adj. 有效的,有影响的
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[11:57.87]Section B
[12:00.06]Directions: In this section, you will hear 3 short passages.
[12:05.09]At the end of each passage, you will hear some questions.
[12:08.70]Both the passage and the questions will be spoken only once.
[12:12.86]After you hear a question,
[12:14.72]you must choose the best answer from the four choices
[12:18.55]marked A), B), C) and D). Then mark the corresponding letter
[12:24.34]on Answer Sheet 2 with a single line through the centre.
[12:28.29]Passage One
[12:30.36]You have probably heard of the DuPont company,
[12:33.54]which was founded by a family of the same name.
[12:36.49]But do you know about the museum that
[12:39.23]one of the family members began? Henry Francis du Pont
[12:43.50]was an heir to Delaware’s DuPont Company fortune.
[12:47.00]He was one of the first serious collectors of American
[12:50.72]decorative art objects—furniture, textiles,
[12:54.44]paintings and other objects made in the United States
[12:58.04]between 1640 and 1840. American furniture
[13:03.41]and household objects had been considered inferior to
[13:07.56]those from Europe. But du Pont helped
[13:10.52]develop a new appreciation of American decorative arts.
[13:14.67]He created a legendary show plays for these objects
[13:18.94]on his family estate just outside Wilmington, Delaware.
[13:23.09]In 1951, it was open to the public as the Henry Francis
[13:28.46]du Pont Winterthur Museum. The museum assembled objects
[13:33.71]from du Pont’s collection into 175 period rooms,
[13:38.41]each with examples of American antiques and decorative arts
[13:42.79]that followed a certain theme or period in early American history.
[13:47.60]For example, the DuPont dining room has furniture
[13:51.43]dating from the late 18th and early 19th centuries.
[13:55.37]And because this was the time when the United States
[13:59.10]became a new nation, there’s a patriotic theme in the room.
[14:03.36]Another example is the Chinese parlor,
[14:06.86]which has furnishings that would reflect American’s fascination
[14:11.12]with Asian culture during the 18th century.
[14:14.30]In these period rooms, du Pont believed
[14:18.24]he could tell the story of the early United States
[14:21.63]through furniture and other decorative arts.
[14:25.24]Questions 26 to 28 are based on the passage you have just heard.
[14:32.68]26. What is Henry Francis du Pont noted for?
[14:54.25]27. What was the purpose of du Pont’s efforts?
[15:14.92]28. How were the objects on display arranged?
[15:35.21]Passage Two
[15:37.28]According to David Grattle, a British language expert,
[15:40.89]the idea that English will become the world language is outdated.
[15:44.50]And people are more likely to switch
[15:47.78]between two or more languages for routine communication in the future.
[15:52.38]The share of the world’s population that speaks English
[15:56.21]as a native language is falling. Instead,
[15:59.38]English will play a growing role as a second language.
[16:02.88]A population speaking more than one language
[16:06.38]is already the case in much of the world
[16:09.01]and is becoming more common in the United States.
[16:12.18]Indeed, the census bureau reported last year that
[16:15.80]nearly one American in five speaks a language
[16:19.07]other than English at home, with Spanish taking the lead,
[16:22.68]followed by Chinese. Grattle works for British consulting
[16:27.72]and publishing business. He anticipates a world
[16:31.33]with the share of people who are native English speakers
[16:34.28]slips from 9% in the mid 1990s to 5% in 2050. Grattle says,
[16:42.16]“Up until 1995, English was the second most common native tongue
[16:46.97]in the world, trailing only Chinese.
[16:50.81]By 2050, Chinese will continue its predominance
[16:55.07]with Hindi Woodoo of India and Arabic climbing past English
[16:59.67]and Spanish nearly equal to it.” In contrast,
[17:03.49]an American language expert, David Harrison noted that
[17:07.11]the global share of English is much larger
[17:09.73]if you count second language speakers,
[17:12.36]and will continue to rise even as the proportion
[17:15.64]of native speakers declines. Harrison disputed listing Arabic
[17:20.89]in the top three languages because varieties of Arabic
[17:24.50]spoken in such countries as Egypt and Morocco
[17:27.78]are mutually incomprehensible.
[17:30.85]Questions 29 to 31 are based on the passage you have just heard.
[17:37.74]29. What does David Grattle say about the use of
[17:43.86]languages for daily communication in the future?
[18:01.97]30. Why doesn’t David Harrison include Arabic
[18:08.09]as one of the top three languages?
[18:24.64]31. What can we infer from the passage?
[18:46.24]Passage Three
[18:47.88]There are about 1 million blind people in the United States.
[18:52.37]The largest and most influential organization of blind people
[18:56.64]in this country is the National Federation of the Blind.
[19:00.57]Its officials say the nation doesn’t have any colleges
[19:04.85]or universities that serve only blind students.
[19:08.23]They say the reason for this is that blind people
[19:12.17]must learn to live among people who can see.
[19:15.34]American colleges and universities do accept blind
[19:20.16]and visually impaired students,
[19:23.12]and they provide services to help these students succeed.
[19:27.27]For example, colleges find people who write down
[19:30.78]what the professor say in class and they provide technology
[19:35.15]that can help blind students with their work.
[19:38.21]However, experts say colleges can best help blind students
[19:43.03]by making it clear that the students
[19:45.76]should learn to help themselves.
[19:48.06]One blind American student named Timcordez recently
[19:53.75]made news because he graduated from medical school
[19:56.59]at the University of Wisconsin. He said technology
[20:00.42]was one of the reasons he succeeded.
[20:02.83]He used a computer that read into his earphone
[20:06.77]what he was typing. He also used a small printer that
[20:10.71]permitted him to write notes about his patients in the hospital.
[20:14.54]He did his undergraduate work at the University of Notre Dame
[20:19.35]in South Bend, Indiana. National Federation of
[20:24.71]the Blind officials say blind students from other nations do
[20:28.43]come to the United States to attend college.
[20:31.06]Some can even get financial aid.
[20:33.90]The Federation awards about 30 scholarships each year
[20:38.71]that have no citizenship requirement.
[20:41.56]Questions 32 to 35 are based on the passage you have just heard.
[20:49.32]32. According to officials of the National Federation of the Blind,
[20:55.56]why are there no special colleges for blind students only?
[21:14.21]33. According to experts, how can colleges best help blind students?
[21:37.24]34. What is one of the reasons given by Timcodez ,
[21:42.05]a blind student , for his success?
[21:59.91]35. What can blind students from overseas do to study
[22:04.83]in America according to the National Federation of the Blind?
重点单词 | 查看全部解释 | |||
effective | [i'fektiv] | 联想记忆 | ||
contrast | ['kɔntræst,kən'træst] | |||
bend | [bend] | |||
statement | ['steitmənt] | 联想记忆 | ||
copyright | ['kɔpirait] | |||
proportion | [prə'pɔ:ʃən] | 联想记忆 | ||
communication | [kə.mju:ni'keiʃn] | |||
certain | ['sə:tn] | |||
recommendation | [.rekəmen'deiʃən] | |||
protect | [prə'tekt] | 联想记忆 |
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