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n. 针
vt. 用针缝，激怒，嘲弄
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[11:13.03]Section B
[11:16.52]Directions: In this section, you will hear 3 short passages.
[11:23.09]At the end of each passage, you will hear some questions.
[11:26.70]Both the passage and the questions will be spoken only once.
[11:31.62]After you hear a question,
[11:33.70]you must choose the best answer from the four choices
[11:37.20]marked A), B), C) and D).
[11:41.47]Then mark the corresponding letter on Answer Sheet 2
[11:45.74]with a single line through the centre.
[11:50.33]Passage One
[11:51.64]I had flown from San Francisco to Virginia to
[11:55.58]attend a conference on multiculturalism.
[11:58.76]Hundreds of educators from across the country
[12:01.71]were meeting to discuss the need for greater cultural diversity
[12:05.87]in the school curriculum.
[12:08.38]I took a taxi to my hotel. On the way,
[12:11.34]my driver and I chatted about the weather and the tourists.
[12:15.60]The driver was a white man in his forties.
[12:19.44]“How long have you been in this country?” he asked.
[12:23.16]“All my life!” I replied, “I was born in the United States.”
[12:27.42]With a strong southern accent, he remarked,
[12:31.03]“I was wondering because your English is excellent.”
[12:34.97]Then I explained as I had done many times before.
[12:38.58]“My grandfather came here from China in the 1880s.
[12:43.07]My family has been here in America for over a hundred years. ”
[12:47.88]He glanced at me in the mirror.
[12:50.40]Somehow, I didn’t look American to him.
[12:53.68]My appearance looked foreign. Questions like the one my taxi driver
[12:59.48]asked make me feel uncomfortable.
[13:02.54]But I can understand why he could not see me as an American.
[13:06.80]He had a narrow but widely shared sense of the past:
[13:11.62]a history that has viewed Americans as descendants of Europeans.
[13:16.43]Race has functioned as something necessary
[13:20.48]to the construction of American character and quality.
[13:24.64]In the creation of our national identity—
[13:28.57]American has been defined as white.
[13:31.86]But America has been racially diverse
[13:36.12]since our very beginning on the Virginian shore,
[13:38.59]where the first group of Englishmen
[13:40.99]and Africans arrived in the 17th century.
[13:44.50]And this reality is increasingly becoming visible everywhere.
[13:49.96]Questions 26 to 28 are based on the passage you have just heard.
[13:57.96]26. What was the theme of the conference the speaker was to attend?
[14:20.76]27. Why did the taxi driver ask the speaker
[14:27.65]how long he had been in the US?
[14:45.87]28. What message does the speaker wish to convey?
[15:05.72]Passage Two
[15:08.23]Laws have been written to govern the use of
[15:12.71]the American national flag,
[15:14.57]and to ensure proper respect for the flag.
[15:17.53]Custom has also governed the common practice in
[15:21.25]regard to its use. All the armed services
[15:24.42]have precise regulations on
[15:27.16]how to display the national flag.
[15:29.78]This may vary somewhat from the general rules.
[15:32.84]The national flag should be raised and lowered by hand.
[15:36.79]Do not raise the flag while it is folded.
[15:39.96]Unfold the flag first,
[15:42.36]and then hoist it quickly to the top of the flagpole.
[15:45.65]Lower it slowly and with dignity.
[15:49.48]Place no objects on or over the flag.
[15:53.85]Do not use the flag as part of a costume or athletic uniform.
[15:59.21]Do not print it upon cushions, handkerchiefs,
[16:03.04]paper napkins or boxes. A federal law provides that
[16:08.51]a trademark cannot be registered if it comprises the flag,
[16:12.12]coat of arms or badges of the United States.
[16:15.62]When the flag is used in unveiling a statue or monument,
[16:20.44]it shouldn’t serve as a covering of
[16:23.17]the object to be unveiled.
[16:25.47]If it is displayed on such occasions,
[16:28.31]do not allow the flag to fall to the ground,
[16:31.05]but let it be carried high up in the air to
[16:34.55]form a feature of the ceremony.
[16:36.30]Take every precaution to prevent the flag from becoming soiled.
[16:41.11]It should not be allowed to touch the ground or floor,
[16:45.38]nor to brush against objects.
[16:48.34]Questions 29 to 32 are based on the passage you have just heard.
[16:55.67]29. How do Americans ensure proper respect for the national flag?
[17:19.34]30. What is the regulation regarding the raising of
[17:23.72]the American national flag?
[17:40.23]31. How should the American national flag
[17:46.35]be displayed at an unveiling ceremony?
[18:05.34]32. What do we learn about the use of the American national flag?
[18:25.30]Passage Three
[18:27.81]In some large American city schools,
[18:31.43]as many as 20-40% of the students are absent each day.
[18:36.13]There are two major reasons for such absences:
[18:40.39]one is sickness, and the other is truancy, that is ,
[18:44.55]staying away from school without permission.
[18:48.71]Since school officials can’t do much about illness,
[18:53.20]they are concentrating on reducing the number of truants.
[18:57.14]One of the most promising schemes has been tried in Florida.
[19:01.84]The pupils there with good attendance
[19:04.69]have been given free hamburgers, toys and T-shirts.
[19:08.62]Classes are told that if they show improved rates of attendance,
[19:13.54]they can win additional gifts.
[19:16.61]At the same time, teachers are being encouraged to
[19:20.00]inspire their students to come to school regularly.
[19:23.06]When those teachers are successful, they are also rewarded.
[19:28.10]“We’ve been punishing truants for years,
[19:32.14]but that hasn’t brought them back to school, ”
[19:34.88]one school principal said.
[19:36.85]“Now we are trying the positive approach.
[19:39.69]Not only do you learn by showing up every day,
[19:43.74]but you earn. ”In San Francisco,
[19:47.24]the Board of Education has had a somewhat similar idea.
[19:51.29]Schools that show a decrease in deliberate destruction of property
[19:56.54]can receive the amount of money
[19:58.63]that would’ve been spent on repairs and replacements.
[20:01.90]For example, 12, 000 dollars had been set aside for
[20:06.63]a school’s property damages every year.
[20:09.81]Since repair expenses of damaged property
[20:12.87]required only 4, 000 dollars,
[20:15.93]the remaining 8, 000 dollars was turned over
[20:19.32]to the Student Activities’ Fund.
[20:21.51]“Our democracy operates on hope and encouragement,”
[20:26.54]said a school board member.
[20:29.06]“Why not provide some positive goals for students
[20:32.56]and teachers to aim at?”
[20:37.16]Questions 33 to 35 are based on the passage you have just heard.
[20:43.29]33. Which reason for students’ absences is discussed in great detail?
[21:06.64]34. Who will benefit from the scheme being tried in Florida?
[21:27.26]35. What measure has been taken in San Francisco to
[21:34.14]reduce destruction of school property?
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