最新版英语听力教程 Model Test10-part c

　　[00:03.58]You will hear three pieces of recorded material.

[00:08.33]Before listening to each one,you will have

[00:12.41]time to read the questions related to it.

[00:16.85]While listening,answer each question by choosing A,B,C or D.

[00:23.41]After listening,you'll have time to check your answers.

[00:28.87]You will hear each piece once only.

[00:33.12]M:Questions 11-13 are based on the following speech on the Pre-school Years

[00:40.10]You now have 15 seconds to read Questions 11-13.

[00:46.45]W:In recent years,a growing emphasis has been

[00:53.84]placed on what have been termed the" pre-school" years and in

[00:58.70]many societies throughout the world,

[01:02.64]for a variety of social,economic and political reasons,

[01:07.29]governments are facing increasing pressure

[01:11.44]to provide more funds for properly organised

[01:16.62]and controlled nursery care.

[01:20.27]Parents have become aware not only of the educational advantages

[01:25.73]but also of the obvious economic justification 1

[01:31.19]of the provision of nursery education

[01:35.45]which will enable mothers to return to work much sooner

[01:40.81]than would otherwise have been the case.

[01:44.75]The provision of pre-school educational

[01:48.72]facilities varies enormously from country to country.

[01:53.87]In both America and England,pressure from parents has resulted

[01:59.20]in considerable development of play-school,kindergartens

[02:04.97]which have evolved privately 2 in response to local demand

[02:10.85]and which only now are receiving somewhat

[02:15.39]belated attention and interest from the state department.

[02:20.75]A prime economic mover in this post-war development

[02:26.52]is the ever growing number of women who for financial

[02:31.56]or professional reasons--or both--

[02:35.40]want to return to work as quickly as possible

[02:40.08]Gone are the days when a wife and mother fulfilled those roles alone.

[02:46.03]Many women still choose to remain at home

[02:51.21]until the children reach school age,

[02:55.57]but an increasing number of women

[02:59.72]are now opting 3 to return to work if the nursery facilities are available.

[03:05.47]No longer is it automatically assumed that the mother must stay at home

[03:11.24]with her children.

[03:14.40]The post-war acceptance of working wives

[03:19.26]has in its way revolutionised attitudes towards pre-school education,

[03:25.43]but this in turn has brought about a reaction.

[03:29.79]W:Questions 14-16 are based on a monologue 4.

[03:34.75]You now have 20 seconds to read Questions14-16

[03:40.81]M:Populations tend to grow at a dramatic rate.

[03:47.16]This means that they progressively double.

[03:51.60]As an example of this type of growth rate,

[03:56.25]take one penny and double it every day for one month.

[04:01.11]After the first week,you would have only 64 cents,

[04:06.86]but after the fourth week you would have over a million dollars

[04:12.63]This helps explain why the population has come on "all of a sudden".

[04:18.98]It took from the beginning of human life

[04:23.55]to the year 1830 for the population of the earth to reach one billion.

[04:29.61]That represents a time span of at least two million years.

[04:35.49]Then it took from 1830 to 1930 for world population to reach 2 billion.

[04:43.25]The next billion was added by 1960,

[04:48.10]only thirty years and in 1975 world population reached 4 billion

[04:55.86]which is another billion people in only fifteen years.

[05:01.32]World population is increasing at a rate of 9,000 per hour,

[05:07.77]220,000 per day,80 million per year.

[05:13.55]This is not only due to higher birth rates,but to lower death rates as well

[05:19.50]The number of births has not declined at the same rate as the number of deaths

[05:25.85]Some countries,such as Columbia,Thailand,Morocco,Costa Rica,and the Philippines,

[05:32.98]are doubling their populations about every twenty-one years

[05:38.34]with a growth rate of 3.3 percent a year or more.

[05:43.51]The United States is doubling its population about every eighty-seven years,

[05:50.07]with a rate of 0.8 percent per year.

[05:54.93]Every time a population doubles,

[05:58.69]the country involved needs twice as much of everything,

[06:03.44]including hospitals,schools,resources,food and medicine to care for its people

[06:10.81]It is easy to see that this is very difficult

[06:14.96]to achieve for the more rapidly growing countries.

[06:19.82]M:Questions 17-20 are based on an interview in which California

[06:26.48]artist James R.Proctor begins with a discussion of his paintings.

[06:33.04]You now have 20 seconds to read Questions 17-20.

[06:39.10]W:What is your idea for this painting,Mr.Proctor?

[06:44.72]M:The work is based on the oriental idea

[06:49.36]that we all exist as part of a whole or absolute being

[06:55.14]W:How does the painting show that all things are in some way connected?

[07:00.49]M:You know,every shape line,and pattern's related to the whole nothing stands alone

[07:07.65]This emphasis on the interrelationship

[07:12.09]of everything can also be seen in the concept of time and space.

[07:17.86]Shapes and movements in the horizontals denote space,

[07:23.01]while in the verticals 6 they denote time.

[07:28.05]W:Do the circles have a particular meaning here?

[07:32.70]M:The circle represents the absolute or the whole.

[07:37.67]It appears to break under pressure from outside,

[07:42.81]only to return to wholeness as it moves farther upward in time

[07:49.05]W:Are the shapes moving both in space and time?

[07:53.70]M:Yes.All elements move rhythmically 7.

[07:58.56]The strong shapes and values provide impressive contrast.

[08:04.34]Yet,together,they create a kind of pulling.

[08:08.99]Within the shapes,there is baroque explosiveness,

[08:13.84]but this is also held back,or controlled.

[08:19.30]W:Baroque explosiveness?  M:Yes,

[08:23.67]the word baroque meaning "braking all barriers."

[08:29.13]W:Is the strong horizontal or vertical 5 line the barrier?

[08:34.69]M:Yes,it is.

[08:37.64]It's basically a break or a dividing line going through the subject plane.

[08:44.02]And there might be a

[08:47.86]very strong horizontal and a very strong vertical at the same time.

[08:53.81]W:Are viewers of the painting on one side of the barrier?

[08:58.96]M:No,they should be able to jump back and forth 8.

[09:03.61]In other words,you can come on this

[09:07.37]side or on the other side of the barrier and look through it.

[09:12.44]W:Does the barrier mean that you see a broken universe in your painting?

[09:18.79]M:Not really.

[09:21.95]I don't necessarily feel that it's broken.

[09:26.07]In other words,I think that art visually should cause certain

[09:31.82]hostile reaction in the viewer

[09:35.48]And that line running through there'll create that hostility,in most people

[09:42.64]W:Is that the reaction you want from your viewer?

[09:47.18]M:Sometimes,yes.

[09:50.71]I look at a negative reaction--

[09:55.17]"Oh,my God,that is,"

[09:59.43]or "He doesn't know what he's doing,

[10:04.19]"or"I don't like it"---and I feel that is high praise.

[10:10.85]W:Your work has changed a lot during your career as an artist.

[10:16.10]For example,at the end of high school your paintings of plants and other

[10:21.66]nature subjects were very realistic.

[10:26.21]What made you move away from this kind of work?

[10:30.47]M:My own inner feelings--basically,

[10:34.62]my study of oriental philosophies.