Directions: Read the following text and choose the most suitable heading from A-F for each paragraph. There is one extra heading which you do not need.
A.Do established musicians have a responsibility to guide and assist young up-and-coming musicians? B.Did anyone promote your musical education when you were growing up? C.What kind of “world music” do you enjoy? D.What’s your comment on pop music? E.Does the contemporary music press give jazz the coverage it deserves? F.What’s wrong with the music on the radio? |
An interview with Wynton Marsalis, a noted jazz musician
80. |
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There were the older jazz musicians who hung around our house when I was young. I saw how much they practiced, how serious they were about their art. I knew then I had to work just as hard if I wanted to succeed. Of course, my father inspired me a lot, and many teachers took the time to nurture my latent and the talents of other students in our school.
81. |
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Yes. We’ve done such a poor job with music education because, as a society, we haven’t maintained the kind of education that a true artist and musician needs. Young people haven’t been able to equate romance and talent with music. For instance, most of the people who make it in the music industry today have to look good. How they sound is secondary. Sarah Vaughan, Bessie Smith, Ella Fitzgerald ― those big, romantic queens of jazz music wouldn’t make it in today’s music industry, and that’s a shame. We need to teach young people about the alternatives.
82. |
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Around the would people make music that, if you listen carefully to it, sounds a little like the cadence of their language. I’d call it folk music. When I’m away from home, I make a point of listening to regional folk music, not what’s on the radio.
83. |
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The same music is on the radio all over the world, and the American sound is overwhelming. Even the pop music that’s produced and created in foreign countries has that American beat, that underscore of funk. As a musician, I’m not interested in hearing recycled versions of the same genre over and over. Any music that doesn’t have a development section just isn’t interesting to me.
84. |
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The music press has so much to introduce these days, and jazz is just a small fraction of it. Because some people are intimidated by jazz, they don’t cover it unless it’s a big name. New jazz musicians don’t get much of break. A lot of editors don’t say anything about jazz these days unless it’s Marsalis. That’s a shame. What VH1 is doing with their Save the Music campaign is phenomenal. They’re getting all these instruments out to needy kids. It’s the kind of thing all networks should be doing.
(You may read the questions first.)
SCREENGRABS | |
BBC1 PLANET EARTH 9PM Fresh Water provides an expansive subject for the third programme in the BBC’s fascinating new natural history series. Broadly, we investigate the world’s lakes and rivers and the creatures which inhabit them. Thus we visit the deepest lake on the planet, Lake Baikal in Siberia. We observe large colonies of Indian smooth-coated otters (above) looking around. A magical series which gives us a real sense of context in relation to the planet we inhabit. BBC2 FAMILY GUY 11.45PM Road to Europe. Without proper identification, Brian and Stewie stow away on a plane they think is leaving for
| ITV1 AGATHA CHRISTIE’S POIROT 9PM Cards on the Table, Tonight’s mystery concerns the death of one of London’s richest and most mysterious men, Mr Shaitana (Alexander Siddig), who has a fascination with crime. Shaitana hosts dinner and a game of bridge in his apartment, but when the time comes for the first guests to take their leave, they discover that their host has been stabbed through the heart.
CHANNEL4 THE GAMES: LIVE 9PM For the first time on The Games, the men fight in a Kendo tournament, using 1.2 m shinai (Bamboo-swords). The women compete in the cycling, racing wheel-to-wheel on competition bike with no brakes. Plus other news from the English Institute of Sport in Sheffield. |
69.The Fresh Water series at 9 PM .
A.explores the lakes, rivers and the creatures in them
B.is devoted to the freshwater creatures in the world
C.explains the relationship among inhabitants on the earth
D.focuses on the deepest river on the planet
70.The phrase “stow away”most probably means“ ”
A.hide secretly
B.talk excitedly
C.operate easily
D.guide successfully
71.A mystery story adapted from Agatha Christie’s novel will be shown on .
A.BBC1
B.BBC2
C.ITV1
D.Channel 4
One topic is rarely mentioned in all the talk of improving standards in our schools: the almost complete failure of foreign-language teaching. As a French graduate who has taught for more than twenty-five years, I believe I have some idea of why the failure is so total. 55 the faults already found out in the education system as a whole-such as child-cantered learning, the “discovery”method, and the low expectations by teachers of pupils-there have been several serious 56 which have a direct effect on language teaching.
The first is the removal from the curriculum(课程)of the thorough teaching of English
57 . Pupils now do not know a verb from a noun, the subject of a sentence from its object, or the difference between the past, present, or future.
Another important error is mixed-ability teaching, or teaching in ability groups so 58 that the most able pupils are 59 and are bored while the least able are lost and 60 Bored. Strangely enough, few head teachers seem to be in favor of mixed-ability school football teams.
Progress depends on memory, and pupils start to forget immediately they stop having 61 lessons. This is why many people who attended French lessons at school, even those who got good grades, have forgotten it a few years later. 62 they never need it, they do not practice it.
Most American schools have accepted what is inevitable and 63 modem languages, even Spanish, from the curriculum. Perhaps it is time for
55.A.Due to | B.In addition to | C.Instead of | D.In spite of |
56.A.errors | B.situations | C.systems | D.methods |
57.A.vocabulary | B.culture | C.grammar | D.literature |
58.A.wide | B.similar | C.separate | D.unique |
59.A.kept out | B.turned down | C.help back | D.left behind |
60.A.surprisingly | B.individually | C.equally | D.regular |
61.A.extra | B.traditional | C.basic | D.regular |
62.A.Although | B.Because | C.Until | D.Unless |
63.A.restored | B.absorbed | C.prohibited | D.withdrawn |
64.A.wasting | B.focusing | C.exploiting | D.sharing |
Being alone in outer space can be frightening. That is one reason why astronauts on solo(单独的) space flight were given plenty of work to keep them 45 . They were also in constant communication with people on the earth, 46 , being with people from whom you cannot get away might be even harder than being alone. This is what happens on long submarine(潜水艇) voyages. It will also happen on 47 space flights in the future. Will there be special problems of adjustment under such conditions?
Scientists have studied the reactions of men to one another during long submarine voyages. They have found that the longer the voyage lasts, the more serious the problem of 48 is. When men are 49 together for a long period, they begin to feel uneasy. Everyone has little habits of speaking and behaving that are ordinarily acceptable. In the limited space over a long period of time, however, these little habits may become very 50 .
Apparently, although no one wants to be 51 all the time, everyone needs some degree of privacy. When people are enclosed together, they are in what is called a stress situation. That means that they are under an unusual amount of 52 or stress.
People who are well-adjusted are able to 53 stress situations better than others. That is one reason why so much care is taken in 54 our astronauts. These men undergo a long period of testing and training. One of the things tested is their behaviors under stress.
45.A.tired | B.asleep | C.conscious | D.busy |
46.A.So far | B.After all | C.However | D.Therefore |
47.A.long | B.fast | C.dangerous | D.direct |
48.A.fuel | B.entertainment | C.adjustment | D.health |
49.A.shut up | B.held up | C.brought up | D.picked up |
50.A.pleasing | B.annoying | C.common | D.valuable |
51.A.noisy | B.alone | C.personal | D.sociable |
52.A.emphasis | B.conflict | C.power | D.pressure |
53.A.handle | B.create | C.affect | D.investigate |
54.A.becoming | B.choosing | C.ordering | D.promoting |