviewer: Well, I see from your resume , Miss Green, that you studied at the university college. How did you find there?

Miss Green: I had a great time. The teaching there was good and I made a lot of friends. The psy¬chology department was a great place to be. ( Q1)

Interviewer: How come you chose psychology?

Miss Green: Well, at first I didn't have any clear idea of what I wanted to do after university. I guess I've just always been interested in people and the way they act. I wanted to know why people think and act the way they do. It's a fascinating area.

Interviewer: And what was the course like? .

Miss Green: Good. The teachers were all really nice and they had the special approach to teaching. You know they didn't just give us lectures and tell us to read books like they might do in some more traditional places. The whole course was based on the problem-solving ap¬proach. You know they described a pai-ticular situation to us and we discuss what might happen. And after that we do some reading and see if it confirmed our own ideas. That's what I liked best—the really practical orientation of the course. I learnt very well with that style. So for me, it was just great. ( Q1)

Interviewer: I see from your resume that you graduated about four years ago and after that... let me see...

Miss Green:I got a job with the Department of Employment. It was only a temporary thing for about five months. I was a researcher in the department. We design a survey, go out to the factories, and ask all the questions to the workers and the management , then go back to the office, analyze all the data and produce a report. ( Q2) It was quite interesting and I guessed the psychology course at college helped me a lot.

Interviewer:And after that you worked for three years in an Advertising Agency. That must be a bit of change from the Department of Employment, wasn't it?

Miss Green: Well, not really. I supposed the office furnishings were a bit more sophisticated, but the work was quite, similar. I was basically still doing the same thing—designing ques¬tionnaires, going out, asking questions and writing reports. The only difference was that this time I wasn't asking people about their work. I was asking them what kind of sham¬poo they bought and if they preferred brand X to brand Y. ( Q3) Then I make up a re¬port and the agency would use the information in the advertising campaigns. I enjoyed my work a lot.

Interviewer: So why did you decide to leave?

Miss Green :.Three years is a long time to be asking people those sorts of questions about shampoo and drinks. No. Seriously , after two years I was in charge of the research department of the agency and .I had one assistant researcher. I guess after two years of doing that, I sup¬pose I felt, you know, I can do this well. And now I want to do something else that's a little different. And there was nowhere for me to go inside the company. It just wasn't challenging for me any more and because I needed a challenge, I decided to move on. ( Q4) When I heard about the position of senior researcher here, I thought that's exactly what I want—the chance to combine my management skills and my research interests working in a much larger department with more varied work.

Interviewer: And you felt that the job description and our advertisement would offer you the kind of challenge you're looking for?

Miss Green:Exactly. Yes. As I said, management in a larger organization and research combined. Also to be honest with you, I heard about the job before it was advertised. A friend of mine, who works here, Mark Austen, told me a few weeks ago that you were looking for someone to take over the job. He described the position to me in quite a bit of detail. And I thought, "Well, , that's exactly what I'm looking for. " So really I'd written my let¬ter of application before the job was even advertised.

Interviewer: I should tell you that with the present cutbacks, we've only got one full-time administer assistant in the section. How would you feel about doing your own word processing, photo copying, that sort of thing?

Miss Green: Oh, I'm used to that. I've done all my own word processing for ages. It's the only way to write really , isn't it? I can type well about 60 words a minute. I did a secretarial course after I left school, so I learnt typing in short hand. Then a few years later, I bought a PC and I learnt how to do word processing, too. ( Q5 )

Interviewer: Well , that's handy. Now in the position you've applied for , you'd have five to six assis¬tant researchers responsible to you. That's considerably more responsibility than you've had before. So you're obviously ambitious. And as you said, you like challenge. I was wondering what you see yourself doing in, say, five or ten years on the track.

Miss Green:Oh, that is a difficult question. Let me try to answer your question in this way. I'm-par¬ticularly interested in experimental design and also in teaching. I'd like to continue the organization and planning site of research, but do some teaching, too. I know that you have lecturers here who do just that sort of thing—some practical worker and some un¬dergraduate and postgraduate teaching. So that's what I really be aiming for—to be a lec¬turer here as well. ( Q5 )

Interviewer: Well, that is certainly a career path that we'd encourage you to follow. But of course it might be necessary to upgrade your present qualifications first. I see from your resume that you've enrolled in an M. A. in experimental psychology. Could you tell me a bit about the courses you're planning to fake?

SECTION C NEWS BROADCAST

News Item 1 (for questions 6 and 7)

A man stole a small aircraft at gunpoint Sunday and flew it over downtown Frankfurt, circling skyscrapets and threatening tp crash into the European Central Bank. He landed safely after about

two hours and was arrested.

,

The man told a television station he wanted to call attention to Judith Resnik, a U. S. astronaut

killed in the 1986 post-launch explosion of the space shuttle Challenger. ( Q6) Military jets chased the stolen , two-seat motorized glider as the man began circling slowly above Frankfurt's banking dis¬trict. Thousands of people were evacuated from the main railway station, two opera houses and sever¬al skyscrapers. Police identified the man as a 31-year-old German student from Darmstadt, a city about 25 miles south of Frankfurt. In radio contact with air traffic controllers , the man threatened to crash into the. European Central Bank headquarters unless he was allowed the TV interview as well as a call to Baltimore. ( Q7 ) He later said he wanted to commit suicide by plunging the plane into the Maine River. It was unclear if the man was forced to land or talked down. Air traffic controllers and a police psychologist had been in contact with him.

News Item 2 (for question 8)

Shanghai plans to build a vast underground network of malls , restaurants and parking lots to make up for a lack of space above ground according to a recent government report. ( Q8 )

The development will cover 600,000 square meters , the equivalent of 120 soccer fields, spread across four underground floors, the city government reported on its website. The city is accepting bids from builders. Shanghai has about 20 million people , plus factories , office towers and high-rise apartments , crowded into a small triangular territory near the mouth of the Yangtze River. The plans called for the project due to be finished by 2006 to expand existing facilities scattered along Shanghai subway system. The project will need advanced technology to supply fresh air and ensure safety.

But the biggest concern is the stability off` the soil under the city. Shanghai is sinking by 1. 5 centimeters a year. Lands subsidence has been aggravated by over-pumping of underground water and the construction of thousands of high-rise buildings. Shanghai's foundations are built on soft soil. So building multi-storey spaces underground would be like digging holes in the piece of bean curd, the government report says. The difficulties are easy to see.

News Item 3 (for questions 9 and 10)

A credit card that only works when it hears its owner's voice has been developed by US scien¬tists. Researchers hope that the device, which comes with a built-in voice recognition chip and mi¬crophone will be a weapon in the battle against credit card fraud. ( Q9) Even if thieves know a card's password and personal identification number, they will still have to copy the owner's voice accurate¬ly. The trial card was created by scientists at B Card in California, US. The first version is 3 times as thick as a normal credit card, but researchers believe smaller chips will allow the card to slim down to a more conventional size. The card is apparently the first to put a voice recognition chip, 'a micro¬phone speaker and battery into a credit card. ( Q10) To use the card, the owner first presses a but¬ton and hears the prompt: say your password. If the password is correct and spoken by the right per¬son, the card emits an identification signal which is processed by a computer connected to the Inter¬net. Researchers hope to get the card to handle ten transactions per day for two years before its non- replaceable battery runs out.

作文

Ambition

Ambition is the decision one makes and the resolution with which he carries out that decision. It provides us with the required driving force to accomplish any undertakings in our life. Just as Joseph Epstein , a famous American writer put it , " And as we decide and choose , so are our lives formed. " Indeed, once we make up our minds to choose to do something, then our life becomes mean¬ingful and specifically orientated. This notion of life , as far as I observe , is closest to truth and does apply to ahnost all aspects of life.

First things first, ambition renders us a sense of mission. No matter what decision you make you have to be responsible for your choice. Your choice procures you a sense of orientation, or more specially a sense of mission. And only a strong mission may enable one to accomplish greatness. Caesar of the ancient Roman Empire was urged by his ambition "I came, I saw, I conquered" , and he became an unrivaled empire builder in the history of Rome. John Milton , stimulated always by his ambition that aimed at writing some "mighty lines" which England would unwillingly forget, had in due time secured his position as the second Shakespeare in the history of English literature.

In the second place, ambition can bring one's potentials to the full. Ambition may well serve as a catalyst activating one's dormant potentials. Without ambition one's potentials will remain slumbering like a dormant volcano. A case in point is Ms Zhang Haidi, a Chinese Helen Keller. It is her ambi¬tion to be a useful person that has turned the almost paralyzed Zhang Haidi into a well-accomplished figure whose achievements would dwarf, those of some normal people aiming at the sun, though at worst, they may probably land on the moon.

Influential as it is upon us, however, ambition must be channeled in the right direction. If wrongly directed, one's ambition may bring havoc on him and others. Hitler, whose ambition was to conquer Europe by whatever evil means, finally, turned him into a demon. It was this demon that al¬most cast Europe into an unfathomable abyss ,of anguish and suffering. Another case is Macbeth whose ambition was to become the king of Scotland. However, his ambition was materialized by the murder of King Duncan. Consequently, unbearable guilt and psychological agony drove him to his tragic doom.

To sum up, ambition can benefit us tremendously if it is wisely and correctly channeled, other¬wise it may ruin others and ourselves. A poet says: life can be bad; life can be, good; life can be dirty; life can be sad; life can even be painful. In my mind's eye, a person can make his life beauti¬ful, meaningful and rewarding and stand out as a respectable personage if he is motivated by, a well- orientated ambition.

当我被上帝造出来时，上帝问我想在人间当一个怎样的人，我不假思索的说，我要做一个伟大的世人皆知的人。于是，我降临在了人间。

我出生在一个官僚知识分子之家，父亲在朝中做官，精读诗书，母亲知书答礼，温柔体贴，父母给我去了一个好听的名字：李清照。

小时侯，受父母影响的我饱读诗书，聪明伶俐，在朝中享有“神童”的称号。小时候的我天真活泼，才思敏捷，小河畔，花丛边撒满了我的诗我的笑，无可置疑，小时侯的我快乐无虑。

“兴尽晚回舟，误入藕花深处。争渡，争渡，惊起一滩鸥鹭。”青春的我如同一只小鸟，自由自在，没有约束，少女纯净的心灵常在朝阳小，流水也被自然洗礼，纤细的手指拈一束花，轻抛入水，随波荡漾，发髻上沾着晶莹的露水，双脚任水流轻抚。身影轻飘而过，留下一阵清风。

可是晚年的我却生活在一片黑暗之中，家庭的衰败，社会的改变，消磨着我那柔弱的心。我几乎对生活绝望，每天在痛苦中消磨时光，一切都好象是灰暗的。“寻寻觅觅冷冷清清凄凄惨惨戚戚”这千古叠词句就是我当时心情的写照。

最后，香消玉殒，我在痛苦和哀怨中凄凉的死去。

在天堂里，我又见到了上帝。上帝问我过的怎么样，我摇摇头又点点头，我的一生有欢乐也有坎坷，有笑声也有泪水，有鼎盛也有衰落。我始终无法客观的评价我的一生。我原以为做一个着名的人，一生应该是被欢乐荣誉所包围，可我发现我错了。于是在下一轮回中，我选择做一个平凡的人。

我来到人间，我是一个平凡的人，我既不着名也不出众，但我拥有一切的幸福：我有温馨的家，我有可亲可爱的同学和老师，我每天平凡而快乐的活着，这就够了。

天儿蓝蓝风儿轻轻，暖和的春风带着春的气息吹进明亮的教室，我坐在教室的窗前，望着我拥有的一切，我甜甜的笑了。我拿起手中的笔，不禁想起曾经作诗的李清照，我虽然没有横溢的才华，但我还是拿起手中的笔，用最朴实的语言，写下了一时的感受：

人生并不总是完美的，每个人都会有不如意的地方。这就需要我们静下心来阅读自己的人生，体会其中无尽的快乐和与众不同。

“富不读书富不久，穷不读书终究穷。”为什么从古到今都那么看重有学识之人？那是因为有学识之人可以为社会做出更大的贡献。那时因为读书能给人带来快乐。

自从看了《丑小鸭》这篇童话之后，我变了，变得开朗起来，变得乐意同别人交往，变得自信了……因为我知道：即使现在我是只“丑小鸭”，但只要有自信，总有一天我会变成“白天鹅”的，而且会是一只世界上最美丽的“白天鹅”……

我读完了这篇美丽的童话故事，深深被丑小鸭的自信和乐观所折服，并把故事讲给了外婆听，外婆也对童话带给我们的深刻道理而惊讶不已。还吵着闹着多看几本名着。于是我给外婆又买了几本名着故事，她起先自己读，读到不认识的字我就告诉她，如果这一面生字较多，我就读给她听整个一面。渐渐的，自己的语文阅读能力也提高了不少，与此同时我也发现一个人读书的乐趣远不及两个人读的乐趣大，而两个人读书的乐趣远不及全家一起读的乐趣大。于是，我便发展“业务”带动全家一起读书……现在，每每遇到好书大家也不分男女老少都一拥而上，争先恐后“抢书”，当我说起我最小应该让我的时候，却没有人搭理我。最后还把书给撕坏了，我生气地哭了，妈妈一边安慰我一边对外婆说：“孩子小，应该让着点。”外婆却不服气的说：“我这一把年纪的了，怎么没人让我呀？”大家人你一言我一语，谁也不肯相让……读书让我明白了善恶美丑、悲欢离合，读一本好书，犹如同智者谈心、谈理想，教你辨别善恶，教你弘扬正义。读一本好书，如品一杯香茶，余香缭绕。读一本好书，能使人心灵得到净化。书是我的老师，把知识传递给了我；书是我的伙伴，跟我诉说心里话；书是一把钥匙，给我敞开了知识的大门；书更是一艘不会沉的船，引领我航行在人生的长河中。其实读书的真真乐趣也就在于此处，不是一个人闷头苦读书；也不是读到好处不与他人分享，独自品位；更不是一个人如痴如醉地沉浸在书的海洋中不能自拔。而是懂得与朋友，家人一起分享其中的乐趣。这才是读书真正之乐趣呢！这所有的一切，不正是我从书中受到的教益吗？

我阅读，故我美丽；我思考，故我存在。我从内心深处真切地感到：我从读书中受到了教益。当看见有些同学宁可买玩具亦不肯买书时，我便想到培根所说的话：“世界上最庸俗的人是不读书的人，最吝啬的人是不买书的人，最可怜的人是与书无缘的人。”许许多多的作家、伟人都十分喜欢看书，例如毛泽东主席，他半边床上都是书，一读起书来便进入忘我的境界。

书是我生活中的好朋友，是我人生道路上的航标，读书，读好书，是我无怨无悔的追求。

下午13：00—17：00

度。全体员工都必须自觉遵守工作时间，实行不定时工作制的员工不必打卡。

3.1.2.2打卡次数：一日两次，即早上上班打卡一次，下午下班打卡一次。

3.1.2.3打卡时间：打卡时间为上班到岗时间和下班离岗时间；

3.1.2.4因公外出不能打卡：因公外出不能打卡应填写《外勤登记表》,注明外出日期、事由、外勤起止时间。因公外出需事先申请，如因特殊情况不能事先申请，应在事毕到岗当日完成申请、审批手续，否则按旷工处理。因停电、卡钟（工卡）故障未打卡的员工，上班前、下班后要及时到部门考勤员处填写《未打卡补签申请表》，由直接主管签字证明当日的出勤状况，报部门经理、人力资源部批准后，月底由部门考勤员据此上报考勤。上述情况考勤由各部门或分公司和项目文员协助人力资源部进行管理。

3.1.2.5手工考勤制度

3.1.2.6手工考勤制申请：由于工作性质，员工无法正常打卡（如外围人员、出差），可由各部门提出人员名单，经主管副总批准后，报人力资源部审批备案。

3.1.2.7参与手工考勤的员工，需由其主管部门的部门考勤员(文员)或部门指定人员进行考勤管理，并于每月26日前向人力资源部递交考勤报表。

3.1.2.8参与手工考勤的员工如有请假情况发生，应遵守相关请、休假制度，如实填报相关表单。

3.1.2.9 外派员工在外派工作期间的考勤,需在外派公司打卡记录;如遇中途出差,持出差证明,出差期间的考勤在出差地所在公司打卡记录;

3.2加班管理

3.2.1定义

加班是指员工在节假日或公司规定的休息日仍照常工作的情况。

A．现场管理人员和劳务人员的加班应严格控制，各部门应按月工时标准，合理安排工作班次。部门经理要严格审批员工排班表，保证员工有效工时达到要求。凡是达到月工时标准的，应扣减员工本人的存休或工资；对超出月工时标准的，应说明理由，报主管副总和人力资源部审批。

B．因员工月薪工资中的补贴已包括延时工作补贴，所以延时工作在4小时（不含）以下的，不再另计加班工资。因工作需要，一般员工延时工作4小时至8小时可申报加班半天，超过8小时可申报加班1天。对主管(含)以上管理人员，一般情况下延时工作不计加班，因特殊情况经总经理以上领导批准的延时工作，可按以上标准计加班。

3.2.2.2员工加班应提前申请，事先填写《加班申请表》，因无法确定加班工时的，应在本次加班完成后3个工作日内补填《加班申请表》。《加班申请表》经部门经理同意，主管副总经理审核报总经理批准后有效。《加班申请表》必须事前当月内上报有效，如遇特殊情况，也必须在一周内上报至总经理批准。如未履行上述程序，视为乙方自愿加班。

3.2.2.3员工加班，也应按规定打卡，没有打卡记录的加班，公司不予承认；有打卡记录但无公司总经理批准的加班，公司不予承认加班。

3.2.2.4原则上，参加公司组织的各种培训、集体活动不计加班。

3.2.2.5加班工资的补偿：员工在排班休息日的加班，可以以倒休形式安排补休。原则上，员工加班以倒休形式补休的，公司将根据工作需要统一安排在春节前后补休。加班可按1：1的比例冲抵病、事假。

3.2.3加班的申请、审批、确认流程

3.2.3.1《加班申请表》在各部门文员处领取，加班统计周期为上月26日至本月25日。

3.2.3.2员工加班也要按规定打卡，没有打卡记录的加班，公司不予承认。各部门的考勤员(文员)负责《加班申请表》的保管及加班申报。员工加班应提前申请，事先填写《加班申请表》加班前到部门考勤员(文员)处领取《加班申请表》，《加班申请表》经项目管理中心或部门经理同意，主管副总审核，总经理签字批准后有效。填写并履行完审批手续后交由部门考勤员(文员)保管。

3.2.3.3部门考勤员（文员）负责检查、复核确认考勤记录的真实有效性并在每月27日汇总交人力资源部，逾期未交的加班记录公司不予承认。

已经很久没有写日志了，最近有一种特别强烈的写日志的想法！可是思绪一直都被各种考试，各种复习围攻着，无法脱身。今天，我终于忍不住了！就算文章写的再烂，再不堪入目我也要写点东西。（或者说，阿里手贱，不写点东西就过不好周末。哈哈！）

　　仔细想想，不知道写什么，大概各位看到《有些人》这个题目都不懂什么意思吧！那就对了！（你要是看懂了，我岂不是很没面子，嘻嘻！）

　　不过，说实话吧！我也不知道是什么意思，只是觉得这三个字，我喜欢！率性而为，意识随波逐流。就是我写文章的习惯，改不了，也不会改。这也是为什么咱高中时，作文从未被表扬过的原因！

　　想起了高中就想起了我的兄弟姐妹们，呵呵！还是那句不厌其烦的话“想你们了”。每次夜深人静，或者单独一个人的时候，总是会怀念我的那些小伙伴们。或许他们也有这样的，相同的感受吧！其实，现在想想，有些人，我都想不起什么模样，叫不出名字了。

　　就像，有些人，从我们的生命中匆匆走过，我们却从来不记得，或者，只一眼的邂逅。只是彼此的一个相互回眸。可是，擦肩过后，依旧沿着我们的生活曲线，过着我们自己的生活。这些人，我们的记忆中或许从没对他们留下印象，连过客都称不上，因为，在我们心中，连影子都没留下。

　　有些人，确实我们感受到了他的存在，从我们生命中走过，却从未停留，只是一个过客，记忆那么惨淡。只是模糊的画面。或许只是为我们的风景增添了一丝点缀，一点色彩。他们从我们生命中走过，和我们的生命有一定的交集，和我们结伴了一段路。可是毕竟旅途的方向，让他们离你愈来愈远。开始是相视而行，慢慢的，你只是看到它匆匆的背影，或许，你们在共同的旅途中有过同生死，走过共患难，也有过生死相扶，相濡以沫。可是，最终还是分道扬镳。那种刻骨的铭记，也最终会随着时间的久远，距离的差异被逐渐销蚀。最终，那个匆匆走过你生命的人，也只是脑海中一个模糊的画面。并且，逐渐远去！

　　有些人，有些为数不多的人，走进了我们的生命，从此，与我们结伴同行，一直再也没有分开过。别人是你生命中的过客，但是他们是要陪你一生的人。不管风雨烈日，严寒酷暑。只要你在，他们会在你身边。对！他们是爱你的人，你的兄弟，你的亲人。（这里为什么没有说你的爱人，因为，我觉得，现在这个社会，真爱太少了。）可是，真真正正的这样的人，有几个？真的很少，你的生命中走过一千个人，或许，一个这样的陪你一生的人都没有。这不是耸人听闻，也不是我怀疑你的人缘。可是，你试想一下，或者说，回忆一下。在你失恋时，受委屈时，你最想找谁去倾诉？第一个想到谁？第二个想到谁？第三个，第四个？我坚信，你从不会，或者也想不到第五个人。因为，有的时候，你一个也想不到。仔细想想吧。有没有这种值得让你把心交给他的人。很显然，这是不是能说明点什么？

　　好啦，我不写了，有些烦了，周围环境有些嘈杂，心里不能平静，自己的心里也有些乱，就到这里吧！文章写的确实不咋地，勉强看吧！

本文来源：https://www.2haoxitong.net/k/doc/3c4aa6a52a4ac850ad02de80d4d8d15abe2300c3.html