Section B: Information Matching
Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
Getting young minds into design
[A] Recently, a leading design federation in the UK warned that the UK could face a creative skills shortage, after the latest figures revealed a drop of almost 10 percent in students studying Design and Technology. These figures showed that the number of pupils that sat exams in Design and Technology fell 10 percent from 204,788 to 185,279 last year.
[B] Chief executive John Kampfner of the Creative Industries Federation thinks that this drop in figures has worrying implications for the skills pipeline in Britain's hugely successful arts and creative industries. He said, “We already have skills shortages in many jobs such as animation and special effects.” He added: “Engineering, which requires a similar mix of creative and technical skills, also has recruitment problems.”
[C] Many other designers and architects have expressed concern over the future supply of home-grown talent for UK firms, and industry bodies have pointed out that there has been a lack of roots-level support. However, if these designers had visited the Design Museum shop in London earlier this year their fears may have been eased. With £10 to spend, they could have bought a fascinating children's toy called “Dazzle Racer”. An automotive cylinder, it included a wind-up, elastic-band-powered mechanism, minimal parts, all 100 percent recycled and lots of stickers. It was good fun, simple, eye-catching and very original.
[D] Well you'd expect the Design Museum to commission and make some interesting items, but this one was different. Designed by a group of six Year 9 and Year 10 boys from Finchley Catholic High School, the toy was the winning entry in the museum's 2015 Design Ventura competition, which brings the business of design to life for students aged 13 to 16 by challenging them to develop a new creative, sustainable and commercially feasible product for the Design Museum shop and attracts hundreds of entries nationwide.
[E] “We did Design Ventura in my previous school,” says Liam Hourican, Finchley Catholic High School's design technology curriculum leader. “Then when I changed schools four years ago, I introduced it here because it helps to develop so many skills.”
[F] The theme for last year's competition was “Move”, and Hourican began with three groups working in lunch breaks and after school before selecting the group with the most innovative idea. Each participating school may submit just one proposal. “It's the taking part and doing the work which is important,” he says. “And I never dreamt we'd win.”
[G] Catherine Ritman Smith, head of learning at the Design Museum, is expecting around 10,000 participants aged 13 to 16 to take part this year and says that the project — funded by Deutsche Bank as part of its youth engagement programme Born To Be — is the biggest event in the museum's calendar. “We started Design Ventura with around 800 young people in 2010 and it has grown steadily since,” she says. “Teachers like it because the skills are all transferable and it helps to validate the value of design as a subject,” she explains, telling me that nearly 600 schools have taken part so far.
[H] So how does the competition work? A single-word theme is announced in the summer. This year it is “Change”. Schools work with groups to produce imaginative design ideas for a product in simple materials that could sell for £10 in the Design Museum Shop. Participating schools then register by November and eventually submit their design idea. Along the way there is training and support for teachers and tutoring for students from designers. An additional bonus is when the winners see their design on sale in the spring of the following year.
[I] Hourican and his pupils have happy memories of spending a whole day at the museum, having been selected as one of 10 shortlisted schools to present their idea to a panel of judges, including designer Jasper Conran. Then they worked with the Kin Design Studio in Shoreditch, met designers at their school and attended a lunch with Deutsche Bank employees. The students helped to make decisions and there were plenty of discussions — they changed the product's name, for example.
[J] “One of the really useful things about this competition,” says Hourican, “is that there's a commercial element because the product is going on sale for real and the boys had to learn about budgeting and marketing, as well as designing their game.” Profits go to charity. “The winning team chooses where it wants the profits to go,” says Ritman Smith. “The Finchley Catholic High School product raised about £1,000 for Great Ormond Street Hospital.” Winning entries in past years have included a make-your-own cloth kit called Dove Bunting and a threefold, wallet-sized travel game with goals at each end, called Badoiiing.
[K] It costs the schools nothing to participate in Design Ventura; the professional designers provide their services for free. Among them are architect Asif Khan, a Design Museum trustee who has worked as designer-in-residence at the museum, helping emerging architects. He has recently been commissioned to design the new Museum of London building in Smithfield.
[L] Another is television presenter and interior designer Naomi Cleaver, who is one of the competition's judges. “I'm very keen to encourage young people,” she says, observing that design brings together other subjects such as literature, art, history, geography and science. “Now that design education is limited in the curriculum, I'm all in favour of competitions such as Design Ventura, which helps to bring the standard curriculum to life,” says Cleaver. “And the judging day is terrific fun. Some of these students are very imaginative. One group presented their idea in the form of a puppet show and we see some marvelous demonstration models. I'm always impressed by the levels of confidence and the support the students get from their teachers.”
[M] Ritman Smith adds: “Design technology has become a tricky subject to make a case for, and we've heard of departments closing in some schools. We find that if pupils take part in Design Ventura in Year Nine it can be the trigger which leads them to opt for it at General Certificate of Secondary Education, so we are helping to keep alive something which is crucial to industry and entrepreneurship.”
36. During the course of preparing for Design Ventura, teachers receive training and support while students get tutoring from designers.
37. A visit to the Design Museum shop in London can reduce the designers' fears about the future supply of talents educated in Britain.
38. One of Design Ventura's judges says the competition adds vigour to the standard curriculum in schools.
39. Enrollment in Design and Technology decreased by nearly ten percent last year in the UK.
40. Participation of ninth graders in Design Ventura can motivate them to choose design technology as their subject.
41. Design Ventura is welcomed by teachers because it helps to prove the worth of design as a school subject.
42. The schools don't have to pay anything to take part in the Design Ventura competition.
43. Participants in Design Ventura are challenged to create sustainable and marketable products.
44. Students benefit from Design Ventura because they can learn about budgeting and marketing in addition to game design.
45. According to an officer of the Creative Industries Federation, there is difficulty now in recruiting engineers in the UK.
Answers & Explanations
36. H。解析：题干中的 teachers receive training and support while students get tutoring from designers（教师获得培训和支持，而学生从设计师那里获得辅导）完全对应 [H] 段的 Along the way there is training and support for teachers and tutoring for students from designers。
37. C。解析：题干中的 A visit to the Design Museum shop in London can reduce the designers' fears about the future supply of talents educated in Britain（参观伦敦设计博物馆商店可以减轻设计师们对英国未来培养的人才供应的担忧）对应 [C] 段的 if these designers had visited the Design Museum shop in London... their fears may have been eased... concern over the future supply of home-grown talent（如果这些设计师参观了伦敦的设计博物馆商店...他们的恐惧可能会得到缓解...对本土人才未来供应的担忧）。home-grown talent 对应 talents educated in Britain。
38. L。解析：题干中的 competition adds vigour to the standard curriculum in schools（该竞赛为学校的标准课程增添了活力）对应 [L] 段中竞赛评委 Cleaver 说的话：which helps to bring the standard curriculum to life（这有助于使标准课程生动起来）。bring to life 与 adds vigour 同义。
39. A。解析：题干中的 Enrollment in Design and Technology decreased by nearly ten percent last year in the UK（去年英国设计与技术的注册人数减少了近10%）对应 [A] 段的 revealed a drop of almost 10 percent in students studying Design and Technology（揭示了学习设计与技术的学生人数下降了近10%）。
40. M。解析：题干中的 Participation of ninth graders... motivate them to choose design technology as their subject（九年级学生的参与...可以激发他们选择设计技术作为学科）对应 [M] 段的 if pupils take part in Design Ventura in Year Nine it can be the trigger which leads them to opt for it at General Certificate of Secondary Education（如果学生在九年级参加...它可以成为促使他们在GCSE考试中选择它的触发器）。opt for 对应 choose。
41. G。解析：题干中的 welcomed by teachers because it helps to prove the worth of design as a school subject（受教师欢迎，因为它有助于证明设计作为学校学科的价值）对应 [G] 段的 Teachers like it because... it helps to validate the value of design as a subject（教师喜欢它因为...它有助于证实设计作为一门学科的价值）。validate the value 对应 prove the worth。
42. K。解析：题干中的 The schools don't have to pay anything to take part in the Design Ventura competition（学校参加该竞赛不需要支付任何费用）完全对应 [K] 段的首句 It costs the schools nothing to participate in Design Ventura（学校参与 Design Ventura 不需要花费任何费用）。
43. D。解析：题干中的 challenged to create sustainable and marketable products（面临挑战，要求创造可持续且有市场的产品）对应 [D] 段的 by challenging them to develop a new creative, sustainable and commercially feasible product（通过挑战他们开发出一种新的具有创造性、可持续性和商业可行性的产品）。commercially feasible（商业上可行的）对应 marketable（可销售的，有市场的）。
44. J。解析：题干中的 learn about budgeting and marketing in addition to game design（除了游戏设计，还可以学习预算和营销）对应 [J] 段的 the boys had to learn about budgeting and marketing, as well as designing their game（男孩们不仅要设计游戏，还要学习预算和营销）。
45. B。解析：题干中的 an officer of the Creative Industries Federation, there is difficulty now in recruiting engineers（创意产业联合会的一名官员表示，现在招募工程师有困难）对应 [B] 段的 Chief executive John Kampfner of the Creative Industries Federation... “Engineering... also has recruitment problems.”（创意产业联合会首席执行官...工程学也有招聘问题）。
全文翻译
[A] 最近，英国一个领先的设计联合会警告说，英国可能面临创意技能短缺，因为最新数据显示学习设计与技术的学生下降了近10%。这些数据显示，去年参加设计与技术考试的学生人数从204,788人下降到185,279人，下降了10%。
[B] 创意产业联合会首席执行官约翰·坎普夫纳认为，这一数字下降对英国极为成功的艺术和创意产业的技能管道有着令人担忧的影响。他说："我们已经面临许多工作的技能短缺，如动画和特效。"他补充说："工程学也需要类似的创意和技术技能的混合，也存在招聘问题。"
[C] 许多其他设计师和建筑师对英国公司未来本土人才的供应表示了担忧，行业机构指出缺乏基层支持。然而，如果这些设计师今年早些时候去过伦敦设计博物馆的商店，他们的担忧可能会缓解。花费10英镑，他们可以买到一个名为"炫目赛车"的迷人儿童玩具。它是一个汽车圆柱体，包含一个发条、橡皮筋动力机制、最少的零件、全部100%回收材料和许多贴纸。它很有趣、简单、引人注目且非常原创。
[D] 你当然会期望设计博物馆委托制作一些有趣的物品，但这个是不同的。由芬奇利天主教高中六名九年级和十年级男生设计，这个玩具是博物馆2015年Design Ventura比赛的获奖作品，该比赛通过挑战13至16岁的学生为设计博物馆商店开发一种新的创意、可持续和商业上可行的产品，使设计商业变得生动，吸引了全国数百个参赛作品。
[E] "我在以前的学校参加过Design Ventura，"芬奇利天主教高中的设计技术课程负责人利亚姆·胡里坎说。"然后四年前我换学校时，我在这里引入它，因为它有助于培养如此多的技能。"
[F] 去年比赛的主题是"移动"，胡里坎最初在午餐时间和放学后有三个小组工作，然后选择了最具创新想法的小组。每个参赛学校只能提交一个方案。"参与和完成工作才是重要的，"他说。"而我从没梦想过我们会赢。"
[G] 设计博物馆的学习主管凯瑟琳·里特曼·史密斯期待今年约有10,000名13至16岁的参与者参加，并表示这个由德意志银行作为其青年参与计划Born To Be的一部分资助的项目是博物馆日程中最大的活动。"我们从2010年约800名年轻人开始设计Ventura，此后稳步增长，"她说。"老师们喜欢它，因为技能都是可转移的，它有助于验证设计作为一门学科的价值，"她解释说，告诉我迄今已有近600所学校参加。
[H] 那么比赛是如何运作的呢？一个单词的主题在夏天公布。今年是"改变"。学校与小组合作，为一种可以用简单材料制作、在设计博物馆商店以10英镑出售的产品产生富有想象力的设计想法。参赛学校然后在11月前注册并最终提交他们的设计方案。在此过程中，有对教师的培训和支持，以及设计师对学生的辅导。当获胜者看到他们的设计在次年春天出售时，是一个额外的奖励。
[I] 胡里坎和他的学生们有着被选为10所入围学校之一向评审团（包括设计师贾斯珀·康兰）展示他们的想法的快乐回忆，他们在博物馆度过了一整天。然后他们与肖尔迪奇的Kin Design Studio合作，在学校与设计师见面，并参加了与德意志银行员工的午餐。学生们帮助做出决定，有很多讨论——例如，他们更改了产品的名称。
[J] "这次比赛真正有用的事情之一是，"胡里坎说，"有一个商业元素，因为产品真的要销售，男孩们必须学习预算和营销，以及设计他们的游戏。"利润归慈善机构。"获胜团队选择利润的去向，"里特曼·史密斯说。"芬奇利天主教高中的产品为大奥蒙德街医院筹集了约1,000英镑。"过去几年的获奖作品包括一个名为Dove Bunting的DIY布艺套件和一个名为Badoiiing的三折钱包大小旅行游戏，两端各有球门。
[K] 学校参加Design Ventura不花任何费用，专业设计师免费提供服务。其中包括建筑师阿西夫·汗，他是设计博物馆的受托人，曾在博物馆担任驻馆设计师，帮助新兴建筑师。他最近被委托设计位于史密斯菲尔德的新伦敦博物馆大楼。
[L] 另一位是电视主持人和室内设计师娜奥米·克利弗，她是比赛的评委之一。"我非常热衷于鼓励年轻人，"她说，观察到设计将其他学科如文学、艺术、历史、地理和科学汇集在一起。"既然设计教育在课程中被限制，我完全支持像Design Ventura这样的比赛，它有助于让标准课程变得生动，"克利弗说。"而评审日是非常有趣的。其中一些学生非常有想象力。一个小组以木偶戏的形式展示了他们的想法，我们看到了一些精彩的演示模型。我对学生们表现出的自信程度以及他们从老师那里获得的支持总是印象深刻。"
[M] 里特曼·史密斯补充道："设计技术已成为一个难以证明其价值的科目，我们听说一些学校的部门在关闭。我们发现，如果学生在九年级参加Design Ventura，这可以成为促使他们在普通中等教育证书中选择它的触发因素，所以我们正在帮助保持一些对工业和创业至关重要的东西的活力。"
核心搭配与高分句型
【核心搭配与高频短语】
- point out：指出，指明（industry bodies have pointed out that...）
- bring to life：使生动，赋予活力（brings the business of design to life / bring the standard curriculum to life）
- take part in：参加，参与（It's the taking part and doing the work which is important）
- validate the value：证明/证实...的价值（helps to validate the value of design）
- along the way：在整个过程中，沿途（Along the way there is training and support）
- in favour of：赞同，支持（I'm all in favour of competitions such as...）
- make a case for：为...提供理由，为...辩护（Design technology has become a tricky subject to make a case for）
- opt for：选择（leads them to opt for it）
【亮点句型解析】
- 虚拟语气 (If + 过去完成时... would/could/might + have + 过去分词)：
"However, if these designers had visited the Design Museum shop in London earlier this year their fears may have been eased."
（然而，如果这些设计师今年早些时候参观了伦敦的设计博物馆商店，他们的担忧可能已经得到缓解。）这是一个标准的与过去事实相反的虚拟语气句型，用于表达“虽然他们很担忧，但实际情况（商店里的作品）是很乐观的”。 - 现在分词短语作状语 (表伴随/原因)：
"...having been selected as one of 10 shortlisted schools to present their idea to a panel of judges..."
（...因为被选为入围向评审团展示其想法的 10 所学校之一...）`having been selected` 是现在分词的完成被动式，在此处作原因状语，解释了为什么他们有在博物馆度过一整天的快乐记忆。使用分词短语极大地提升了句子的紧凑感和学术性。