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大学英语6级考试听力直通249分 MODEL TEST7

时间:2010-11-17 06:09:40

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   [00:12.94]MODEL TEST 7
  [00:15.61]Section A
  [00:17.70]Directions:
  [00:19.45]In this section,
  [00:21.00]you will hear 8 short conversations
  [00:23.55]and 2 long conversations.
  [00:25.98]At the end of each conversation,
  [00:28.41]one or more questions will be
  [00:30.55]asked about what was said.
  [00:32.69]Both the conversation
  [00:34.49]and the questions
  [00:35.52]will be spoken only once.
  [00:37.89]After each question
  [00:39.77]there will be a pause.
  [00:41.62]During the pause,
  [00:42.94]you must read the four choices
  [00:45.27]marked A), B), C) and D),
  [00:49.24]and decide which is the best answer.
  [00:52.20]Then mark the corresponding letter
  [00:55.04]on Answer Sheet 2
  [00:57.06]with a single line
  [00:58.46]through the center.
  [01:00.21]Now let's begin with
  [01:02.52]the 8 short conversations.
  [01:05.62]11.W: I wonder if you have time to
  [01:09.51]go to the food store today.
  [01:11.34]We have almost run out of bread.
  [01:13.78]M: You’d better do that.
  [01:16.36]I haven’t got my report ready yet,
  [01:18.66]but my boss needs it tomorrow.
  [01:21.02]Q: Why isn’t the man
  [01:22.32]going to do the shopping?
  [01:38.77]12.W: How do you like your
  [01:41.77]new apartment?
  [01:43.11]M: Well, it’s quite nice really,
  [01:45.19]although I have a hard time
  [01:46.82]getting used to living in a big place.
  [01:49.46]Q: What is the man’s problem?
  [02:06.81]13.W: Could you tell me
  [02:09.73]what I should do
  [02:10.81]if my car breaks down?
  [02:12.58]M: Well, I'm sure you won't
  [02:14.10]have any trouble,
  [02:14.85]Mrs. Smith,
  [02:16.09]but if something should happen,
  [02:18.46]just call this number.
  [02:20.09]They'll see that you get help.
  [02:22.29]Q: What does the man really mean?
  [02:39.45]14. M: Hey, Louise,
  [02:43.74]I've got a used copy of our
  [02:45.61]chemistry textbook for half price.
  [02:48.32]W: I'm afraid you wasted your money,
  [02:50.98]yours is the first edition,
  [02:52.85]but we're supposed to be
  [02:54.17]using the third edition.
  [02:56.06]Q: What has the man done?
  [03:13.04]15. M: Now, what's your problem, Madam?
  [03:18.41]W: Oh, yes. My husband bought
  [03:21.49]this yellow skirt here yesterday.
  [03:23.53]It is very nice,
  [03:25.07]but it's not the color I want.
  [03:27.04]Have you got any blue ones?
  [03:29.26]Q: What does the woman want to do?
  [03:46.59]16.W: The place I've heard
  [03:50.41]so much about is Los Angeles.
  [03:53.15]The climate is pretty good.
  [03:54.93]Year-round flowers,
  [03:57.02]year-round swimming.
  [03:58.54]How do you like it?
  [04:00.03]M: Well, the beaches are beautiful.
  [04:02.61]But the people there are
  [04:04.30]terribly annoyed by the dirty air.
  [04:07.04]I mean, the combination of fog,
  [04:09.75]smoke and automobile exhaust.
  [04:12.65]There is not enough wind
  [04:14.44]to blow it away.
  [04:16.17]Q: What does the man
  [04:17.20]think of Los Angeles?
  [04:33.82]17.M: I hear you are
  [04:37.67]moving to an apartment.
  [04:39.50]Can you tell me why?
  [04:41.02]W: Actually, I didn’t want to move.
  [04:44.57]It would be more expensive to
  [04:46.28]live outside the college.
  [04:47.92]But I just can’t bear the noise
  [04:49.75]made by the people living next door.
  [04:52.12]Q: Why does the woman want to move?
  [05:09.99]18. W: Did you go shopping this afternoon?
  [05:13.98]M: Yes, but all I got was a sore foot.
  [05:17.61]Q: What does the man mean?
  [05:34.66]Now you will hear the
  [05:36.05]two long conversations.
  [05:39.43]Conversation One
  [05:41.27]W: Hello, Jim.
  [05:42.70]M: Hi, Judy. The instructor
  [05:44.65]really liked my sketches,
  [05:46.43]but she hasn’t seen my painting yet.
  [05:49.07]W: En , there seems to be
  [05:51.15]something wrong with it though.
  [05:53.28]M: Yeah, I know what you mean.
  [05:55.53]It doesn’t look right to me either.
  [05:58.28]W: I think I know.
  [05:59.59]Look here at the sky,
  [06:01.40]it just seems to fit in
  [06:02.72]with other colors of the painting.
  [06:04.56]M: What do you mean?
  [06:05.63]Everyone know the sky is blue.
  [06:08.32]W: Well, that’s depends.
  [06:10.24]Sometimes it is
  [06:11.88]and sometimes it isn’t,
  [06:13.60]as sunset can be full
  [06:15.32]of reds and purples.
  [06:16.95]Well, even now, look at it now,
  [06:20.01]Jim, what do you see?
  [06:21.30]M: It looks blue to me.
  [06:23.16]W: Look again.
  [06:24.78]Do you see a kind of
  [06:26.51]yellowish-brown color?
  [06:28.09]M: Oh yeah,
  [06:29.08]I see what you mean.
  [06:30.38]W: By adding some tan
  [06:31.96]to your sky,
  [06:33.25]I think you’ll
  [06:34.13]get more actual picture,
  [06:36.49]and the color will
  [06:37.44]look more natural.
  [06:38.71]M: I think I’ll try that.
  [06:40.91]How do you get to
  [06:42.20]know so much about painting?
  [06:43.99]Have you taken a lot of courses?
  [06:46.95]W: No, actually.
  [06:48.32]But my father is an artist.
  [06:50.35]M: A professional artist?
  [06:51.83]W: Oh yeah. When we were kids,
  [06:53.77]he always talked to us
  [06:55.12]about his work.
  [06:56.33]M: I wish we could talk some more.
  [06:58.82]How about going for a cup of coffee?
  [07:00.99]I’m ready for a break.
  [07:02.64]W: I’d love to,
  [07:03.92]but I have to study
  [07:04.80]for a history exam.
  [07:06.09]In fact, I was just on my way
  [07:07.98]to the study group,
  [07:09.26]and I think I am already late.
  [07:10.88]Maybe tomorrow?
  [07:12.13]M: Great,
  [07:12.90]I’ll meet you at the students’ center
  [07:14.63]after my class.
  [07:15.85]A little after three, OK?
  [07:17.65]W: Sounds good.
  [07:19.27]Get around now.
  [07:20.82]M: Bye, Judy.
  [07:21.97]Questions 19 to 21 are based on
  [07:24.72]the conversation you have just heard.
  [07:27.65]19. What are the speakers
  [07:30.30]mainly discussing?
  [07:46.75]20. What does the woman
  [07:50.43]suggest the man do?
  [08:07.35]21. What does the woman
  [08:10.42]plan to do next?
  [08:26.58]Conversation Two
  [08:29.51]W: I understand you are taking
  [08:30.81]the American literature
  [08:32.49]seminar this semester, Jim.
  [08:34.23]How do you like it?
  [08:35.63]M: I find it very interesting.
  [08:37.60]Our first reading assignment
  [08:39.24]was the book Travels
  [08:40.79]with Charley by John Steinbeck.
  [08:43.30]W: I’ve heard that
  [08:44.69]it includes descriptions of
  [08:46.03]many different parts
  [08:47.21]of the United States.
  [08:48.65]M: Yes, that’s quite true.
  [08:50.37]Steinbeck and his pet poodle,
  [08:52.25]Charley, had lots of adventures.
  [08:54.66]They got caught in a hurricane
  [08:56.88]in New York. In Maine,
  [08:58.65]they met migrant farm workers
  [09:00.57]and in California they visited
  [09:02.87]some of Steinbeck’s old friends.
  [09:05.13]W: Well, that’s
  [09:06.24]certainly a lively guide
  [09:08.11]for travelers.
  [09:09.70]Do you think the book is
  [09:10.78]an artistic masterpiece as well?
  [09:13.13]M: That’s a good question.
  [09:14.94]I’ve been giving it
  [09:15.85]some serious thought
  [09:16.93]because I’m writing my seminar paper
  [09:19.03]on that exact topic.
  [09:21.34]I guess I think that
  [09:22.85]Steinbeck is a talented writer,
  [09:24.79]but not a great one.
  [09:26.86]W: What would you say is
  [09:28.18]his strongest point as a writer?
  [09:30.63]M: Steinbeck’s description of
  [09:32.56]the various states is
  [09:33.88]the best part of the book,
  [09:35.75]I think. Although
  [09:37.51]I haven’t been there yet,
  [09:39.07]I feel that I know
  [09:39.99]not only the terrain of
  [09:41.79]Texas and Idaho,
  [09:43.63]but also the character
  [09:45.14]of the people who live there.
  [09:46.56]W: Yes, I’ve often learned
  [09:48.82]that Steinbeck can communicate
  [09:50.87]a sense of place very clearly.
  [09:53.67]Does the book have any central theme
  [09:56.28]to hold all these description together?
  [09:58.02]M: That’s what
  [09:58.81]I am trying to explain in my paper.
  [10:01.48]I think Steinbeck’s theme
  [10:03.11]is the urge to travel.
  [10:04.90]He captures the curiosity,
  [10:07.40]the desire for experiences
  [10:09.28]and the need to expand one’s horizons
  [10:11.92]that motivate all of us
  [10:13.46]towards intellectual growth.
  [10:16.08]Questions 22 to 25 are based on
  [10:19.09]the conversation you have just heard.
  [10:21.72]22. What was Jim’s first reading assignment
  [10:26.71]for his American literature seminar?
  [10:44.28]23. What does Jim think
  [10:48.68]about Steinbeck as a writer?
  [11:05.94]24. What does Jim admire most
  [11:09.85]in Steinbeck’s book?
  [11:27.24]25. According to Jim,
  [11:30.02]What is Steinbeck’s central theme?
  [11:47.57]Section B
  [11:50.09]Directions:
  [11:51.36]In this section,
  [11:52.87]you will hear 3 short passages.
  [11:56.38]At the end of each passage,
  [11:58.33]you will hear some questions.
  [12:01.02]Both the passage
  [12:02.09]and the questions will be
  [12:03.97]spoken only once.
  [12:06.31]After you hear a question,
  [12:08.27]you must choose the best answer
  [12:10.92]from the four choices
  [12:12.20]marked A), B), C) and D).
  [12:16.38]Then mark the corresponding letter
  [12:19.07]on Answer Sheet 2 with a single line
  [12:22.83]through the center.
  [12:24.41]Passage One
  [12:25.97]Strikes are very common in Britain.
  [12:28.48]They are extremely
  [12:30.02]harmful to its industries.
  [12:31.97]In fact, there are other countries
  [12:34.09]in Western Europe that lose
  [12:35.69]more working days through strikes every year
  [12:38.38]than Britain.
  [12:39.66]The trouble with the strikes in Britain
  [12:41.86]is that they occur in essential industries.
  [12:45.49]There are over 495 unions in Britain.
  [12:49.43]Some unions are very small.
  [12:51.55]Over 20 have more than 100 000 members.
  [12:55.09]Unions do not exist
  [12:57.55]only to demand higher wages.
  [13:00.25]They also educate their members.
  [13:02.60]They provide benefits for the sick
  [13:04.93]and try to improve working conditions.
  [13:08.25]Trade unioners say that
  [13:10.67]we must thank the unions
  [13:12.36]for the great improvement
  [13:13.98]in working conditions
  [13:15.32]in the last hundred years.
  [13:17.36]It is now against the law
  [13:19.54]for union members to go on strike
  [13:21.18]without the support of their union.
  [13:24.91]This kind of strike is
  [13:25.99]called the unofficial strike
  [13:28.31]and was common until recently.
  [13:31.15]Employers feel that unofficial strikes
  [13:34.05]were most harmful because
  [13:35.62]they would not be predicted.
  [13:37.85]However, these unofficial strikes still
  [13:40.90]occur from time to time
  [13:42.83]and some unions have
  [13:44.83]also refused to
  [13:46.39]cooperate with the law.
  [13:48.37]As a result, the general picture
  [13:50.69]of the relations between workers
  [13:52.60]and employers in Britain
  [13:54.25]has gone from bad to worse.
  [13:57.31]Questions 26 to 28 are based on
  [14:00.52]the passage you have just heard.
  [14:02.90]26. In what way are strikes
  [14:06.33]in Britain different from those
  [14:08.58]in other European countries?
  [14:25.24]27. Why are British employers
  [14:28.89]so afraid of unofficial strikes?
  [14:46.74]28. What conclusion can be drawn
  [14:49.74]from this passage?
  [15:05.80]Passage Two
  [15:07.24]Deep Springs is an American college.
  [15:10.58]It is an unusual college.
  [15:13.07]It is high in the white mountains
  [15:15.46]in California not in a college town.
  [15:17.72]The campus is a collection
  [15:19.92]of old buildings
  [15:20.97]with no beautiful classrooms.
  [15:23.12]The only college-like thing
  [15:24.78]about Deep Springs is its library.
  [15:27.18]Students can study from
  [15:28.62]the 17 000 books 24 hours a day.
  [15:32.80]The library is never crowded
  [15:34.74]as there are only 24 well-qualified
  [15:37.64]male students at the college.
  [15:39.89]In addition, there are only
  [15:41.61]five full-time professors.
  [15:44.01]These teachers believe in the idea
  [15:46.19]of this college.
  [15:47.35]They need to believe in it.
  [15:49.37]They do not get much money.
  [15:50.90]In fact, their salaries are
  [15:53.22]only about 9 000 dollars
  [15:54.99]a year plus room
  [15:56.40]and meals.
  [15:57.70]The school gives the young teachers
  [15:59.53]as well as the students something more
  [16:01.64]important than money.
  [16:03.31]"There is no place like Deep Springs,"
  [16:06.09]says a second-year student
  [16:07.79]from New York State,
  [16:08.55]"Most colleges today
  [16:09.88]are much the same
  [16:11.05]but Deep Springs is not
  [16:12.97]afraid to be different.
  [16:14.55]" He says that students
  [16:16.28]at his college are in a situation
  [16:18.41]quite unlike the other schools.
  [16:20.63]Students are there to learn
  [16:22.56]and they cannot run away
  [16:23.61]from problems.
  [16:24.98]There is no place to escape to.
  [16:26.45]At most colleges,
  [16:28.19]students can close their books
  [16:30.20]and go to a film.
  [16:31.44]They can go out to restaurants
  [16:33.07]or to parties.
  [16:34.36]Deep Springs students have completely
  [16:37.12]different alternatives.
  [16:38.50]They can talk to each other
  [16:40.05]or to their teachers.
  [16:41.68]Another possible activity is
  [16:43.32]to go to the library to study.
  [16:45.33]They might decide to do some work.
  [16:47.56]The student who doesn' t want to do
  [16:49.49]any of these activities
  [16:50.78]can go for a walk in the desert.
  [16:52.99]Deep Springs is far from the
  [16:54.70]world of restaurants and cinemas.
  [16:56.77]There is not even
  [16:57.93]a television set on campus.
  [17:00.75]Questions 29 to 32 are based on
  [17:04.58]the passage you have just heard.
  [17:07.32]29. What is the total number
  [17:11.63]of students at Deep Springs College?
  [17:29.24]30. What is true of the campus
  [17:33.17]of Deep Springs College?
  [17:49.83]31. Which of the following
  [17:53.09]is mentioned in the passage?
  [18:10.32]32. What can students
  [18:12.87]at Deep Springs do
  [18:14.27]in their spare time?
  [18:30.48]Passage Three
  [18:32.16]You should not fear spiders
  [18:34.47]because of their poison.
  [18:36.05]Of all the spiders in North America,
  [18:38.54]only one kind is really dangerous
  [18:41.75]and most would not bite even if
  [18:44.19]they were handled.
  [18:46.01]They much prefer to run away
  [18:48.08]or to drop to the ground
  [18:49.77]on a thread of silk.
  [18:51.80]Even so, when a spider runs directly
  [18:54.55]toward a person,
  [18:55.99]it gives the impression
  [18:57.12]that it is about to attack.
  [19:00.03]Actually, it cannot see the person
  [19:02.39]in its way. The spider is
  [19:04.49]too short-sighted to see things
  [19:06.71]at a distance.
  [19:08.02]It only wants to go
  [19:09.16]where it will not be disturbed.
  [19:11.65]In the United States
  [19:13.26]one kind of spider is responsible
  [19:15.62]for the frightening reputation
  [19:17.54]of the rest.
  [19:18.87]It is the Black Widow.
  [19:21.79]So called because the female,
  [19:23.66]which is larger than the male,
  [19:25.58]often eats her husband
  [19:27.66]after making love.
  [19:29.36]The Black Widow is found
  [19:30.92]in all states but is most common
  [19:32.63]in the south and the west.
  [19:34.85]She constructs a loose,
  [19:36.36]irregular web under a pile of rowans
  [19:38.87]or near the foundations of buildings
  [19:41.64]where she is seldom disturbed.
  [19:43.91]She is not an attacking spider
  [19:46.45]and many people have proven this
  [19:48.23]by letting her crawl over their hands.
  [19:51.14]When she bites, it is usually
  [19:52.64]in self-defence.
  [19:55.37]In spite of the stories
  [19:57.16]you may have heard, it is rare
  [19:59.25]for a person to be bitten
  [20:00.79]by a Black Widow
  [20:02.09]and even more unusual for the bite
  [20:04.63]to prove fatal.
  [20:06.25]But remember that her poison
  [20:08.62]is powerful and even though
  [20:10.90]she is shy, she should be respected.
  [20:14.19]Questions 33 to 35 are based on
  [20:17.23]the passage you have just heard.
  [20:19.61]33. What is this passage mainly about?
  [20:38.92]34. What do we learn about
  [20:41.79]spiders from the passage?
  [20:58.69]35. Why is the spider
  [21:01.66]you have just heard about
  [21:03.21]called the Black Widow?
  [21:19.65]Section C
  [21:20.88]Directions: In this section,
  [21:23.91]you will hear a passage
  [21:25.62]three times.
  [21:27.47]When the passage is read
  [21:28.84]for the first time,
  [21:30.14]you should listen carefully
  [21:31.96]for its general idea.
  [21:33.92]When the passage is read
  [21:35.41]for the second time,
  [21:36.71]you are required to fill
  [21:38.29]in the blanks numbered
  [21:40.42]from 36 to 43
  [21:43.08]with the exact words
  [21:45.11]you have just heard.
  [21:46.99]For blanks numbered
  [21:48.07]from 44 to 46
  [21:50.57]you are required to fill
  [21:52.09]in the missing information.
  [21:54.20]For these blanks,
  [21:55.90]you can either use the exact words
  [21:58.35]you have just heard
  [21:59.46]or write down the main points
  [22:01.95]in your own words.
  [22:03.77]Finally, when the passage
  [22:05.71]is read for the third time,
  [22:07.40]you should check
  [22:08.58]what you have written.
  [22:10.34]Now listen to the passage.
  [22:13.48]In Britain, the idea
  [22:15.06]of the Welfare State
  [22:16.46]could be said to have begun with
  [22:18.21]the Poor Relief Act in 1601.
  [22:20.79]This acknowledged that society
  [22:22.94]as a whole had a responsibility
  [22:25.22]towards its weaker members, people
  [22:27.56]who suffered as a result of
  [22:29.15]circumstances that they could not control,
  [22:32.49]such as illness
  [22:33.79]or inability to work.
  [22:35.57]Before that, religious orders
  [22:37.74]were the only organizations
  [22:39.30]to look after people
  [22:40.55]who had no one to care for them.
  [22:42.31]The poor Relief Act was
  [22:44.05]revised in the nineteenth century.
  [22:46.61]In the years before
  [22:47.84]the 1914—1918 war
  [22:51.75]the Liberal Prime Minister,
  [22:53.33]Lloyed George, introduced a pension
  [22:55.88]for people over seventy
  [22:57.96]and some from of compensation
  [22:59.65]for the people injured
  [23:01.16]while working in industry.
  [23:02.97]The basis of
  [23:04.18]today’s Welfare States
  [23:05.64]in Brian was laid in 1942
  [23:09.23]by a former director
  [23:10.57]of the London School of Economics,
  [23:12.79]Sir William Beveridge.
  [23:14.63]He proposed a radical scheme
  [23:17.05]for the abolition of poverty
  [23:18.78]through a system of social insurance.
  [23:21.26]But his proposal didn’t stop there.
  [23:24.07]He said that, in order to
  [23:25.66]reconstruct British society
  [23:27.62]on a more just
  [23:28.70]and democratic basis,
  [23:30.11]other evils had to be tackled.
  [23:32.52]There were, he said,
  [23:34.10]disease, ignorance, squalor and idleness.
  [23:37.75]After considerable political struggle
  [23:40.96]an Education Act was passed in 1944.
  [23:44.40]It abolished school fees.
  [23:46.93]It raised the school leaving age
  [23:49.14]from fourteen to fifteen
  [23:50.90]and provided for further education
  [23:53.05]until the age of eighteen.
  [23:55.10]In 1948 the establishment
  [23:58.03]of the National Health Service
  [23:59.78]gave every Briton the right to
  [24:01.98]free medical, dental and eye treatment.
  [24:04.56]Now the passage will be read again.
  [24:08.65]In Brian the idea
  [24:10.83]of the Welfare State
  [24:12.40]could be said to have begun with
  [24:14.18]the Poor Relief Act in 1601.
  [24:16.68]This acknowledged that society
  [24:18.88]as a whole had a responsibility
  [24:21.06]towards its weaker members, people
  [24:23.34]who suffered as a result of
  [24:24.75]circumstances that
  [24:26.59]they could not control,
  [24:27.99]such as illness
  [24:29.73]or inability to work.
  [24:31.40]Before that, religious orders
  [24:33.58]were the only organizations
  [24:35.16]to look after people
  [24:36.42]who had no one to care for them.
  [24:38.11]The poor Relief Act was
  [24:39.87]revised in the nineteenth century.
  [24:42.48]In the years before
  [24:44.16]the 1914-1918 war
  [24:47.39]the Liberal Prime Minister,
  [24:49.23]Lloyed George, introduced a pension
  [24:51.87]for people over seventy
  [24:53.63]and some from of compensation
  [24:55.41]for the people injured
  [24:56.87]while working in industry.
  [24:59.07]The basis of
  [25:00.10]today's Welfare States
  [25:01.43]in Britain was laid in 1942
  [25:05.03]by a former director
  [25:06.31]of the London School of Economics,
  [25:08.43]Sir William Beveridge.
  [25:10.67]He proposed a radical scheme
  [25:12.76]for the abolition of poverty
  [25:14.64]through a system of social insurance.
  [25:17.31]
  [26:15.95]But his proposal didn't stop there.
  [26:20.16]He said that, in order to
  [26:21.78]reconstruct British society
  [26:23.79]on a more just
  [26:24.80]and democratic basis,
  [26:26.45]other evils had to be tackled.
  [26:28.53]
  [27:29.03]There were, he said,
  [27:30.59]disease, ignorance, squalor and idleness.
  [27:34.35]After considerable political struggle
  [27:37.53]an Education Act was passed in 1944.
  [27:41.53]It abolished school fees.
  [27:43.88]It raised the school leaving age
  [27:45.61]from fourteen to fifteen
  [27:47.44]and provided for further education
  [27:49.44]until the age of eighteen.
  [27:51.81]
  [28:51.13]In 1948 the establishment
  [28:54.80]of the National Health Service
  [28:56.65]gave every Briton the right to
  [28:58.48]free medical, dental and eye treatment.
  [29:01.42]Now the passage will be
  [29:03.43]read for the third time.
  [29:05.83]In Britain the idea
  [29:07.09]of the Welfare State
  [29:08.60]could be said to have begun with
  [29:10.47]the Poor Relief Act in 1601.
  [29:13.05]This acknowledged that society
  [29:15.05]as a whole had a responsibility
  [29:17.55]towards its weaker members, people
  [29:19.81]who suffered as a result of
  [29:21.13]circumstances that
  [29:22.86]they could not control,
  [29:24.61]such as illness
  [29:25.85]or inability to work.
  [29:27.91]Before that, religious orders
  [29:29.99]were the only organizations
  [29:31.65]to look after people
  [29:32.83]who had no one to care for them.
  [29:34.62]The Poor Relief Act was
  [29:36.30]revised in the nineteenth century.
  [29:38.94]In the years before
  [29:40.14]the 1914-1918 war
  [29:43.82]the Liberal Prime Minister,
  [29:45.61]Lloyed George, introduced a pension
  [29:48.24]for people over seventy
  [29:49.92]and some from of compensation
  [29:51.89]for the people injured
  [29:53.30]while working in industry.
  [29:55.17]The basis of
  [29:56.41]today’s Welfare States
  [29:57.84]in Britain was laid in 1942
  [30:01.41]by a former director
  [30:02.80]of the London School of Economics,
  [30:05.03]Sir William Beveridge.
  [30:06.70]He proposed a radical scheme
  [30:09.16]for the abolition of poverty
  [30:11.08]through a system of social insurance.
  [30:13.47]But his proposal didn’t stop there.
  [30:16.17]He said that, in order to
  [30:17.93]reconstruct British society
  [30:19.89]on a more just
  [30:20.91]and democratic basis,
  [30:22.59]other evils had to be tackled.
  [30:24.66]There were, he said,
  [30:26.30]disease, ignorance, squalor and idleness.
  [30:29.95]After considerable political struggle
  [30:33.21]an Education Act was passed in 1944.
  [30:36.71]It abolished school fees.
  [30:39.42]It raised the school leaving age
  [30:41.48]from fourteen to fifteen
  [30:43.30]and provided for further education
  [30:45.34]until the age of eighteen.
  [30:47.46]In 1948 the establishment
  [30:50.46]of the National Health Service
  [30:51.99]gave every Briton the right to
  [30:53.94]free medical, dental and eye treatment.
  [30:56.98]This is the end of listening comprehension.


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