新题型大学英语四级听力全真模拟试题听力原文_(14)学习啊

学英语简单吗？肯定会有许多学生说：“难死了”。
为什么有好多学生对英语的学习都感到头疼呢？答案只有一个：“不得法。” 英
语与汉语一样 都是一种语言，为什么你说汉语会如此流利？那是因为你置身于
一个汉语环境中，如果你在伦敦呆上半年 ，保准说起英语来会非常流利。但很
多中学生没有很好的英语环境，那么你可以自己设置一个英语环境， 坚持“多说”、
“多听”、“多读”、“多写”，那么你的英语成绩肯定会很出色。
一、多“说”。
自己多创造机会与英语教师多讲英语，见了同学，尤其是和好朋友在一起时 尽
量用英语去问候，谈心情……这时候你需随身携带一个英汉互译小词典，遇到生
词时查一下这 些生词，也不用刻意去记，用的多了，这个单词自然而然就会记
住。千万别把学英语当成负担，始终把它 当成一件有趣的事情去做。
或许你有机会碰上外国人，你应大胆地上去跟他打招呼，和他谈天气、谈 风景、
谈学校……只是别问及他的年纪，婚史等私人问题。尽量用一些你学过的词汇，
句子去和 他谈天说地。不久你会发现与老外聊天要比你与中国人谈英语容易的
多。因为他和你交谈时会用许多简单 词汇，而且不太看重说法，你只要发音准
确，准能顺利地交流下去。只是你必须要有信心，敢于表达自己 的思想。
如果没有合适的伙伴也没关系，你可以拿过一本书或其它什么东西做假想对象，
对 它谈你一天的所见所闻，谈你的快乐，你的悲伤等等，长此坚持下去你的口
语肯定会有较大的提高。
二、多“听”
寻找一切可以听英语的机会。别人用英语交谈时，你应该大胆地去参与，多听
听各种各样人的发音，男女老少，节奏快的慢的你都应该接触到，如果这样的
机会少的话，你可 以选择你不知内容的文章去听，这将会对你帮助很大，而你
去听学过的课文的磁带，那将会对你的语言语 调的学习有很大的帮助。
三、多“读”。
“读”可以分为两种。一种是“默读”。每天 给予一定时间的练习将会对你提高阅读
速度有很大的好处，读的内容可以是你的课本，但最好是一些有趣 的小读物，
因为现在的英语高考越来越重视阅读量和阅读速度。每道题的得分都与你的理
解程度 有很大关系，所以经过高中三年阅读的训练后，你必定会在高考中胜券
在握。 另一种是“朗读”这是学语言必不可少的一种学习途径。
四、多“写”
有的同学总是抱 怨时间紧，根本没时间写作文。其实“写”的形式很多，不一定就
写作文才提高写作能力。比如写下你一 天中发生的一些重要的事情，或当天学
了某一个词组，你可以创设一个语境恰如其份地用上这个词。这样 即可帮你记
住这个词的用法，又可以锻炼你的写作能力，比如学“wish”一词时，可写一小
段如下：
The teacher often asks us what we want to be in the good
friend Tom wishes to be a r,I'm different .I wish I were a
teacher in the my mother wishes me to be a doctor.

< br>只几句话：但wish的几种用法已跃然纸上，这样写下来印象会深刻得多，这样
比死记硬背wi sh的用法也有趣轻松的多。
学习英语不用花大块的时间，10分钟的散步可以练说吃完饭后可以读 一会儿
英语小说，睡前听几分钟英语，可以使你得到更好地休息……只要你每天抽出一
些时间来 练英语，你的英语成绩肯定会很快提高的。
背英语单词技巧
1、循环记忆法
艾宾浩斯遗忘曲线
人的大脑是一个记忆的宝库，人脑经历过的事物，思考过的问题，体验过 的情
感和情绪，练习过的动作，都可以成为人们记忆的内容。例如英文的学习中单
词、短语和句 子，甚至文章的内容都是通过记忆完成的。从记到忆是有个过
程的，这其中包括了识记、保持、再认和回 忆。有很多 人在学习英语的过程中，
只注重了学习当时的记忆效果，孰不知，要想做好学习的记忆工作 ，是要下一
番工夫的，单纯的注重当时的记忆效果，而忽视了后期的保持和再认同样是达
不到良 好的效果的。
在信息的处理上，记忆是对输入信息的编码、贮存和提取的过程，从信息处理
的角度上，英文的第一次学习和背诵只是一个输入编码的过程。人的记忆的能
力从生理上讲是十分惊人的 ，它可以存贮1015比特(byte，字节)的信息，可是
每个人的记忆宝库被挖掘的只占10%，还 有更多的记忆发挥空间。这是因为，
有些人只关注了记忆的当时效果，却忽视了记忆中的更大的问题-- 即记忆的牢固
度问题，那就牵涉到心理学中常说的关于记忆遗忘的规律。
一、艾宾浩斯记忆规律曲线解释
德国有一位著名的心理学家名叫艾宾浩斯(Hermann Ebbinghaus，
1850-1909)，他在1885年发表了他的实验报告后，记忆研究就成 了心理学中被
研究最多的领域之一，而艾宾浩斯正是发现记忆遗忘规律的第一人。
根据我们 所知道的，记忆的保持在时间上是不同的，有短时的记忆和长时的记
忆两种。而我们平时的记忆的过程是 这样的：
输入的信息在经过人的注意过程的学习后，便成为了人的短时的记忆，但是如
果不 经过及时的复习，这些记住过的东西就会遗忘，而经过了及时的复习，这
些短时的记忆就会成为了人的一 种长时的记忆，从而在大脑中保持着很长的时
间。那么，对于我们来讲，怎样才叫做遗忘呢，所谓遗忘就 是我们对于曾经记
忆过的东西不能再认起来，也不能回忆起来，或者是错误的再认和错误的回忆，
这些都是遗忘。艾宾浩斯在做这个实验的时候是拿自己作为测试对象的，他得
出了一些关于记忆的结论 。他选用了一些根本没有意义的音节，也就是那些不
能拼出单词来的众多字母的组合，比如asww，c fhhj，ijikmb，rfyjbc等等。
他经过对自己的测试，得到了一些数据。
然 后，艾宾浩斯又根据了这些点描绘出了一条曲线，这就是非常有名的揭示遗
忘规律的曲线：艾宾浩斯遗忘 曲线，图中竖轴表示学习中记住的知识数量，横
轴表示时间(天数)，曲线表示记忆量变化的规律。
这条曲线告诉人们在学习中的遗忘是有规律的，遗忘的进程不是均衡的，不是
固定的一天丢掉几 个，转天又丢几个的，而是在记忆的最初阶段遗忘的速度很

快，后来就逐渐减慢了，到了 相当长的时候后，几乎就不再遗忘了，这就是遗
忘的发展规律，即先快后慢的原则。观察这条遗忘曲线， 你会发现,学得的知
识在一天后，如不抓紧复习,就只剩下原来的25%)。随着时间的推移,遗忘的速
度减慢，遗忘的数量也就减少。有人做过一个实验，两组学生学习一段课文，
甲组在学习后不久 进行一次复习，乙组不予复习，一天后甲组保持98%，乙组
保持56%；一周后甲组保持83%，乙组 保持33%。乙组的遗忘平均值比甲组高。
二、不同性质材料有不同的遗忘曲线
而且， 艾宾浩斯还在关于记忆的实验中发现，记住12个无意义音节，平均需要
重复16.5次；为了记住36 个无意义章节，需重复54次；而记忆六首诗中的480
个音节，平均只需要重复8次！这个实验告诉我 们，凡是理解了的知识，就能
记得迅速、全面而牢固。不然，愣是死记硬背，那也是费力不讨好的。因此 ，
比较容易记忆的是那些有意义的材料，而那些无意义的材料在记忆的时候比较
费力气，在以后 回忆起来的时候也很不轻松。因此，艾宾浩斯遗忘曲线是关于
遗忘的一种曲线，而且是对无意义的音节而 言，对于与其他材料的对比，艾宾
浩斯又得出了不同性质材料的不同遗忘曲线，不过他们大体上都是一致 的。
因此，艾宾浩斯的实验向我们充分证实了一个道理，学习要勤于复习，而且记
忆的理解 效果越好，遗忘的也越慢。
三、不同的人有不同的艾宾浩斯记忆曲线--个性化的艾宾浩斯 上述的艾宾浩斯记忆曲线是艾宾浩斯在实验室中经过了大量测试后，产生了不
同的记忆数据，从而生 成的一种曲线，是一个具有共性的群体规律。此记忆曲
线并不考虑接受试验个人的个性特点，而是寻求一 种处于平衡点的记忆规律。
但是记忆规律可以具体到我们每个人，因为我们的生理特点、生活经历不 同，
可能导致我们有不同的记忆习惯、记忆方式、记忆特点。规律对于自然人改造
世界的行为， 只能起一个催化的作用，如果与每个人的记忆特点相吻合，那么
就如顺水扬帆，一日千里；如果与个人记 忆特点相悖，记忆效果则会大打折扣。
因此，我们要根据每个人的不同特点，寻找到属于自己的艾宾浩斯 记忆曲线
2》如何学英语
下定决心，坚持不懈
英语学习作为一门语言技能 ，通过大量的训练和练习任何人是可以掌握的。一
般地说，英语学习的原则是听、说领先，读、写跟上。 李扬的疯狂英语提倡，
首先建立起我能学好英语的信心，然后以句子为单位，大量地模仿，疯狂地操练，大声地朗读，最后达到自如地说英语，他的方法对提高说英语的能力很奏
效。钟道隆教授45岁 开始学英语，一年后，学成出国当口语翻译，并创造了逆
苦恼、逆急于求成、逆速成的逆向学习英语的方 法。他还提出学习英语要遵循
听、写、说、背、想的方法，他的方法强调以听为主，并且把所听到的内容 全
部写下来。尤其是他的学习精神最可佳，他学习英语用坏了十几台录音机，你
可想象他听了多 少英语；用完的圆珠笔芯几乎装满了一个一拉罐，你可想象他
写了多少，在一年半内，累计业余学习英语 时间大约三千小时，也就说每天抽
出几个小时来学英语。如果我们做到他那样，一定也能学好英语。最重 要的是
坚持，只要能下定决心，坚持每天至少一个小时的学习英语，战胜自我最后肯
定会有收获 的。

注意方法，循序渐进
决心下定，还注意学习方法，有时根据自己的 情况和不同的学习目的，选择不
同的学习方法，但是学习英语一定要踏踏实实地、一步一个脚印地走。要 把基
础知识掌握好，也就是说，发音要正确、基本词汇要掌握牢、基本句式要熟练、
基本语法要 会用。
（1）要过好语音关。把每一个音标发正确，注意改正有问题的音素，特别是那
些容 易混淆的音素，尽早地掌握国际音标，并尽量的掌握一些读音规则，尽快
地能利用读音规则来拼单词，掌 握读音规则对单词的记忆和拼写非常有用。
（2）掌握一定数量的英语单词。对于学习者来说掌握英 语词汇是一难关，学习
单词要从单词的形、音、义这三方面去掌握，要注意单词的一词多义，一词多类的用法，要学会一些构词法的知识，来扩展词汇量。学习单词要在语言材料
中去学，要结合词组， 通过句子，阅读文章来活记单词，死记的单词是记不牢
的。坚持在读、说前，先反复听，听的时候反应单 词、句子的意思和节奏，想
一下单词的拼法、句子结构。并要同学习语法规则有机结合起来进行。 < br>（3）掌握好基本语法。语法在学习英语中也很重要，它能帮助我们把握住英语
的基本规律，通过 例句或语言现象把死的语法规则要记住，活的规则要通过做
大量的练习掌握。总之学习英语要通过听、说 、读、写、译来进行操练，不但
要注意数量，更重要的是要注意质量，尤其是基本知识要掌握的准确，熟 练。
只有经过大量的实践，才能做到熟能生巧，运用自如。
提前预习，有的放矢
作为学生，在每次上课前，都要对要学的课文提前预习。首先在音标的帮助下
试着拼读单词，也可以借 助配套磁带反复听，对比一下，把握不准的要标出来，
注意上课老师的发音，还要记一下单词的汉语意思 和词性。借助课文的注释或
辅导材料，预习一遍课文，找出不明白的地方，做到心中有数，在教师讲课时
注意听这些地方。总之，预习的目的是熟悉要学的内容，找出不明白的地方，
带着问题听课，做 到有的放矢。
认真听课，积极配合
课堂是老师与学生一起学习、掌握、运用知识的主要 场所。作为起主导作用的
老师一方引导学生搞好课堂教学是很必要的，但也需要学习者的积极配合。上< br>课要专心听讲、作好笔记、认真操练、积极思考。预习时出现的问题在课堂上
教师没有讲到的，要 向老师提出，把问题搞清楚，老师讲授的问题，先注意听，
下课后整理一下笔记，反复思考一下这些问题 ，抓住老师所讲的重点，难点和
考点。总之，上课时要做到耳听、眼观、嘴动、脑想，调动起多个感官来 。
完成作业，找出问题
学完每一课，要认真完成课后作业。做作业时一定不要看参考书 上题的答案，
做完后再对答案，对于作业中所出现的不明白的问题，应该记下来，等下次上
课时 提出来。做作业是英语学习的很重要的环节，它是消化知识和巩固知识的
过程，一定要认真完成规定的作 业，笔头作业要动一动笔，口头作业要动一动
嘴，提高听力要练一练耳，课文在听和读的基础上，最好背 诵某些精彩段落。
总之，要做大量的练习，英语是练出来的， 一定不要偷懒。
及时复习，巩固知识

学会了的东西随着时间的流逝会逐渐遗忘，但学语言有 遗忘现象是正常的。更
不必因为有遗忘现象而影响自己学好英语的信心与决心。问题在于怎样来减轻遗忘的程度。善于类比，总结知识，把新学的知识同过去学的有关的知识进行
横向和纵向比较和联系 。建立错误档案记录，加深印象，以避免再反同样错误。
我们大部分知识和技能是靠重复获得的，及时复 习对于记忆非常必要，学英语
就是要坚持天天不断的练，不断地重复基本句型，常用词汇和基本语法等。 学
习英语的过程也是同遗忘做斗争的过程。
总而言之，只要你能做到下定决心学，注意学习 方法，把课前预习，认真听课，
完成作业，及时复习这些环节作好了，你一定能够学好英语


TEST 13

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. Then mark the corresponding letter
on Answer Sheet 2 with a single line through the center.

1. W: You seem very confident about the job interview, don’t you?
M: Yes, I feel ready for it. I bought a good suit from a clothing store and I had my hair cut.
I had studied almost everything about finance and economics.
Q: Where is the man probably going to work?
2. W: I’m sorry, sir. The train is somewhat behind schedule. Take a seat, and I’ll tell you
as soon as we know something definite.
M: Thank you. I’ll just sit here and read a magazine in the meantime.
Q: What can we conclude about the train from the conversation?
3. M: I drove my motorcycle to work today. It was a great day for a ride.
W: Oh, you mean you did buy that motorcycle after all!
Q: What had the woman assumed?
4. W: Did you go to the football match last Saturday?
M: Oh, yes. It was supposed to start at 2:30, but it was delayed fifteen minutes.
Q: When did the football match start?
5. W: I hear there’s a good Japanese restaurant nearby. Would you like to go there for
lunch?
M: Yes, but it’s my treat this time.
Q: What does the man mean?
6. W: I just heard that Professor Hendrix is retiring at the end of the semester.

M: Too bad. I was hoping to take his chemistry course next semester.
Q: What is learned about Professor Hendrix from this conversation?
7. M: I’d like to return this sweater because it’s too small. I don’t have the receipt with me,
though.
W: You could exchange the sweater for another size. But if you don’t have the receipt, I
won’t be able to give your money back.
Q: What does the woman mean?
8. M: I’m planning to clean up the kitchen this afternoon.
W: Shouldn’t you clean the rest of your apartment while you’re at it?
Q: What does the woman tell the man?


Now you will hear two long conversations.

Conversation One

M: Sally, you wouldn’t believe what I just saw! It was awful!
W: You saw the bus accident? Tell me about it. You know Jimmy was on that bus.
M: I know. I saw him when they carried him into the ambulance. I happened to ride near the
site and heard the bang. It happened so fast! The van came around that corner and crashed
right into the side of the bus.
W: Did the van slow down at all?
M: No. It was as if the driver of the van never even saw the bus. I guess the driver might be drunk.
W: Were there many people on the bus?
M: Yes, it was practically full.
W: Do you think many of them were injured?
M: From what I could see it looked like most of the people had injuries; some even serious, like
the driver of the van. I don’t think he’ll make it. I think Jimmy will be okay though. He waved
his hand at me as they put him in the ambulance.
W: Do you know what hospital they’re taking him to? We should go see him.

Questions 9 to 11 are based on the conversation you have just heard.

9. What are they talking about?
10. Who is seriously injured?
11. What might be to blame for the crash?

Conversation Two

M: Hi, Sarah, what’s up?
W: Oh, hi. I just got out of a history class. I had to give a presentation.
M: How did it go?
W: Terribly. I’m sure I made a fool of myself.

M: Why? Weren’t you prepared?
W: No, it’s not that. I just get so embarrassed and nervous whenever I have to speak in front of a
group of people. I stand up and my face gets red and then I get even more nervous because I
know everyone can see me blushing.
M: It is not so bad to blush.
W: But it happens all the time. If the professor asks a question and I know the answer, I’ll blush
like crazy if he calls on me. Doesn’t that ever happen to you?
M: No, not really. Maybe you should try to forget all about the people. Look at something else in
the room, like the exit sign.
W: I guess I could try that. But I doubt it will help.
M: You know we talked about this in psychology class. Blushing, even though it’s involuntary, is
more or less a learned behavior.
W: What do you mean?
M: Oh, children hardly ever blush at all. And, among adults, supposedly very few don’t blush.
W: I wonder why.
M: I don’t know. But I had a friend in high school, Brian Smith. It was really easy to make him
blush. He turned red whenever a waitress would ask him for his order.
W: I’m not that bad. Well, I’ve got to get going for my next class. I’ll talk to you later.

Questions 12 to 15 are based on the conversation you have just heard.

12. What was the woman’s problem?
13. Why might looking at the exit sign help the woman?
14. What does the man say about children?
15. Why does the man tell the story about Brain Smith?

Section B

Directions: In this section, you will hear 3 short passages. At the end of each passage, you will
hear some questions. Both the passage and the questions will be spoken only once.
After you hear a question, you must choose the best answer from the four choices
marked A), B), C), and D). Then mark the corresponding letter on Answer Sheet 2
with a single line through the center.

Passage One

Robert Edwards was blinded in an automobile accident nine years ago. He was also partially
deaf because of old age. Last week, he was walking near his home when a thunderstorm
approached. He took shelter under a tree and was struck by lightning. He was knocked to the
ground and woke up some 20 minutes later, lying face down in water below a tree. He went into
the house and lay down in bed. A short time later, he awoke; his legs couldn’t move and he was
trembling, but, when he opened his eyes, he could see the clock across the room in front of him.
When his wife entered, he saw her for the first time in nine years. Doctors confirm that he has

regained his sight and hearing apparently from the flash of lightning, but they are unable to
explain the reason. The only possible explanation offered by one doctor was that, since Edwards
lost his sight as a result of a hard blow in a terrible accident, perhaps the only way it could be
restored was by another blow.

Questions 16 to 19 are based on the passage you have just heard.

16. What caused Robert Edwards’s blindness?
17. Which was the first thing that he saw after being struck by lightning?
18. What was Edwards doing when he was struck by lightning?
19. What caused Edwards to regain his sight according to one of the doctors?

Passage Two

I flew to San Francisco to take care of some business with Mr. Jordan. But as soon as I
arrived, I got sick and couldn’t meet with him. I had to call our appointment off. Then, when I felt
better I thought about visiting him at his home, but he lived too far away. I tried to telephone him
during office hours, but he was busy. The receptionist said that Mr. Jordan would call me back, but
he didn’t. I gave up trying to make a new appointment because it would take more time and effort
than I wanted to spend. A few days later, I saw a man on the street who looked like Mr. Jordan,
and I called out to him. It was someone else. When I returned to my hotel that day, I found a
message, which said that Mr. Jordan had gone out of town on some sudden unexpected business. I
was sorry I had missed seeing him, but I really enjoyed my sightseeing in San Francisco.

Questions 20 to 22 are based on the passage you have just heard.

20. Why couldn’t the speaker meet Mr. Jordan when he got to San Francisco?
21. Why did the speaker give up making another appointment?
22. What do we learn from the story?

Passage Three

Early in January 1967, the dead body of a seventy-three- year-old scientist, Dr. James
Hedford, was placed in a special container to be stored until the day when a cure might be found
for the disease which had killed him. Many scientists immediately protested. They said that the
experiment was too foolish and that there was no hope of success. They claimed that no living
organ had ever endured freezing and unfreezing. However, three Japanese scientists had in fact
successfully frozen the brain of a cat for 203 days, unfrozen it and examined it. They discovered
that the electric currents in the brain were similar to those of the cat before it was frozen. And the
brain is considered the most delicate of all organs, unable to live without oxygen.

Questions 23 to 25 are based on the passage you have just heard.

23. What did many scientists say about this experiment?
24. What experiment did three Japanese scientists carry out?
25. Which is considered the most delicate of all organs?

Section C

Directions: In this section, you will hear a passage three times. When the passage is read for the
first time you should listen for its general idea. Then listen to the passage again.
When the passage is read for the second time, you are required to fill in the blanks
numbered from 26 to 33 with the exact words you have just heard. For the blanks
numbered from 34 to 36 you are required to fill in the missing information. For these
blanks, you can either use the exact words you have just heard or write down the main
points in your own words. Finally, when the passage is read for the third time, you
should check what you have written.

Two Indian sailors were recently arrested in Yokohama and charged with possessing hemp
(大麻), (26) contrary to Japanese law. A police (27) witness said that he visited their ship in the
harbor and found five (28) kilograms of what he thought was hemp, as well as smoking pipes.
These things were found in the cabin of the (29) accused men.
In court, the sailors (30) claimed that the material was not hemp but was common Indian
type of tobacco, (31) containing brown sugar and smoked with long pipes. Hemp in (32) solid
form is sticky lump (33) resembling chocolate, and what the Indians had in their cabin looked
very similar.
However, (34) the defense lawyers asked a university professor to test the material, and
he said in court that it definitely was not hemp. (35) The police then called in another
professor and his verdict was the same.
(36) The judge acquitted the two sailors and warned the police to be careful when
making their investigation.



没事就用这些词练练你的嘴皮子~~


●说吧，你是想死呢还是不想活了？
●好久没有人把牛皮吹的这么清新脱俗了！
●你给我滚，马不停蹄的滚……
●人人都说我丑，其实我只是美得不明显。
●无理取闹,必有所图！
______________________________ ___________________
●天被熬亮了。
●不是路不平，而是你不行。

●恶心妈妈抱着恶心哭得很伤心，为什么呢？因为恶心死了……
●要不是打不过你，我早就和你翻脸了。
●我这心碎得，捧出来跟饺子馅似的。
_ ________________________________________________
●没人牵手，我就揣兜。
●我的兴趣爱好可分为静态和动态两种，静态就是睡觉，动态就是翻身…
●唉～这人要一没正形，连头痛都是偏的。
●我这人不太懂音乐，所以时而不靠谱，时而不着调。
●怎么会突然想哭？难道我也有些逆流成河的小忧伤？
_________________ ________________________________
●好漂亮的美女叔叔啊！
●我不跟猪摔跤有两个原因：首先这让我自己变得很脏，其次这让猪很高兴。
●没事偷着乐是不太可能了,偷着胖还是有点儿希望.
●放下屠刀立地成佛的意思是，你放下屠刀的那一刻对方把你砍成两瓣儿了。
●没事可做时，觉得最累。
_____________________________ ____________________
●李碧华说过： 什么叫多余？夏天的棉袄，冬天的蒲扇，还有等我已经心冷后你的殷勤。
●
永远年轻，永远装嫩，永远不知好歹，永远热泪盈眶。
●
我爸面对我发胖一事发表了看法：没有韩红的命，还得了韩红的病。
●
你来我信你不会走，你走我当你没来过。——我们该这样对待缘分与爱。
●
曾以为我是那崖畔的一枝花，后来才知道，不过是人海一粒渣。
________ _________________________________________
●荡气回肠，消化不良。

●女人喜欢长的坏坏的男人,并不是喜欢长坏了的男人..
●麻子不叫麻子，坑人。
●江湖险恶，不行就撤！
●不敲几下，你不可能知道一个人或一个西瓜的好坏。
_________________________________________________
●孤独的人常表现得很坚强；寂寞的人则多半温和。

●大笑是绽放的微笑。
●我的意中人是个绝色大美女，终于有一天她会骑着喷火的恐龙来嫁给我
的，可是我看见了她的坐骑，却没有看见她的主人。
●孤单是一个人的狂欢，狂欢是一群人的孤单。
●虽不安分，也该守己。
_____________________________ ____________________
●人不犯我，我不犯人。人若犯我，我就生气！
●别逼我，否则我伟大起来，一发不可收拾。
●我们是平凡的人，我们也是特别的人，所以我们是特别平凡的人。
●那个人敢说自己纯净？瞧你那眼神就透着浑浊。
●没有什么比弱者对强者的鄙视更无力了。

______________ ___________________________________
●如有雷同，纯属你抄我
●笨鸟先飞，笨猪先肥。
●当你的眼泪忍不住要流出来的时候，睁大眼睛，千万别眨眼，你会看到世
界由清晰到模糊的全过程。
●告诉你别逼我，你要是再逼我，我就装死给你看。
●年轻算什么，谁没年轻过？你老过吗？真是的
___________________ ______________________________
●别用世故的样子来武装自己，它会水土不服。
●解释就是掩饰，掩饰就是编故事。
●所谓门槛，过去了便是门，过不去就成了槛。
●陌生阻止你认识陌生的事物，熟悉妨碍你理解熟悉的事物。
●人生的悲哀就在于，当你想两肋插刀的时候，却只有一把刀。
____________ _____________________________________
● 如果全是老姜，将是一个何等辛辣的社会。
● 狮子不会因为听到狗吠而回头。
● 水越深，水流越平稳。
●在你不当回事的时候，一切就好了起来。
● 无论是国王还是农夫，只要能在自己家里找到安宁，他就是最幸福的人。
____________ _____________________________________
● 一分钱一分货,稀饭吃了不经饿.
● 水壶啊，你为什么哭泣，是因为屁股太烫了吗?
● 如果命运抓住了伱的喉咙，伱就挠命运嘚胳肢窝。
● 拦着成长的不是幼稚，而是自以为成熟。
● 如果命运折断了你的腿，他会教你如何跛行
_________________________________________________ _
● 打死你我也不说
●左脑全是水，右脑全是面粉，不动便罢了，一动全是浆糊
●挣钱就像用针掘地，花钱就像水渗进土里。
●我也有要去的地方，只是我要去的地方，没道路通向那里。
●你浪费的粮食都会堵在你去往天堂的路上。
____________________ ______________________________
●生活是丰富多彩的，但我也有自己的颜色。
●如果有一天我失踪了，只有两种可能：身体在旅行，或者灵魂在旅行。
●讓人格与腦門一同閃亮。
●你的丑和你的脸没有关系。
●我从来没有欺骗过你，因为我从来没有欺骗你的必要。
_______________ ___________________________________

●我可以选择放弃，但我不能放弃选择。
●天没降大任于我，照样苦我心志，劳我筋骨。
●也许似乎大概是，然而未必不见得。

●再过一百年，就长成了参天大葱。
●幸福就是当你照镜子的时候，喜欢你看到的那个人。