题目内容
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.
听力原文： "Fingers were made before forks." When a person gives up good manners, puts aside knife and fork, and dives into his food, someone is likely to repeat that saying.
The fork was an ancient agricultural tool, but for centuries no one thought of eating with it. Not until the 11th century, when a young lady from Constantinople (君士坦丁堡) brought her fork to Italy, did the custom reach Europe.
By the 15th century the use of forks was widespread in Italy. The English explanation was that Italians were averse to eating food touched with fingers, "seeing all men's fingers are not alike clean". English travelers kept their friends laughing while describing this ridiculous Italian custom.
Anyone who used a fork to eat with was laughed at in England for the next hundred years. Men who used forks were thought to be woman-like, and women who used them were called show-offs. Not until the late 1600s did using forks become a common custom.
(27)
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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.
听力原文： One of the biggest challenges facing employers and educators today is the rapid advance of globalization. The marketplace is no longer national or regional, but extends to all corners of the world, and this requires a global-ready workforce. Universities have a large part to play in preparing students for the twenty-first century labor market by promoting international educational experiences. The most obvious way universities can help develop a global workforce is by encouraging students to study abroad as part of their course. Students who have experienced another culture first-hand are more likely to be global-ready when they graduate. Global workforce development doesn't always have to involve travel abroad, however. If students learn another language, and study other cultures, they will be more global-ready when they graduate. It is important to point out that students also need to have a deep understanding of their own culture before they can begin to observe, analyze and evaluate other cultures. In multicultural societies, people can study each other's cultures to develop intercultural competencies such as critical and reflective thinking, and intellectual flexibility. This can be done both through the curriculum, and through activities on campus outside of the classroom such as art exhibitions and lectures from international experts. Many universities are already embracing this challenge and providing opportunities for students to become global citizens. Students themselves, however, may not realize that when they graduate they will be competing in a global labor market, and universities need to raise awareness of these issues amongst undergraduates.
(27)
听力原文：Bill gave a diamond ring to Linda. It must have cost him an arm and a leg.
What does the speaker mean？
What's the purpose of this report？
A．More braches of her company have been Set up.B．Many toxic sites in America have been
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