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大学英语六级听力MP3(含lrc字幕) 第7期

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  • College English Test -- Band Six
  • Part III Listening Comprehension
  • Section A
  • Directions: In this section,
  • you will hear 8 short conversations and 2 long conversations.
  • At the end of each conversation,
  • one or more questions will be asked about what was said.
  • Both the conversation and the questions will be spoken only once.
  • After each question there will be a pause.
  • During the pause,
  • you must read the four choices marked A), B), C) and D),
  • and decide which is the best answer.
  • Then mark the corresponding letter on Answer Sheet 2
  • with a single line through the centre.
  • Now, let's begin with the eight short conversations.
  • 11. W: Do you know why Mary has such a long face today?
  • M: I don't have the foggiest idea!
  • She should be happy especially since she got a promotion yesterday.
  • Q: What did the speakers mean?
  • 12. M: Hi, Donna! Are you interested in going to
  • an art exhibition on Sunday? A friend of mine is
  • showing some of her paintings there.
  • It's the opening night. Free drinks and food!
  • W: Well, actually, I don't have anything planned.
  • It sounds kind of fun!
  • Q: What did the man invite the woman to do on Sunday?
  • 13. M: You did an excellent job in school!
  • You were indeed a great student!
  • Where did your drive come from?
  • W: Academic achievements were important to my parents as immigrants.
  • Education is where it all begins.
  • My mother in particular tries to get me interested in school.
  • Q: What do we learn about the woman from the conversation?
  • 14. M: I hear the Sunflower Health Club on Third Street is good!
  • W: Not right now! I used to go there.
  • I thought it was great because it was real cheap.
  • But the problem was it was always crowded.
  • Sometimes, I had to wait to use the machines.
  • Q: What does the woman say about the Sunflower Health Club?
  • 15. W: Tom is very excited!
  • Just yesterday he received his doctoral degree
  • and in a few minutes he'll be putting the ring on Sarah's finger.
  • M: He's really such a lucky dog!
  • Sarah is a lovely bride and tonight
  • they are going to Hawaii on their honeymoon!
  • Q: What do we learn from the conversation?
  • 16. W: Your wife told me that you eat out four or five times a week,
  • I really envy you!
  • M: Don't envy me! It's for business.
  • In fact, I'm sick and tired of restaurant food!
  • Sometimes, I just prefer a home-cooked meal.
  • Q: Why does the man say he often eats out?
  • 17. W: I was amazed when I heard Tony play the piano so expertly!
  • From the way he talked,
  • I thought he was just starting his lessons.
  • M: Oh, no! That's the way he always talks!
  • Q: What can we infer about Tony from the conversation?
  • 18. M: I'm terribly sorry, ma'am,
  • but your flight has been cancelled.
  • I won't be able to put you on another one until tomorrow morning.
  • W: Well, I certainly hope the airline is going to
  • put me up somewhere tonight.
  • Q: What did the woman request the airline do?
  • Now you'll hear two long conversations.
  • Conversation One
  • M: Hi, Hellen, How are you doing?
  • W: Pretty good. Thanks. Have you helped me
  • look at my graduate school application,
  • and the statement of purpose I wrote?
  • M: Well, yeah. Basically it's good.
  • What you might actually do is to take some of
  • the different points here and actually break them out into
  • separate paragraphs, like your purpose for applying for graduate study,
  • specialty, and why do you want to do the area you specify,
  • what you want to do with your degree when you get it.
  • W: Ok, right.
  • M: So you may expand on each point.
  • Expand some more on what's happened in your life
  • and what shows your motivation and interest in this area?--geology.
  • W: Ok, so make it a little more personal? That's ok?
  • M: That's fine. They look for that stuff.
  • It's critical that somebody see what your passion is
  • and your personal motivation for doing this.
  • You might give a little more explanation
  • about your unique undergraduate background,
  • like the music program. What you got from that
  • and why you decided to change. I mean it is kind of unusual
  • to go from music to geology. Right?
  • W: Yeah. I was, I was afraid of that,
  • you know, maybe the personal type stuff wouldn't be
  • what they want. But…
  • M: You know, I think probably your music background
  • is the most unique thing that you get your records.
  • W: Right.
  • M: So you see, you get to make yourself stand out
  • from a couple of a hundred of applications.
  • Does that help any?
  • W: Yeah, it does. It gives me some good ideas.
  • M: Also, think about presentation.
  • I mean the presentation formats, your grammar,
  • and all that stuff they are looking at
  • in your materials at the same time.
  • W: Right. Ok.
  • Questions 19 to 21 are based on the conversation
  • you have just heard.
  • 19. What did the woman ask the man to do?
  • 20. What was the woman's major as an undergraduate student?
  • 21. What was the last suggestion given by the man?
  • Conversation Two
  • W: This evening, the guest speaker with us
  • is Dr. Bush. He's going to talk about copyrighting works of art.
  • M: Well, a copyright is a proof of authorship.
  • It protects artists against someone else
  • using their work without their permission.
  • W: So, all artists' works will be protected by copyright law?
  • M: It's important to remember that United States Copyright Law
  • protects artistic expressions such as paintings,
  • but does not protect any ideas, concepts, procedures or techniques.
  • W: How can artists obtain copyright protection?
  • M: The law has changed in 1978 and again in 1989.
  • For artists the current law means everything
  • they create is automatically and immediately copyrighted.
  • They don't have to file any documents
  • and under the protection of the Copyright Law,
  • any recreations of their original work
  • such as prints are also covered by the artist's copyright.
  • Further more, any changes artists made to
  • their original works are covered. The Law also makes it clear that
  • when someone buys the work of art,
  • they are not allowed to destroy or change that work of art.
  • W: What if the work was sold to a new owner?
  • M: Artists keep the copyright even after selling the work of art.
  • The purchaser may buy the physical work,
  • but the right to make prints or copies is still the artists'
  • and the buyer does not automatically have any right to make
  • and sell prints or copies of work.
  • W: Do you have any suggestions to our artist in this area?
  • M: Although works are automatically copyrighted,
  • artists are encouraged to register their work with
  • United States Copyright Office.
  • Registering art provides additional legal protection
  • and also gives the people around the world the ability to
  • approach the honors about licensing and purchasing right.
  • Questions22 to 25 are based on the conversation
  • you have just heard.
  • 22. What is the talk mainly about?
  • 23. What does the professor say about American Copyright Law?
  • 24. When does the Artist Copyright start?
  • 25. What does American Copyright Law state about
  • a work of art that is sold?
  • 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). Then mark the corresponding letter
  • on Answer Sheet 2 with a single line through the centre.
  • Passage One
  • You have probably heard of the DuPont company,
  • which was founded by a family of the same name.
  • But do you know about the museum that
  • one of the family members began? Henry Francis du Pont
  • was an heir to Delaware's DuPont Company fortune.
  • He was one of the first serious collectors of American
  • decorative art objects—furniture, textiles,
  • paintings and other objects made in the United States
  • between 1640 and 1840. American furniture
  • and household objects had been considered inferior to
  • those from Europe. But du Pont helped
  • develop a new appreciation of American decorative arts.
  • He created a legendary show plays for these objects
  • on his family estate just outside Wilmington, Delaware.
  • In 1951, it was open to the public as the Henry Francis
  • du Pont Winterthur Museum. The museum assembled objects
  • from du Pont's collection into 175 period rooms,
  • each with examples of American antiques and decorative arts
  • that followed a certain theme or period in early American history.
  • For example, the DuPont dining room has furniture
  • dating from the late 18th and early 19th centuries.
  • And because this was the time when the United States
  • became a new nation, there's a patriotic theme in the room.
  • Another example is the Chinese parlor,
  • which has furnishings that would reflect American's fascination
  • with Asian culture during the 18th century.
  • In these period rooms, du Pont believed
  • he could tell the story of the early United States
  • through furniture and other decorative arts.
  • Questions 26 to 28 are based on the passage you have just heard.
  • 26. What is Henry Francis du Pont noted for?
  • 27. What was the purpose of du Pont's efforts?
  • 28. How were the objects on display arranged?
  • Passage Two
  • According to David Grattle, a British language expert,
  • the idea that English will become the world language is outdated.
  • And people are more likely to switch
  • between two or more languages for routine communication in the future.
  • The share of the world's population that speaks English
  • as a native language is falling. Instead,
  • English will play a growing role as a second language.
  • A population speaking more than one language
  • is already the case in much of the world
  • and is becoming more common in the United States.
  • Indeed, the census bureau reported last year that
  • nearly one American in five speaks a language
  • other than English at home, with Spanish taking the lead,
  • followed by Chinese. Grattle works for British consulting
  • and publishing business. He anticipates a world
  • with the share of people who are native English speakers
  • slips from 9% in the mid 1990s to 5% in 2050. Grattle says,
  • "Up until 1995, English was the second most common native tongue
  • in the world, trailing only Chinese.
  • By 2050, Chinese will continue its predominance
  • with Hindi Woodoo of India and Arabic climbing past English
  • and Spanish nearly equal to it." In contrast,
  • an American language expert, David Harrison noted that
  • the global share of English is much larger
  • if you count second language speakers,
  • and will continue to rise even as the proportion
  • of native speakers declines. Harrison disputed listing Arabic
  • in the top three languages because varieties of Arabic
  • spoken in such countries as Egypt and Morocco
  • are mutually incomprehensible.
  • Questions 29 to 31 are based on the passage you have just heard.
  • 29. What does David Grattle say about the use of
  • languages for daily communication in the future?
  • 30. Why doesn't David Harrison include Arabic
  • as one of the top three languages?
  • 31. What can we infer from the passage?
  • Passage Three
  • There are about 1 million blind people in the United States.
  • The largest and most influential organization of blind people
  • in this country is the National Federation of the Blind.
  • Its officials say the nation doesn't have any colleges
  • or universities that serve only blind students.
  • They say the reason for this is that blind people
  • must learn to live among people who can see.
  • American colleges and universities do accept blind
  • and visually impaired students,
  • and they provide services to help these students succeed.
  • For example, colleges find people who write down
  • what the professor say in class and they provide technology
  • that can help blind students with their work.
  • However, experts say colleges can best help blind students
  • by making it clear that the students
  • should learn to help themselves.
  • One blind American student named Timcordez recently
  • made news because he graduated from medical school
  • at the University of Wisconsin. He said technology
  • was one of the reasons he succeeded.
  • He used a computer that read into his earphone
  • what he was typing. He also used a small printer that
  • permitted him to write notes about his patients in the hospital.
  • He did his undergraduate work at the University of Notre Dame
  • in South Bend, Indiana. National Federation of
  • the Blind officials say blind students from other nations do
  • come to the United States to attend college.
  • Some can even get financial aid.
  • The Federation awards about 30 scholarships each year
  • that have no citizenship requirement.
  • Questions 32 to 35 are based on the passage you have just heard.
  • 32. According to officials of the National Federation of the Blind,
  • why are there no special colleges for blind students only?
  • 33. According to experts, how can colleges best help blind students?
  • 34. What is one of the reasons given by Timcodez ,
  • a blind student , for his success?
  • 35. What can blind students from overseas do to study
  • in America according to the National Federation of the Blind?
  • Section C
  • Directions: In this section, you will hear a passage three times.
  • When the passage is read for the first time,
  • you should listen carefully for its general idea.
  • When the passage is read for the second time,
  • you are required to fill in the blanks
  • numbered from 36 to 43 with the exact words you have just heard.
  • For blanks numbered from 44 to 46 you are required to
  • fill in the missing information. For these blanks,
  • you can either use the exact words you have just heard or
  • write down the main points in your own words.
  • Finally, when the passage is read for the third time,
  • you should check what you have written.
  • Now listen to the passage.
  • People could eat more cocoa-rich products
  • such as dark chocolate but not drink tea
  • if they want to lower their blood pressure,
  • German researchers reported Monday.
  • A team of researchers from the University Hospital of
  • Cologne analyzed data from previous studies that
  • looked at the benefits of tea and cocoa.
  • They found eating foods affluent in cocoa resulted
  • in lower blood pressure levels.
  • Their report consisted of exactly 10 studies on cocoa
  • with a total of 173 participants,
  • a third of whom had high blood pressure
  • and were followed for a two-week period,
  • and five tea studies with 343 people for a four-week period.
  • The fall in blood pressure credited to cocoa
  • could be expected to reduce the risk of strokes
  • and heart attacks by 10-20 percent, the report said.
  • The benefits are believed to come from certain compounds,
  • explained Dr. Dirk Taubert, a leading author of the report.
  • While tea and cocoa are both rich in such compounds,
  • cocoa contains more of the type.
  • This suggests that different kinds of plant compounds
  • may make contributions to lowering blood pressure
  • in different ways. Compared to cocoa compounds,
  • tea compounds appear to be less effective.
  • However, the researchers cautioned that
  • while their findings should not be taken as
  • a widespread recommendation for higher cocoa
  • intake to decrease blood pressure,
  • it appears reasonable that cocoa products
  • could be substituted for other high calorie
  • and high fat desserts.
  • Drug treatment is the basis of blood pressure control,
  • Taubert said, and it should always be accompanied
  • by lifestyle measures such as exercise and proper diet.
  • Now the passage will be read again.
  • People could eat more cocoa-rich products
  • such as dark chocolate but not drink tea
  • if they want to lower their blood pressure,
  • German researchers reported Monday.
  • A team of researchers from the University Hospital of
  • Cologne analyzed data from previous studies that
  • looked at the benefits of tea and cocoa.
  • They found eating foods affluent in cocoa resulted
  • in lower blood pressure levels.
  • Their report consisted of exactly 10 studies on cocoa
  • with a total of 173 participants,
  • a third of whom had high blood pressure
  • and were followed for a two-week period,
  • and five tea studies with 343 people for a four-week period.
  • The fall in blood pressure credited to cocoa
  • could be expected to reduce the risk of strokes
  • and heart attacks by 10-20 percent, the report said.
  • The benefits are believed to come from certain compounds,
  • explained Dr. Dirk Taubert, a leading author of the report.
  • While tea and cocoa are both rich in such compounds,
  • cocoa contains more of the type. This suggests that
  • different kinds of plant compounds may make contributions to
  • lowering blood pressure in different ways.
  • Compared to cocoa compounds,
  • tea compounds appear to be less effective.
  • However, the researchers cautioned that
  • while their findings should not be taken as
  • a widespread recommendation for higher cocoa intake to
  • decrease blood pressure,
  • it appears reasonable that cocoa products could be substituted for
  • other high calorie and high fat desserts.
  • Drug treatment is the basis of blood pressure control,
  • Taubert said, and it should always be accompanied
  • by lifestyle measures such as exercise and proper diet.
  • Now the passage will be read for the third time.
  • People could eat more cocoa-rich products such as
  • dark chocolate but not drink tea
  • if they want to lower their blood pressure,
  • German researchers reported Monday.
  • A team of researchers from the University Hospital of Cologne
  • analyzed data from previous studies that
  • looked at the benefits of tea and cocoa.
  • They found eating foods affluent in cocoa resulted in
  • lower blood pressure levels.
  • Their report consisted of exactly 10 studies on cocoa
  • with a total of 173 participants, a third of
  • whom had high blood pressure and
  • were followed for a two-week period,
  • and five tea studies with 343 people for a four-week period.
  • The fall in blood pressure credited to cocoa
  • could be expected to reduce the risk of strokes
  • and heart attacks by 10-20 percent, the report said.
  • The benefits are believed to come from certain compounds,
  • explained Dr. Dirk Taubert, a leading author of the report.
  • While tea and cocoa are both rich in such compounds,
  • cocoa contains more of the type. This suggests that
  • different kinds of plant compounds may make contributions to
  • lowering blood pressure in different ways.
  • Compared to cocoa compounds,
  • tea compounds appear to be less effective.
  • However, the researchers cautioned that
  • while their findings should not be taken as
  • a widespread recommendation for higher cocoa
  • intake to decrease blood pressure,
  • it appears reasonable that cocoa products
  • could be substituted for other high calorie
  • and high fat desserts.
  • Drug treatment is the basis of blood pressure control,
  • Taubert said, and it should always be accompanied
  • by lifestyle measures such as exercise and proper diet.
  • This is the end of listening comprehension.


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[00:06.89]College English Test -- Band Six
[00:11.49]Part III Listening Comprehension
[00:14.83]Section A
[00:16.80]Directions: In this section,
[00:19.75]you will hear 8 short conversations and 2 long conversations.
[00:24.35]At the end of each conversation,
[00:26.75]one or more questions will be asked about what was said.
[00:30.15]Both the conversation and the questions will be spoken only once.
[00:34.52]After each question there will be a pause.
[00:37.81]During the pause,
[00:39.56]you must read the four choices marked A), B), C) and D),
[00:45.02]and decide which is the best answer.
[00:48.42]Then mark the corresponding letter on Answer Sheet 2
[00:52.14]with a single line through the centre.
[00:54.77]Now, lets begin with the eight short conversations.
[00:59.46]11. W: Do you know why Mary has such a long face today?
[01:06.03]M: I dont have the foggiest idea!
[01:08.11]She should be happy especially since she got a promotion yesterday.
[01:12.49]Q: What did the speakers mean?
[01:31.03]12. M: Hi, Donna! Are you interested in going to
[01:35.51]an art exhibition on Sunday? A friend of mine is
[01:38.68]showing some of her paintings there.
[01:40.88]Its the opening night. Free drinks and food!
[01:43.94]W: Well, actually, I dont have anything planned.
[01:46.89]It sounds kind of fun!
[01:49.08]Q: What did the man invite the woman to do on Sunday?
[02:08.68]13. M: You did an excellent job in school!
[02:13.28]You were indeed a great student!
[02:15.47]Where did your drive come from?
[02:17.99]W: Academic achievements were important to my parents as immigrants.
[02:22.36]Education is where it all begins.
[02:25.09]My mother in particular tries to get me interested in school.
[02:28.81]Q: What do we learn about the woman from the conversation?
[02:48.74]14. M: I hear the Sunflower Health Club on Third Street is good!
[02:55.42]W: Not right now! I used to go there.
[02:57.94]I thought it was great because it was real cheap.
[03:00.67]But the problem was it was always crowded.
[03:03.95]Sometimes, I had to wait to use the machines.
[03:06.90]Q: What does the woman say about the Sunflower Health Club?
[03:26.33]15. W: Tom is very excited!
[03:30.15]Just yesterday he received his doctoral degree
[03:32.72]and in a few minutes hell be putting the ring on Sarahs finger.
[03:36.32]M: Hes really such a lucky dog!
[03:38.40]Sarah is a lovely bride and tonight
[03:41.03]they are going to Hawaii on their honeymoon!
[03:43.77]Q: What do we learn from the conversation?
[04:01.10]16. W: Your wife told me that you eat out four or five times a week,
[04:08.54]I really envy you!
[04:10.18]M: Dont envy me! Its for business.
[04:12.26]In fact, Im sick and tired of restaurant food!
[04:15.65]Sometimes, I just prefer a home-cooked meal.
[04:19.05]Q: Why does the man say he often eats out?
[04:38.64]17. W: I was amazed when I heard Tony play the piano so expertly!
[04:45.00]From the way he talked,
[04:46.64]I thought he was just starting his lessons.
[04:49.05]M: Oh, no! Thats the way he always talks!
[04:52.00]Q: What can we infer about Tony from the conversation?
[05:12.18]18. M: Im terribly sorry, maam,
[05:14.26]but your flight has been cancelled.
[05:17.65]I wont be able to put you on another one until tomorrow morning.
[05:21.70]W: Well, I certainly hope the airline is going to
[05:24.22]put me up somewhere tonight.
[05:25.75]Q: What did the woman request the airline do?
[05:42.43]Now youll hear two long conversations.
[05:48.89]Conversation One
[05:51.30]M: Hi, Hellen, How are you doing?
[05:53.71]W: Pretty good. Thanks. Have you helped me
[05:57.20]look at my graduate school application,
[05:59.50]and the statement of purpose I wrote?
[06:01.91]M: Well, yeah. Basically its good.
[06:04.65]What you might actually do is to take some of
[06:07.27]the different points here and actually break them out into
[06:10.33]separate paragraphs, like your purpose for applying for graduate study,
[06:14.60]specialty, and why do you want to do the area you specify,
[06:19.08]what you want to do with your degree when you get it.
[06:22.04]W: Ok, right.
[06:23.46]M: So you may expand on each point.
[06:25.54]Expand some more on whats happened in your life
[06:28.60]and what shows your motivation and interest in this area?--geology.
[06:31.78]W: Ok, so make it a little more personal? Thats ok?
[06:36.70]M: Thats fine. They look for that stuff.
[06:39.98]Its critical that somebody see what your passion is
[06:43.15]and your personal motivation for doing this.
[06:45.45]You might give a little more explanation
[06:47.64]about your unique undergraduate background,
[06:49.83]like the music program. What you got from that
[06:52.67]and why you decided to change. I mean it is kind of unusual
[06:56.34]to go from music to geology. Right?
[06:59.07]W: Yeah. I was, I was afraid of that,
[07:02.47]you know, maybe the personal type stuff wouldnt be
[07:04.86]what they want. But
[07:06.83]M: You know, I think probably your music background
[07:09.45]is the most unique thing that you get your records.
[07:12.07]W: Right.
[07:13.82]M: So you see, you get to make yourself stand out
[07:16.56]from a couple of a hundred of applications.
[07:18.53]Does that help any?
[07:20.60]W: Yeah, it does. It gives me some good ideas.
[07:22.25]M: Also, think about presentation.
[07:25.20]I mean the presentation formats, your grammar,
[07:28.48]and all that stuff they are looking at
[07:30.35]in your materials at the same time.
[07:32.42]W: Right. Ok.
[07:34.61]Questions 19 to 21 are based on the conversation
[07:38.11]you have just heard.
[07:40.41]19. What did the woman ask the man to do?
[07:57.76]20. What was the womans major as an undergraduate student?
[08:18.71]21. What was the last suggestion given by the man?
[08:38.45]Conversation Two
[08:41.30]W: This evening, the guest speaker with us
[08:44.14]is Dr. Bush. Hes going to talk about copyrighting works of art.
[08:48.30]M: Well, a copyright is a proof of authorship.
[08:51.91]It protects artists against someone else
[08:54.43]using their work without their permission.
[08:56.62]W: So, all artistsworks will be protected by copyright law?
[09:00.01]M: Its important to remember that United States Copyright Law
[09:03.18]protects artistic expressions such as paintings,
[09:06.79]but does not protect any ideas, concepts, procedures or techniques.
[09:11.83]W: How can artists obtain copyright protection?
[09:15.43]M: The law has changed in 1978 and again in 1989.
[09:20.03]For artists the current law means everything
[09:22.98]they create is automatically and immediately copyrighted.
[09:26.49]They dont have to file any documents
[09:28.89]and under the protection of the Copyright Law,
[09:31.30]any recreations of their original work
[09:34.47]such as prints are also covered by the artists copyright.
[09:37.86]Further more, any changes artists made to
[09:40.82]their original works are covered. The Law also makes it clear that
[09:44.97]when someone buys the work of art,
[09:46.84]they are not allowed to destroy or change that work of art.
[09:50.22]W: What if the work was sold to a new owner?
[09:52.85]M: Artists keep the copyright even after selling the work of art.
[09:56.90]The purchaser may buy the physical work,
[09:59.52]but the right to make prints or copies is still the artists
[10:02.70]and the buyer does not automatically have any right to make
[10:06.85]and sell prints or copies of work.
[10:10.57]W: Do you have any suggestions to our artist in this area?
[10:13.97]M: Although works are automatically copyrighted,
[10:16.70]artists are encouraged to register their work with
[10:19.76]United States Copyright Office.
[10:21.84]Registering art provides additional legal protection
[10:24.57]and also gives the people around the world the ability to
[10:27.97]approach the honors about licensing and purchasing right.
[10:31.69]Questions22 to 25 are based on the conversation
[10:35.52]you have just heard.
[10:37.49]22. What is the talk mainly about?
[10:57.78]23. What does the professor say about American Copyright Law?
[11:16.54]24. When does the Artist Copyright start?
[11:36.40]25. What does American Copyright Law state about
[11:41.10]a work of art that is sold?

重点单词   查看全部解释    
effective [i'fektiv]

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adj. 有效的,有影响的

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contrast ['kɔntræst,kən'træst]

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n. 差别,对比,对照物
v. 对比,成对照<

 
bend [bend]

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v. 弯曲,使弯曲,屈服,屈从
n. 弯曲,弯

 
statement ['steitmənt]

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n. 声明,陈述

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copyright ['kɔpirait]

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n. 版权,著作权
adj. 版权的

 
proportion [prə'pɔ:ʃən]

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n. 比例,均衡,部份,(复)体积,规模
vt

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communication [kə.mju:ni'keiʃn]

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n. 沟通,交流,通讯,传达,通信

 
certain ['sə:tn]

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adj. 确定的,必然的,特定的
pron.

 
recommendation [.rekəmen'deiʃən]

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n. 推荐,介绍

 
protect [prə'tekt]

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vt. 保护,投保

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