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英语六级听力考试预测模拟练习(标准卷)_试卷1
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[00:00.00]喜欢hxen.com，请把hxen.com放在QQ资料上，多谢支持！Listening Comprehension (20 minutes)
[00:-0.50]Listening Comprehension (20 minutes)
[00:-1.00]Section A
[00:-1.50]Section A
[00:-2.50]Directions:In this section,you will hear 10 short conversations.At the end of each conversation,a question will be asked about what was said.Both the conversation and the question 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],[D],and decide which is the best answer.Then mark the corresponding letter on the Answer Sheet with a single line through the centre
[00:-3.00]1.Q:What does the woman imply about the job? A.Alex probably shouldn't do it. B.Anyone can do it. C.No one can do it. D.Alex can do it.
[00:03.78]1.Q:What does the woman imply about the job? A.Alex probably shouldn't do it. B.Anyone can do it. C.No one can do it. D.Alex can do it.
[00:10.56]2.Q:What does the man imply about the information office? A.It is in the centre of the campus. B.It should have a map of the city. C.It has information about summer campus. D.It probably has a campus map.
[00:16.80]2.Q:What does the man imply about the information office? A.It is in the centre of the campus. B.It should have a map of the city. C.It has information about summer campus. D.It probably has a campus map.
[00:23.04]3.Q:During what month are they talking? A.June. B.July. C.August. D.September.
[00:30.07]3.Q:During what month are they talking? A.June. B.July. C.August. D.September.
[00:37.10]4.Q:What kind of newspaper does the woman subscribe1 to? A.A daily,afternoon paper. B.A weekly,afternoon paper. C.A daily,afternoon paper. D.A daily,morning paper.
[00:43.48]4.Q:What kind of newspaper does the woman subscribe to? A.A daily,afternoon paper. B.A weekly,afternoon paper. C.A daily,afternoon paper. D.A daily,morning paper.
[00:49.87]5.Q:How has Bill reacted? A.With surprise. B.With hostility2. C.Quietly. D.Enthusiastically.
[00:57.63]5.Q:How has Bill reacted? A.With surprise. B.With hostility. C.Quietly. D.Enthusiastically.
[01:05.39]6.Q:What did the woman say about the taxi driver? A.He ran into a tree. B.He ran into a truck. C.He was driving too fast. D.He hurt his back and his head.
[01:13.70]6.Q:What did the woman say about the taxi driver? A.He ran into a tree. B.He ran into a truck. C.He was driving too fast. D.He hurt his back and his head.
[01:22.00]7.Q:Where does this conversation probably take place? A.At the hospital. B.At the library. C.At the bookstore. D.At the travel agency.
[01:29.67]7.Q:Where does this conversation probably take place? A.At the hospital. B.At the library. C.At the bookstore. D.At the travel agency.
[01:37.34]8.Q:What has the woman suggested? A.Removing the school farther away. B.The hotdog stand has nothing to do with it. C.Parents should take their children to school. D.Removing the hotdog stand farther away from the school.
[01:45.98]8.Q:What has the woman suggested? A.Removing the school farther away. B.The hotdog stand has nothing to do with it. C.Parents should take their children to school. D.Removing the hotdog stand farther away from the school.
[01:54.63]9.Q:What does the man mean? A.The woman must change her destination. B.She will never be able to get a ticket. C.The woman should wait until tomorrow. D.It is not late for the woman to get a ticket.
[02:02.10]9.Q:What does the man mean? A.The woman must change her destination. B.She will never be able to get a ticket. C.The woman should wait until tomorrow. D.It is not late for the woman to get a ticket.
[02:09.57]10.Q:Why could the man come to the Shopping Mall that day? A.The man got the flu. B.It was weekend. C.Many students caught flu except him. D.The junior school stopped working because of the flu.
[02:16.40]10.Q:Why could the man come to the Shopping Mall that day? A.The man got the flu. B.It was weekend. C.Many students caught flu except him. D.The junior school stopped working because of the flu.
[02:23.23]Section B
[02:22.73]Section B
[02:22.23]Compound Dictation
[02:21.73]Compound Dictation
[02:21.23]Directions:In this section,you will hear a passage three times.When the passage is read for the first time,you should listen carefully for its general idea.When the passage is read for the second time,you are required to fill in the blanks numbered from S1 to S7 with the exact words you have just heard.For blanks numbered from S8 to S10 you are required to fill in the missing information.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.
[02:20.73]Directions:In this section,you will hear a passage three times.When the passage is read for the first time,you should listen carefully for its general idea.When the passage is read for the second time,you are required to fill in the blanks numbered from S1 to S7 with the exact words you have just heard.For blanks numbered from S8 to S10 you are required to fill in the missing information.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.
[02:20.23]Choosing Astronauts
[02:19.73]Choosing Astronauts
[02:19.23]It is interesting how NASA chose their astronauts for(S1)_then on the moon.They chose men between the ages twenty and thirty-five.There were about(S2)_of them.Many of them were(S3)_air pilots and others were(S4)_.NASA telephoned each man were going to choose;told him the(S5)_and the(S6)_they might get in.They then asked him if he was willing to(S7)_as an astronaut."How could any man refuse such an exciting exploration?"One of them said,"Dangerous?Of course,it is dangerous,but most exciting!"(S8)_While training to be astronauts,they went through many courses.(S9)_They were all trained to fly in helicopters.These helicopters landed straight down to give the men some experience of the way the spaceship would actually land on the moon.They were also taught all the known facts about conditions in space.(S10)_.
[03:07.26]It is interesting how NASA chose their astronauts for(S1)_then on the moon.They chose men between the ages twenty and thirty-five.There were about(S2)_of them.Many of them were(S3)_air pilots and others were(S4)_.NASA telephoned each man were going to choose;told him the(S5)_and the(S6)_they might get in.They then asked him if he was willing to(S7)_as an astronaut."How could any man refuse such an exciting exploration?"One of them said,"Dangerous?Of course,it is dangerous,but most exciting!"(S8)_While training to be astronauts,they went through many courses.(S9)_They were all trained to fly in helicopters.These helicopters landed straight down to give the men some experience of the way the spaceship would actually land on the moon.They were also taught all the known facts about conditions in space.(S10)_.
[03:55.29]Reading Comprehension (35 minutes)
[03:54.79]Reading Comprehension (35 minutes)
[03:54.29]Directions:There are 4 passage in this part.Each passage is followed by some questions or unfinished statements.For each of them there are four choices marked [A],[B],[C] and [D].You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line throught the centre.
[03:53.79]Directions:There are 4 passage in this part.Each passage is followed by some questions or unfinished statements.For each of them there are four choices marked [A],[B],[C] and [D].You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line throught the centre.
[03:53.29]Passage One
[03:52.79]Passage One
[03:52.29]Questions 11 to 15 are based on the following passage.
[03:51.79]Questions 11 to 15 are based on the following passage.
[03:51.29]The period of adolescence4,i.e.,the period between childhood and adulthood5,may be long or short,depending on social expections and on society's definition as to what constitutes maturity6 and adulthood.In primitive7 societies adolescence is frequently a relatively8 short period of time,while in industrial societies with patterms of prolonged education coupled with laws against child labor9,the period of adolescence is much longer and may include most of the second decade of one's life.Furthermore,the length of the adolescent period and the definition of adulthood status may change in a given society as social and economic conditions change.Examples of this type of change are the disapearance of the frontier in the latter part of the nineteenth century in the United States,and more universally,the industrialization of an agricultural society.In modern society,ceremonies for adolescence have lost their formal recognition and symbolic10 significance and there no longer is agreement as to constitutes initiation11 ceremonies.Social ones have been replaced by a sequence of steps that lead to increased recognition and social status.For example,grade school graduation,high school graduation and college graduation consitute such a sequence,and while each step implies certain behavioral changes and social recognition,the significance of each depends on the socio-economic status and the educational ambition of the individual.Ceremonies for adolescence have also been replaced by legal definitions of status roles,rights,privileges and responsibilities.It is during the nine years from the twelfth birthday to the twenty-first that the protective and restrictive aspects of childhood and minor12 status are removed and adult privileges and responsibilities are granted.The twelve-year-old is no longer considered a child and has to pay full fare for train,airplane,theater and movie tickets.Basically,the individual at this age loses childhood privileges without gaining significant adult rights.At the age of sixteen the adolescent is granted certain adult rights which increases his social status by providing him with more freedom and choices.He now can obtain a driver's license13;he can leave public schools;and he can work without the restrictions14 of child labor laws.At the age of eighteen the law provides adult responsibilites as well as rights;the young man can now be a soldier,but he also can marry without parental15 permission.At the age of twenty-one the individual obtains his full legal rights as an adult.He now can vote,he can buy liquor,he can enter into financial contracts,and he is entitled to run for public office.No additional basic rights are acquired as a function of age after majority status has been attained16.None of these legal provisions determine at what point adulthood has been reached but they do point to the prolonged period of adolescence.
[03:50.79]The period of adolescence,i.e.,the period between childhood and adulthood,may be long or short,depending on social expections and on society's definition as to what constitutes maturity and adulthood.In primitive societies adolescence is frequently a relatively short period of time,while in industrial societies with patterms of prolonged education coupled with laws against child labor,the period of adolescence is much longer and may include most of the second decade of one's life.Furthermore,the length of the adolescent period and the definition of adulthood status may change in a given society as social and economic conditions change.Examples of this type of change are the disapearance of the frontier in the latter part of the nineteenth century in the United States,and more universally,the industrialization of an agricultural society.In modern society,ceremonies for adolescence have lost their formal recognition and symbolic significance and there no longer is agreement as to constitutes initiation ceremonies.Social ones have been replaced by a sequence of steps that lead to increased recognition and social status.For example,grade school graduation,high school graduation and college graduation consitute such a sequence,and while each step implies certain behavioral changes and social recognition,the significance of each depends on the socio-economic status and the educational ambition of the individual.Ceremonies for adolescence have also been replaced by legal definitions of status roles,rights,privileges and responsibilities.It is during the nine years from the twelfth birthday to the twenty-first that the protective and restrictive aspects of childhood and minor status are removed and adult privileges and responsibilities are granted.The twelve-year-old is no longer considered a child and has to pay full fare for train,airplane,theater and movie tickets.Basically,the individual at this age loses childhood privileges without gaining significant adult rights.At the age of sixteen the adolescent is granted certain adult rights which increases his social status by providing him with more freedom and choices.He now can obtain a driver's license;he can leave public schools;and he can work without the restrictions of child labor laws.At the age of eighteen the law provides adult responsibilites as well as rights;the young man can now be a soldier,but he also can marry without parental permission.At the age of twenty-one the individual obtains his full legal rights as an adult.He now can vote,he can buy liquor,he can enter into financial contracts,and he is entitled to run for public office.No additional basic rights are acquired as a function of age after majority status has been attained.None of these legal provisions determine at what point adulthood has been reached but they do point to the prolonged period of adolescence.
[03:50.29]11.The period of adolescence is much longer in industrial societies because_. A.the definition of maturity has changed B.the industrialized society is more developed C.more educations is provided and laws against child labor are made D.ceremonies for adolescence have lost their formal recognition and symbolic significance
[03:49.79]11.The period of adolescence is much longer in industrial societies because_. A.the definition of maturity has changed B.the industrialized society is more developed C.more educations is provided and laws against child labor are made D.ceremonies for adolescence have lost their formal recognition and symbolic significance
[03:49.29]12.Former social ceremonies that used to mark adolescence have given place to_. A.graduations from schools and colleges B.social recognition C.socio-economic status D.certain behavioral changes
[03:48.79]12.Former social ceremonies that used to mark adolescence have given place to_. A.graduations from schools and colleges B.social recognition C.socio-economic status D.certain behavioral changes
[03:48.29]13.No one can expect to fully3 enjoy the adulthood privileges until he is_. A.eleven years old. B.sixteen years old C.twenty-one years old D.between twelve and twenty-one years old
[03:47.79]13.No one can expect to fully enjoy the adulthood privileges until he is_. A.eleven years old. B.sixteen years old C.twenty-one years old D.between twelve and twenty-one years old
[03:47.29]14.Starting from 22,_. A.one will obtain more basic rights B.the older one becomes,the more basic rights he will have C.one won't get more basic rights than when he is 21 D.one will enjoy more rights granted by society
[03:46.79]14.Starting from 22,_. A.one will obtain more basic rights B.the older one becomes,the more basic rights he will have C.one won't get more basic rights than when he is 21 D.one will enjoy more rights granted by society
[03:46.29]15.According to the passage,it is True that_. A.in the late 19th century in the United States the dividing line between adolescence and adulthood no longer existed B.no one can marry without the permission of his parents until the age of twenty-one C.one is considered to have reached adulthood when he has a driver's license D.one is not free from the restrictions of child labor laws until he can join the army
[03:45.79]15.According to the passage,it is True that_. A.in the late 19th century in the United States the dividing line between adolescence and adulthood no longer existed B.no one can marry without the permission of his parents until the age of twenty-one C.one is considered to have reached adulthood when he has a driver's license D.one is not free from the restrictions of child labor laws until he can join the army
[03:45.29]Passage Two
[03:44.79]Passage Two
[03:44.29]Questions 16 to 20 are based on the following passage.
[03:43.79]Questions 16 to 20 are based on the following passage.
[03:43.29]To what extent are the unemployed17 failing in their duty to society to work,and how far has the State an obligation to ensure that they have work to do?It is by now increasingly recognized that workers may be thrown out of work by industrial forces beyond their control,and that the unemployed are in some sense paying the price of the economic progress of the rest of the community.But concern with unemployment and the unemployed changes sharply.The issues of duty and responsibility were re-opened and made active by the unemployment scare of 1971-1972.Rising unemployment and increased sums paid out in benefits to the workless had reawakened controversies18 which had been inactive during most of the period of fuller employment since the war ended the Depression.It looked as though in future there would again be too little work to go round,so there were arguments about how to produce more work,how the available work should be shared out,and who was responsible for unemployment and the unemployed.In 1972 there were citics who said that the State's action in allowing unemployment to rise was a barrier of faith,a breaking of the social contract between society and the worker.Yet the main contribution by employers to unemployment-such as laying off workers in order to introduce technological19 changes and maximize profit-tended to be ignored.And it was the unemployed who were accused of failing to honor the social contract,by not fulfilling their duty to society to work.In spite of general concern at the scale of the unemployment statistics when the unemployed were considered as individuals they tended to attract scorn and threats of punishment.Their capacities and motivation as workers and their values as members of society became suspect.Of all the myths of the Welfare State,stories of the work shy and stealing have been the least well founded on evidence,yet they have proved the most persistent21.The unemployed were accused of being responsible for their own workless condition,and doubts were expressed about the State's obligation either to provide them with the security of work or to support them through Social Security.Underlying22 the arguments about unemployment and the unemployed is a basic disagreement about the nature and meaning of work in society.To what extent can or should work be regarded as service,not only performed by the worker for society but also made secure for the worker by the state,and subsidized if necessary?And apart from cash are there social pressures and satisfactions which cause individuals to seek and keep work,so that the workless need work rather than just cash?
[03:42.79]To what extent are the unemployed failing in their duty to society to work,and how far has the State an obligation to ensure that they have work to do?It is by now increasingly recognized that workers may be thrown out of work by industrial forces beyond their control,and that the unemployed are in some sense paying the price of the economic progress of the rest of the community.But concern with unemployment and the unemployed changes sharply.The issues of duty and responsibility were re-opened and made active by the unemployment scare of 1971-1972.Rising unemployment and increased sums paid out in benefits to the workless had reawakened controversies which had been inactive during most of the period of fuller employment since the war ended the Depression.It looked as though in future there would again be too little work to go round,so there were arguments about how to produce more work,how the available work should be shared out,and who was responsible for unemployment and the unemployed.In 1972 there were citics who said that the State's action in allowing unemployment to rise was a barrier of faith,a breaking of the social contract between society and the worker.Yet the main contribution by employers to unemployment-such as laying off workers in order to introduce technological changes and maximize profit-tended to be ignored.And it was the unemployed who were accused of failing to honor the social contract,by not fulfilling their duty to society to work.In spite of general concern at the scale of the unemployment statistics when the unemployed were considered as individuals they tended to attract scorn and threats of punishment.Their capacities and motivation as workers and their values as members of society became suspect.Of all the myths of the Welfare State,stories of the work shy and stealing have been the least well founded on evidence,yet they have proved the most persistent.The unemployed were accused of being responsible for their own workless condition,and doubts were expressed about the State's obligation either to provide them with the security of work or to support them through Social Security.Underlying the arguments about unemployment and the unemployed is a basic disagreement about the nature and meaning of work in society.To what extent can or should work be regarded as service,not only performed by the worker for society but also made secure for the worker by the state,and subsidized if necessary?And apart from cash are there social pressures and satisfactions which cause individuals to seek and keep work,so that the workless need work rather than just cash?
[03:42.29]16.What the author proposes to examine is_. A.how far it is the unemployed who are to blame if they're not working and how much of it is the State's fault B.to what extent the State should insist on the unemployed working if they fail to do so C.whether being at work is a social duty which the State should ensure everybody carries out D.whether work should be obligatory,and if so,whether the State or the individual is responsible for enforcing the obligation
[03:41.79]16.What the author proposes to examine is_. A.how far it is the unemployed who are to blame if they're not working and how much of it is the State's fault B.to what extent the State should insist on the unemployed working if they fail to do so C.whether being at work is a social duty which the State should ensure everybody carries out D.whether work should be obligatory,and if so,whether the State or the individual is responsible for enforcing the obligation
[03:41.29]17.The effect of the 1971-1972 unemployment scare was to_. A.make the subject of unemployment controversial again B.make people think for the first time about the problem of the availability of work C.show that there would in the future be too little work to go round D.make concern for unemployment and the unemployed fluctuate
[03:40.79]17.The effect of the 1971-1972 unemployment scare was to_. A.make the subject of unemployment controversial again B.make people think for the first time about the problem of the availability of work C.show that there would in the future be too little work to go round D.make concern for unemployment and the unemployed fluctuate
[03:40.29]18.In the 1971-1972 crisis_. A.the State and the employers were equally to blame B.the unemployed did not fulfill20 their social duty to find work C.the role played by the employers in creating unemployment was not recognized D.the State was guilty of breaking the social contract by letting unemployment increase
[03:39.79]18.In the 1971-1972 crisis_. A.the State and the employers were equally to blame B.the unemployed did not fulfill their social duty to find work C.the role played by the employers in creating unemployment was not recognized D.the State was guilty of breaking the social contract by letting unemployment increase
[03:39.29]19.As individuals,the unemployed were_. A.not good or well-motivated workers B.thought to be idle and willing to live off the State C.proved to be persistently23 workshy and stealing D.not worth providing with jobs or Social Security
[03:38.79]19.As individuals,the unemployed were_. A.not good or well-motivated workers B.thought to be idle and willing to live off the State C.proved to be persistently workshy and stealing D.not worth providing with jobs or Social Security
[03:38.29]20.The basic disagreement about the nature and the meaning of work in society rests on the problem of whether or not_. A.it is a service to provide people with work B.the State's duty to provide work is as great as the individual's duty to work C.the employed ought to be subsicized D.the State should recognize that people work for more than just money
[03:37.79]20.The basic disagreement about the nature and the meaning of work in society rests on the problem of whether or not_. A.it is a service to provide people with work B.the State's duty to provide work is as great as the individual's duty to work C.the employed ought to be subsicized D.the State should recognize that people work for more than just money
[03:37.29]Passage Three
[03:36.79]Passage Three
[03:36.29]Questions 21 to 25 are based on the following passage.
[03:35.79]Questions 21 to 25 are based on the following passage.
[03:35.29]Between about 1910 and 1930,new artistic24 movements in European art were making themselves felt in the United States.American artists became acquainted with the new art on their trips to Paris and at the exhibitions in the famous New York gallery"291"(named after its address on the Fifth Avenue) of the photographer Alfred Stieglitz.But most important in the Spread of modern movements in the United States was the sensational25 Armory26 Show of 1913 held in New York,in which the works of many of the leading European artists were seen along with the works of a number of progressive American painters.Several of the American modernists who were influenced by the Armory Show found the urban landscape,especially New York,an appealing subject.Compared with works of the realist painters,the works of Amercian modernists were much further removed from the actual appearance of the city;they were more interested in the "feel"of the city,more concerned with the meaning behind appearance.However,both the painters of the "Ash Can School"and the later realists were still tied to nineteenth-century or earlier styles,while the early modernists shared in the international breakthrought of the art of the twenieth century.The greated of these breakthroughs was Cubism,developed most fully in France between 1907 and 1914,which brought about a major revolution in Western painting.It overturned the rational tradition that had been built upon since the Renaissance27.In Cubism,natural forms were broken down analytically28 into geometric shapes.No longer was a clear differentiation29 made between the figure and the background of a painting:the objects represented and the surface on which they were painted became one.The Cubists abandoned the conventional single vantage(有利) point of the viewer,and objects depicted30 from multiple viewpoints were shown at the same time.
[03:34.79]Between about 1910 and 1930,new artistic movements in European art were making themselves felt in the United States.American artists became acquainted with the new art on their trips to Paris and at the exhibitions in the famous New York gallery"291"(named after its address on the Fifth Avenue) of the photographer Alfred Stieglitz.But most important in the Spread of modern movements in the United States was the sensational Armory Show of 1913 held in New York,in which the works of many of the leading European artists were seen along with the works of a number of progressive American painters.Several of the American modernists who were influenced by the Armory Show found the urban landscape,especially New York,an appealing subject.Compared with works of the realist painters,the works of Amercian modernists were much further removed from the actual appearance of the city;they were more interested in the "feel"of the city,more concerned with the meaning behind appearance.However,both the painters of the "Ash Can School"and the later realists were still tied to nineteenth-century or earlier styles,while the early modernists shared in the international breakthrought of the art of the twenieth century.The greated of these breakthroughs was Cubism,developed most fully in France between 1907 and 1914,which brought about a major revolution in Western painting.It overturned the rational tradition that had been built upon since the Renaissance.In Cubism,natural forms were broken down analytically into geometric shapes.No longer was a clear differentiation made between the figure and the background of a painting:the objects represented and the surface on which they were painted became one.The Cubists abandoned the conventional single vantage(有利) point of the viewer,and objects depicted from multiple viewpoints were shown at the same time.
[03:34.29]21.With what topic is the passage primarilyl concerned? A.The development of Cubism B.Modern art movements in the United States C.Contemporary artists in the United States D.The influence of photography on landscape painters
[03:33.79]21.With what topic is the passage primarilyl concerned? A.The development of Cubism B.Modern art movements in the United States C.Contemporary artists in the United States D.The influence of photography on landscape painters
[03:33.29]22.It can be inferred from the passage that European art trends probably affected31 United States art most during which of the following years? A.1901 B.1908 C.1913 D.1936
[03:32.79]22.It can be inferred from the passage that European art trends probably affected United States art most during which of the following years? A.1901 B.1908 C.1913 D.1936
[03:32.29]23.Which of the following if NOT mentioned as a means through which American artists learned about new movements? A.Lessons from successful artists B.The exhibitions at the gallery"291" C.Trips to Europe D.The Armory Show of 1913
[03:31.79]23.Which of the following if NOT mentioned as a means through which American artists learned about new movements? A.Lessons from successful artists B.The exhibitions at the gallery"291" C.Trips to Europe D.The Armory Show of 1913
[03:31.29]24.Why does the author mention Alfred Stieglitz? A.To demonstrate that photography was the major influence in modern art. B.To compare him to other artists of the time. C.To point out that many artists learned their craft by studing with him. D.To give an example of some one who hand an influence on modern art.
[03:30.79]24.Why does the author mention Alfred Stieglitz? A.To demonstrate that photography was the major influence in modern art. B.To compare him to other artists of the time. C.To point out that many artists learned their craft by studing with him. D.To give an example of some one who hand an influence on modern art.
[03:30.29]25.According to the author,which of the following was a favorite subject for American modernists? A.portraits of famous people B.country scenes C.pictures of buildings'interiors D.city landcapes
[03:29.79]25.According to the author,which of the following was a favorite subject for American modernists? A.portraits of famous people B.country scenes C.pictures of buildings'interiors D.city landcapes
[03:29.29]Passage Four
[03:28.79]Passage Four
[03:28.29]Questions 26 to 30 are based on the following passage.
[03:27.79]Questions 26 to 30 are based on the following passage.
[03:27.29]When he arrived in Seoul a year age.Amway executive David Ussery knew that doing business in South Korea would be tough.But even the most urgent warnings hadn't prepared him to be led from his office bound at the wrists and ankles,then interrogated32 for 48 hours and locked for eight days in a windowless jail cell.His "crime":bringing American-style direct marketing33 to South Korea in violation34 of an obscure local law governing door-to-door retailing36.Amid East Asia's consumer boom,American direct-sales companies like Avon and Nu Skin have been changing traditional shopping patterns all over the region.Amway is already a big business in Japan,where the pyramid-style network of independent agents that act as "distributors"last year sold $ 1.1 billion of everything from detergent37 to coffee directly to households eager to avoid expensive retail35 stores.That made Amway the second most profitable foreign corporation in Japan after Coca Cola.After calling on U.S.diplomatic muscle to break down South Korean barriers four years ago,Amway expected similar success there.More than 30,000 Koreans quickly signed up.Jang Hyun-wang,a distributor in Seoul said that he found the opportunity to realize the American dream.Since purchasing a $ 60 starter kit,Jang has supplemented his regular salary by $ 1,200 month,selling mostly to friends and relatives.But the Amway was offends Seoul prosecutor38 Ju Chul-hyeon,who argues that Korea's family-based culture makes it vulnerable to Amway's marketing techniques.Distributors earn commissions not only on their own sales,but also on the sales of distributors whom they recruit (a practice controversial even in America)."Those who are asked to buy by family members or neighbours cannot refuse,"say Ju.Consumber complaints,Ju reports,led him to jail local representatives of Amway and Sunrider International,a Californian company that sells herbal food supplements.Amway's sales pitch has struck a chord with housebound women who see a chance to earn money for the first time.It has also encouraged annoyed salarymen to oppose the rigid39 corporate40 system.Both developments are profoundly unsettling to South Korean traditionalists."It's easy money",says Ju."Who will do the dirty work if everyone is selling for Amway? "Sunrider executive David Li says his 120-day jail stay was "just a misumderstanding."Both companies hope Washington will press will press President Kim Young Sam to drop the cases.Kim has promised to make South Korea's markets more friendly to foreigners.The uproar41 over direct sales may test his resolve.
[03:26.79]When he arrived in Seoul a year age.Amway executive David Ussery knew that doing business in South Korea would be tough.But even the most urgent warnings hadn't prepared him to be led from his office bound at the wrists and ankles,then interrogated for 48 hours and locked for eight days in a windowless jail cell.His "crime":bringing American-style direct marketing to South Korea in violation of an obscure local law governing door-to-door retailing.Amid East Asia's consumer boom,American direct-sales companies like Avon and Nu Skin have been changing traditional shopping patterns all over the region.Amway is already a big business in Japan,where the pyramid-style network of independent agents that act as "distributors"last year sold $ 1.1 billion of everything from detergent to coffee directly to households eager to avoid expensive retail stores.That made Amway the second most profitable foreign corporation in Japan after Coca Cola.After calling on U.S.diplomatic muscle to break down South Korean barriers four years ago,Amway expected similar success there.More than 30,000 Koreans quickly signed up.Jang Hyun-wang,a distributor in Seoul said that he found the opportunity to realize the American dream.Since purchasing a $ 60 starter kit,Jang has supplemented his regular salary by $ 1,200 month,selling mostly to friends and relatives.But the Amway was offends Seoul prosecutor Ju Chul-hyeon,who argues that Korea's family-based culture makes it vulnerable to Amway's marketing techniques.Distributors earn commissions not only on their own sales,but also on the sales of distributors whom they recruit (a practice controversial even in America)."Those who are asked to buy by family members or neighbours cannot refuse,"say Ju.Consumber complaints,Ju reports,led him to jail local representatives of Amway and Sunrider International,a Californian company that sells herbal food supplements.Amway's sales pitch has struck a chord with housebound women who see a chance to earn money for the first time.It has also encouraged annoyed salarymen to oppose the rigid corporate system.Both developments are profoundly unsettling to South Korean traditionalists."It's easy money",says Ju."Who will do the dirty work if everyone is selling for Amway? "Sunrider executive David Li says his 120-day jail stay was "just a misumderstanding."Both companies hope Washington will press will press President Kim Young Sam to drop the cases.Kim has promised to make South Korea's markets more friendly to foreigners.The uproar over direct sales may test his resolve.
[03:26.29]26.Amway executive David Ussery is most probably a(n)_. A.Korean B.Japanese C.American D.Korean-American
[03:25.79]26.Amway executive David Ussery is most probably a(n)_. A.Korean B.Japanese C.American D.Korean-American
[03:25.29]27.David Ussery was placed under brief arrest on a change of having_. A.disregarded the advice from others on doing business B.insisted on the American way of life when in Seoul C.failed to realize how difficult doing business would be in South Korea D.violated a Korean local law with regard to selling goods directly to households
[03:24.79]27.David Ussery was placed under brief arrest on a change of having_. A.disregarded the advice from others on doing business B.insisted on the American way of life when in Seoul C.failed to realize how difficult doing business would be in South Korea D.violated a Korean local law with regard to selling goods directly to households
[03:24.29]28.According to the passage,Amway's marketing techniques proved an amazing success in_. A.Japan B.America C.all over East Asia D.Seoul
[03:23.79]28.According to the passage,Amway's marketing techniques proved an amazing success in_. A.Japan B.America C.all over East Asia D.Seoul
[03:23.29]29.From this passage,it can be inferred that the South Korean trade barriers_. A.were removed four years ago B.promoted the step of trade increase C.abolished direct sales in South Korea D.were barriers of realizing world free trade
[03:22.79]29.From this passage,it can be inferred that the South Korean trade barriers_. A.were removed four years ago B.promoted the step of trade increase C.abolished direct sales in South Korea D.were barriers of realizing world free trade
[03:22.29]30.The Amway's way offends the city prosecutor because it_. A.is injurious to the public morals of Korea B.keeps people away from retail stores C.helps Koreans realize the American dream D.allows agents to take commissions on sales
[03:21.79]30.The Amway's way offends the city prosecutor because it_. A.is injurious to the public morals of Korea B.keeps people away from retail stores C.helps Koreans realize the American dream D.allows agents to take commissions on sales
[03:21.29]Vocabulary (20 minutes)
[03:20.79]Vocabulary (20 minutes)
[03:20.29]Directions:There are 30 incomplete sentences in this part.For each sentence there are four choices marked [A],[B],[C] and [D].Choose the ONE that best completes the sentence.Then mark the corresponding letter on the Answer Sheet with a single line through the centre.
[03:19.79]Directions:There are 30 incomplete sentences in this part.For each sentence there are four choices marked [A],[B],[C] and [D].Choose the ONE that best completes the sentence.Then mark the corresponding letter on the Answer Sheet with a single line through the centre.
[03:19.29]31.He was such a busy man that after a long delay,he_writing the letter. A.got around to B.looked forward to C.passed on to D.took up with
[03:18.79]31.He was such a busy man that after a long delay,he_writing the letter. A.got around to B.looked forward to C.passed on to D.took up with
[03:18.29]32.We hoped to be able to get married early this month,but things didn't_as we had expected. A.work out B.come by C.fill up D.lay down
[03:17.79]32.We hoped to be able to get married early this month,but things didn't_as we had expected. A.work out B.come by C.fill up D.lay down
[03:17.29]33.They are two_competitive men,and they have not become friends in the past year. A.awfully42 B.fiercely C.roughly D.conversely
[03:16.79]33.They are two_competitive men,and they have not become friends in the past year. A.awfully B.fiercely C.roughly D.conversely
[03:16.29]34.As early as 400 B.C.,Greek educators complained about the clumsiness of their youth.The same complaints have_in every generation since. A.persisted B.prevailed C.proceeded D.preserved
[03:15.79]34.As early as 400 B.C.,Greek educators complained about the clumsiness of their youth.The same complaints have_in every generation since. A.persisted B.prevailed C.proceeded D.preserved
[03:15.29]35.Every year when the flu is_I'm bound to get sick if there is an outbreak in the dorm. A.getting around B.coming around C.going around D.hanging around
[03:14.79]35.Every year when the flu is_I'm bound to get sick if there is an outbreak in the dorm. A.getting around B.coming around C.going around D.hanging around
[03:14.29]36.In America,smaller and older neighbourhood schools are being closed_ bigger schools far away. A.by virtue43 of B.as a result of C.on account of D.in favor of
[03:13.79]36.In America,smaller and older neighbourhood schools are being closed_ bigger schools far away. A.by virtue of B.as a result of C.on account of D.in favor of
[03:13.29]37.It_me as an upill battle,simply because it is an awkward and time-consuming process. A.appears B.occurs C.strikes D.hits
[03:12.79]37.It_me as an upill battle,simply because it is an awkward and time-consuming process. A.appears B.occurs C.strikes D.hits
[03:12.29]38.The news of Dolly was greeted with fear that the technique of cloning(克隆) could be_to humans. A.attempted B.applied44 C.adopted D.affected
[03:11.79]38.The news of Dolly was greeted with fear that the technique of cloning(克隆) could be_to humans. A.attempted B.applied C.adopted D.affected
[03:11.29]39.Very often,the human eye and brain can recognize familiar shapes even if all but a few significant points are_. A.left alone B.left out C.left behind D.left off
[03:10.79]39.Very often,the human eye and brain can recognize familiar shapes even if all but a few significant points are_. A.left alone B.left out C.left behind D.left off
[03:10.29]40.Many people complain that some drivers are too_and selfish on the roads. A.aggressive B.violent C.dangerous D.vigorous
[03:09.79]40.Many people complain that some drivers are too_and selfish on the roads. A.aggressive B.violent C.dangerous D.vigorous
[03:09.29]41.On holidays,city inhabitants head out for the country for outdoor_activities. A.receation B.observation C.venture D.presentation
[03:08.79]41.On holidays,city inhabitants head out for the country for outdoor_activities. A.receation B.observation C.venture D.presentation
[03:08.29]42.Market prices may move up or down in_to a host of factors causing shifts in supply and demand. A.regard B.response C.reflection D.relation
[03:07.79]42.Market prices may move up or down in_to a host of factors causing shifts in supply and demand. A.regard B.response C.reflection D.relation
[03:07.29]43.Business leaders complained that high school graduates no longer were_educated. A.adequately B.substantially C.completely D.indispensably
[03:06.79]43.Business leaders complained that high school graduates no longer were_educated. A.adequately B.substantially C.completely D.indispensably
[03:06.29]44.He listened very intently,_in every word that was said. A.swallowing B.gulping45 C.drinking D.eating
[03:05.79]44.He listened very intently,_in every word that was said. A.swallowing B.gulping C.drinking D.eating
[03:05.29]45.They_in writing a book on redioactive substances. A.collaborated46 B.associated C.combined D.dwelled
[03:04.79]45.They_in writing a book on redioactive substances. A.collaborated B.associated C.combined D.dwelled
[03:04.29]46.The manager warned him that long absence from the office would cast its shadow on his_. A.promotion47 B.confirmation48 C.conviction D.determination
[03:03.79]46.The manager warned him that long absence from the office would cast its shadow on his_. A.promotion B.confirmation C.conviction D.determination
[03:03.29]47.This pornographic novel should have been banned before it has been widely_among young people. A.popularized B.revolved49 C.publicized D.circulated
[03:02.79]47.This pornographic novel should have been banned before it has been widely_among young people. A.popularized B.revolved C.publicized D.circulated
[03:02.29]48.Don't eat those cakes:They may have been_by flies. A.contaminated B.polluted C.destroyed D.consumed
[03:01.79]48.Don't eat those cakes:They may have been_by flies. A.contaminated B.polluted C.destroyed D.consumed
[03:01.29]49.He is not easily surprised,but when he heard the horrible accident,he was quite_. A.given over B.brought about C.turned up D.taken aback
[03:00.79]49.He is not easily surprised,but when he heard the horrible accident,he was quite_. A.given over B.brought about C.turned up D.taken aback
[03:00.29]50.A helicopter managed to land on the roof and rescued us before the building_. A.quivered B.revolved C.collapsed50 D.corrupted51
[02:59.79]50.A helicopter managed to land on the roof and rescued us before the building_. A.quivered B.revolved C.collapsed D.corrupted
[02:59.29]51.The hospital was founded_the nurse Florence Nittingale. A.in line with B.in favour of C.in honour of D.in place of
[02:58.79]51.The hospital was founded_the nurse Florence Nittingale. A.in line with B.in favour of C.in honour of D.in place of
[02:58.29]52.If profit and money are your first_,and commitment to people your least concern,you have failed education. A.potential B.priority C.privilege D.principle
[02:57.79]52.If profit and money are your first_,and commitment to people your least concern,you have failed education. A.potential B.priority C.privilege D.principle
[02:57.29]53.The committee_the researcher's findings in its report. A.incorporated B.excluded C.cooperated D.concluded
[02:56.79]53.The committee_the researcher's findings in its report. A.incorporated B.excluded C.cooperated D.concluded
[02:56.29]54.Only the_of the office manager's who knew of her personal difficulties could save her from being dismissed. A.interpretation52 B.interrelation C.interpolation D.intervention53
[02:55.79]54.Only the_of the office manager's who knew of her personal difficulties could save her from being dismissed. A.interpretation B.interrelation C.interpolation D.intervention
[02:55.29]55.This child's earliest words deal with concrete objects and actions,it is much later that be he is able to grasp_. A.decisions B.abstractions C.apponents D.mathematics
[02:54.79]55.This child's earliest words deal with concrete objects and actions,it is much later that be he is able to grasp_. A.decisions B.abstractions C.apponents D.mathematics
[02:54.29]56.She was very interested in the work of certain charities,and made a regular_to them. A.allowance B.subscription54 C.persuasion55 D.contribution
[02:53.79]56.She was very interested in the work of certain charities,and made a regular_to them. A.allowance B.subscription C.persuasion D.contribution
[02:53.29]57.That French novel had been translated into English and published in Britain by_of the author. A.sympathy B.agreement C.courtesy D.admission
[02:52.79]57.That French novel had been translated into English and published in Britain by_of the author. A.sympathy B.agreement C.courtesy D.admission
[02:52.29]58.The results of the study are interesting,and they_more question than they answer. A.project B.prohibit C.provoke D.promote
[02:51.79]58.The results of the study are interesting,and they_more question than they answer. A.project B.prohibit C.provoke D.promote
[02:51.29]59.Workers used to stay with a company all their lives,but today workers are more_. A.mobile B.critical C.optional D.liberal
[02:50.79]59.Workers used to stay with a company all their lives,but today workers are more_. A.mobile B.critical C.optional D.liberal
[02:50.29]60.Scientists said that if the ice sheet ever_and melted,the sea level would go up 7 meters. A.broke down B.broke up C.broke off D.broke out
[02:49.79]60.Scientists said that if the ice sheet ever_and melted,the sea level would go up 7 meters. A.broke down B.broke up C.broke off D.broke out
[02:49.29]Error Correction (15 minutes)
[02:48.79]Error Correction (15 minutes)
[02:48.29]Directions:This part consists of a short passage.In this passage,there are altogether 10 mistakes,one in each numbered line.You may have to change a word,add a word,or delete a word.Mark out the mistakes and put the corrections in the blanks provided.If you change a word,cross it out and write the correct word in the corresponding blank.If you add a word,put an insertion mark in the right place and write the missing word in the blank.If you delete a word,cross it out and put a slash56 in the blank.
[02:47.79]Directions:This part consists of a short passage.In this passage,there are altogether 10 mistakes,one in each numbered line.You may have to change a word,add a word,or delete a word.Mark out the mistakes and put the corrections in the blanks provided.If you change a word,cross it out and write the correct word in the corresponding blank.If you add a word,put an insertion mark in the right place and write the missing word in the blank.If you delete a word,cross it out and put a slash in the blank.
[02:47.29]61.After a foreign student had decided57 to come to the United States to study English,he must think about where is he going to live and with whom.
[02:46.79]61.After a foreign student had decided to come to the United States to study English,he must think about where is he going to live and with whom.
[02:46.29]62.I believe that be should live with an American family as he can because they can give him the support that he needs.They can help improve his English,too.
[02:45.79]62.I believe that be should live with an American family as he can because they can give him the support that he needs.They can help improve his English,too.
[02:45.29]63.To begin with,the foreigner who inhabits with an American family can relyon them for support as he adjusts to a completely new way of life.
[02:44.79]63.To begin with,the foreigner who inhabits with an American family can relyon them for support as he adjusts to a completely new way of life.
[02:44.29]64.This is especial helpful if he becomes homesick.
[02:43.79]64.This is especial helpful if he becomes homesick.
[02:43.29]65.Another advantage to living with an American family is the student can improve his English quickly.
[02:42.79]65.Another advantage to living with an American family is the student can improve his English quickly.
[02:42.29]66.He will meet friends who to visit.
[02:41.79]66.He will meet friends who to visit.
[02:41.29]67.He will force to use English whether he wants to or not.
[02:40.79]67.He will force to use English whether he wants to or not.
[02:40.29]68.As far as disadvantages are concerned,I see only ones:he may be treated like a baby.The family will want to protect him from dangerous situation.
[02:39.79]68.As far as disadvantages are concerned,I see only ones:he may be treated like a baby.The family will want to protect him from dangerous situation.
[02:39.29]69.I will conclude by saying that even if the student has to put up being treated like a child sometimes.
[02:38.79]69.I will conclude by saying that even if the student has to put up being treated like a child sometimes.
[02:38.29]70.He is better off to live with an American family who can help him.He will find kindness and support when he is new in the country.ALSO,he will speak English most of the time.
[02:37.79]70.He is better off to live with an American family who can help him.He will find kindness and support when he is new in the country.ALSO,he will speak English most of the time.
[02:37.29]Writing (30 minutes)
[02:36.79]Writing (30 minutes)
[02:36.29]Directions:For this part,you are allowed 30 minutes to write a composition To Become a Graduate or and Employee?Your part of witing should be no less than 120 words.Your composition should be based on the outline given below;1. Arguments for applying for a graduate program.2.Arguments for getting a job after graduation.3.Your personal choice.
[02:35.79]Directions:For this part,you are allowed 30 minutes to write a composition To Become a Graduate or and Employee?Your part of witing should be no less than 120 words.Your composition should be based on the outline given below;1. Arguments for applying for a graduate program.2.Arguments for getting a job after graduation.3.Your personal choice.
[02:35.29]To Become a Graduate or an Employee
[02:34.79]To Become a Graduate or an Employee
[02:34.29]1.D 2.D 3.C 4.D 5.B 6.A 7.B 8.D 9.C 10.D
[02:33.79]1.D 2.D 3.C 4.D 5.B 6.A 7.B 8.D 9.C 10.D
[02:33.29]S1.landing S2.fifty S3.experienced S4.scientists S5.plans S6.dangers S7.train
[02:32.79]S1.landing S2.fifty S3.experienced S4.scientists S5.plans S6.dangers S7.train
[02:32.29]S8.The health and physical condition of the men were,of course,very important.Only those in very good health and physical condition were chosen.
[02:31.79]S8.The health and physical condition of the men were,of course,very important.Only those in very good health and physical condition were chosen.
[02:31.29]S9.They studied the stars and the moon,and they also studied geology,the science of rocks.This was necessary because astronauts would have to look for rocks on the moon.They would try to find rocks which might help to tell the age of the moon.
[02:30.79]S9.They studied the stars and the moon,and they also studied geology,the science of rocks.This was necessary because astronauts would have to look for rocks on the moon.They would try to find rocks which might help to tell the age of the moon.
[02:30.29]S10.They learned all the technical details of the spaceships and rockets.They learned how every part of a spaceship and its instruments work.They also learned every detail of the ground control system.
[02:29.79]S10.They learned all the technical details of the spaceships and rockets.They learned how every part of a spaceship and its instruments work.They also learned every detail of the ground control system.
[02:29.29]11.C 12.A 13.C 14.C 15.A 16.A 17.A 18.C 19.B 20.B
[02:28.79]11.C 12.A 13.C 14.C 15.A 16.A 17.A 18.C 19.B 20.B
[02:28.29]21.B 22.C 23.A 24.D 25.D 26.C 27.D 28.A 29.D 30 A
[02:27.79]21.B 22.C 23.A 24.D 25.D 26.C 27.D 28.A 29.D 30 A
[02:27.29]31.A 32.A 33.B 34.A 35.C 36.D 37.C 38.B 39.B 40.A
[02:26.79]31.A 32.A 33.B 34.A 35.C 36.D 37.C 38.B 39.B 40.A
[02:26.29]41.A 42.B 43.A 44.C 45.A 46.A 47.D 48.A 49.D 50.C
[02:25.79]41.A 42.B 43.A 44.C 45.A 46.A 47.D 48.A 49.D 50.C
[02:25.29]51.C 52.B 53.B 54.D 55.B 56.D 57.C 58.C 59.A 60.B
[02:24.79]51.C 52.B 53.B 54.D 55.B 56.D 57.C 58.C 59.A 60.B
[02:24.29]61.is he-he is 62.as-if 63.inhabits-lives inhabit 64.espcial-especially 65.is- is that
[02:23.79]61.is he-he is 62.as-if 63.inhabits-lives inhabit 64.espcial-especially 65.is- is that
[02:23.29]66.who-who come 67.will force-will be forced 68.ones-one 69.put up-put up with 70.to live-living
[02:22.79]66.who-who come 67.will force-will be forced 68.ones-one 69.put up-put up with 70.to live-living
[02:22.29]Writing To become a Graduate or an Employee Which one is a better choice,to become a graduate or an employee?As the day of graduation draws near,some students belive that choosing to enroll58 in postgraduate59 programs is a wise choice.For them,a master's degree or even a doctoral degree represents a much more prestigious60 standard of scholarship than a bachelor's degree.Consequently,making money is less satisfying than making academic achievements.For others who are eager to become economically independent and to put into practice what they have learned in colleges.taking a job soon is both satisfying and rewarding.They try to be away from being embarrassed by asking for money their parents.Getting established in the quickly way is their goal.In addition,they hold the opinion that the sooner they take a place in the increasingly competitive world,the longer they can stay on the post.Accordingly,they thoose to be engaged in a practical job after graduation on accumulate valuable working experiences which they think can never be obtained in the Ivory Tower.As far as I am concerned,getting an advanced degree is what I have been dreaming of.This is based on my belief that I should do more research and absorb more knowledge when I am still young.
[02:21.79]Writing To become a Graduate or an Employee Which one is a better choice,to become a graduate or an employee?As the day of graduation draws near,some students belive that choosing to enroll in postgraduate programs is a wise choice.For them,a master's degree or even a doctoral degree represents a much more prestigious standard of scholarship than a bachelor's degree.Consequently,making money is less satisfying than making academic achievements.For others who are eager to become economically independent and to put into practice what they have learned in colleges.taking a job soon is both satisfying and rewarding.They try to be away from being embarrassed by asking for money their parents.Getting established in the quickly way is their goal.In addition,they hold the opinion that the sooner they take a place in the increasingly competitive world,the longer they can stay on the post.Accordingly,they thoose to be engaged in a practical job after graduation on accumulate valuable working experiences which they think can never be obtained in the Ivory Tower.As far as I am concerned,getting an advanced degree is what I have been dreaming of.This is based on my belief that I should do more research and absorb more knowledge when I am still young.
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subscribe
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hostility
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| n.敌对，敌意；抵制［pl.］交战，战争 | |
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fully
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| adv.完全地，全部地，彻底地；充分地 | |
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adolescence
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| n.青春期，青少年 | |
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adulthood
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maturity
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| n.成熟；完成；(支票、债券等)到期 | |
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primitive
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| adj.原始的；简单的；n.原(始)人，原始事物 | |
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relatively
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labor
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| n.劳动，努力，工作，劳工；分娩；vi.劳动，努力，苦干；vt.详细分析；麻烦 | |
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symbolic
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| adj.象征性的，符号的，象征主义的 | |
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initiation
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minor
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| adj.较小(少)的，较次要的；n.辅修学科；vi.辅修 | |
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license
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| n.执照，许可证，特许；v.许可，特许 | |
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restrictions
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| 约束( restriction的名词复数 )； 管制； 制约因素； 带限制性的条件（或规则） | |
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parental
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| adj.父母的；父的；母的 | |
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attained
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| （通常经过努力）实现( attain的过去式和过去分词 )； 达到； 获得； 达到（某年龄、水平、状况） | |
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unemployed
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| adj.失业的，没有工作的；未动用的，闲置的 | |
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controversies
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| 争论 | |
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technological
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| adj.技术的；工艺的 | |
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fulfill
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| vt.履行，实现，完成；满足，使满意 | |
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persistent
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| adj.坚持不懈的，执意的；持续的 | |
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underlying
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| adj.在下面的，含蓄的，潜在的 | |
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persistently
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| ad.坚持地；固执地 | |
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artistic
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| adj.艺术(家)的，美术(家)的；善于艺术创作的 | |
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sensational
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| adj.使人感动的，非常好的，轰动的，耸人听闻的 | |
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armory
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| n.纹章，兵工厂，军械库 | |
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renaissance
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| n.复活，复兴，文艺复兴 | |
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analytically
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| adv.有分析地，解析地 | |
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differentiation
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| n.区别，区分 | |
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depicted
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| 描绘，描画( depict的过去式和过去分词 )； 描述 | |
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affected
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| adj.不自然的，假装的 | |
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interrogated
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| v.询问( interrogate的过去式和过去分词 )；审问；（在计算机或其他机器上）查询 | |
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marketing
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| n.行销，在市场的买卖，买东西 | |
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violation
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| n.违反(行为)，违背(行为)，侵犯 | |
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retail
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| v./n.零售；adv.以零售价格 | |
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retailing
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| n.零售业v.零售(retail的现在分词) | |
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detergent
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| n.洗涤剂；adj.有洗净力的 | |
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prosecutor
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| n.起诉人；检察官，公诉人 | |
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rigid
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| adj.严格的，死板的；刚硬的，僵硬的 | |
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corporate
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| adj.共同的，全体的；公司的，企业的 | |
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uproar
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| n.骚动，喧嚣，鼎沸 | |
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awfully
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| adv.可怕地，非常地，极端地 | |
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virtue
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| n.德行，美德；贞操；优点；功效，效力 | |
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applied
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| adj.应用的；v.应用，适用 | |
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gulping
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| v.狼吞虎咽地吃，吞咽( gulp的现在分词 )；大口地吸（气）；哽住 | |
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collaborated
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| 合作( collaborate的过去式和过去分词 )； 勾结叛国 | |
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promotion
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| n.提升，晋级；促销，宣传 | |
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confirmation
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| n.证实，确认，批准 | |
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revolved
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| v.（使）旋转( revolve的过去式和过去分词 )；细想 | |
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collapsed
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| adj.倒塌的 | |
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corrupted
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| （使）败坏( corrupt的过去式和过去分词 )； （使）腐化； 引起（计算机文件等的）错误； 破坏 | |
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interpretation
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| n.解释，说明，描述；艺术处理 | |
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intervention
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| n.介入，干涉，干预 | |
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subscription
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| n.预订，预订费，亲笔签名，调配法，下标（处方） | |
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persuasion
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| n.劝说；说服；持有某种信仰的宗派 | |
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slash
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| vi.大幅度削减；vt.猛砍，尖锐抨击，大幅减少；n.猛砍，斜线，长切口，衣衩 | |
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decided
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| adj.决定了的，坚决的；明显的，明确的 | |
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enroll
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| v.招收；登记；入学；参军；成为会员（英)enrol | |
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postgraduate
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| adj.大学毕业后的，大学研究院的；n.研究生 | |
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prestigious
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| adj.有威望的，有声望的，受尊敬的 | |
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