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07年6月昂立大学英语六级模拟考试试卷及答案
2007-10-18来源:
Tape Scripts For CET-6 Model Test
Section A Short Conversations
11. M: Because the tuition rate is going up, I won’t be able to stay here next year.
W: You speak Italian so well I Why don’t you tutor students in Italian?
Q: What does the woman suggest to the man?
12.M: Could you do me a favor, Anna? We had a German patient yesterday and we can’t communicate with him. Nobody in the hospital speaks German.
W: All right, let’s see if I can be of help.
Q: What is the woman going to do?
13.W: If we post the card next Monday, then Dad and Mom will receive it right on Christmas Eve.
M: Right. But what if there should be a delay? You know this is not something impossible.
Q: What does the man imply?
14. M: What would you like to see first, the reptiles or the monkey house?
W: I’d like to see the seals. It’s almost their feeding time.
Q: Where are the two speakers most likely to be?
15. W: During the last thunderstorm, I noticed several leaks in my living room ceiling.
M: Maybe you have some broken shingles. I have the number of a good roofing company.
Q: What can we conclude from the conversation?
16. W: How did you like the performance,?
M: Generally speaking, it was very good. The part of the maid was done beautifully, but I thought the man who played the salesman was too dramatic to be realistic.
Q: How does the man feel about the salesman in the play?
17. M: What’s wrong with the booking office? I told them I needed a ticket on March 30th, and they sent me one for tomorrow, March 13th.
W: Probably something was wrong with their ears or perhaps you didn’t make yourself clear.
Q: What’s the date when the conversation takes place?
18. M: I can hardly breathe. Would you please put your cigarette out?
W: I’m sorry that I’m bothering you, but this is the smoking section. Why don’t you ask the stewardess to change your seat?
Q: What does the woman think the man should do?
Long Conversation 1
W: Hi, Tom!
M: Judy. I haven’t seen you in weeks. Where have you been?
W: In Florida.
M: What vacationing! While the rest of us studying on the campus in February cold?
W: Not exactly. I spent most of my time under water.
M: I don’t understand.
W: I was on a special field trip. I went with my marine biology class.
M: So you went scuba diving. What were you looking for? Sunken treasure? , ,
W: You might say so. The sea’s full of treasures. All kinds of strange fascinating organisms. Our class concentrated on studying plankton.
M: I found plankton were too small to be seen.
W: That’s a common misconception. The term plankton covers a wild variety of freely flowing plants and animals,
from microscopic one cell organisms to larger ones, such as the common jellyfish.
M: Jellyfish may be large enough to be seen. But they are transparent, aren’t they?
W: Yes, most planktons have transparent tissues as protected camouflage, it makes them practi¬cally invisible to predators.
M: But not invisible to your biology class, I hope.
W: By concentrating, I was able to see the outlines of lots of different plankton plants and ani¬mals. In fact,
our professor even took photographs of gastropods, which are small oceanic snails.
M: How would the snails show up in the photographs of their transparence?
W: We scoured it with harmless green dye since particles of the dyes stuck to their tissues, the snails appeared in green outline in the photographs.
M: That sounds like an interesting trip. But I think if I’d been in Florida in February, I’d much rather spend my time just swimming and lying in the sun.
Q 19: Why was the woman in Florida?
Q 20: Where did the woman spend most of her time while she was in Florida?
Q 21: What is NOT true about plankton according to the woman?
Long Conversation 2
W: Richard, what’s that under your paper?
M: What’s what?
W: Lift up your arm. What’s this?
M: Oh, that. Uh, that’s a grocery list. I’ve got to pick up some things on my way home.
W: Do you really expect me to believe that?
M: Well, that’s what it is.
W: (reading) Soren Kierkegaard, Denmark, 1800s, Hegel, Germany, Sartre, Paris, 1900s... An interesting "grocery" list, Mr. Jackson.
M: Oh, gee, let me see that. Oh, my gosh, they must be my notes. How did they get here?
W: I’d like to see you in my office, please. ( They leave the classroom and go to the office down the hall. ) Now, Richard,
would you care to explain how the answers to the test questions ap¬peared on your desk?
M: I can’t. Someone must have left them on my desk.
W: Someone left them on your desk / Someone with handwriting identical to yours left them on your desk? I’m afraid I can’t accept that answer.
M: Are you accusing me of cheating?
W: Yes, I am.
M: You can’t do that without proof! I’m going to call my counselor!
W: By all means, do that. In the meantime, however, don’t come to class again. I am extremely dis¬appointed in your behavior.
M: (grumbling to himself as he leaves) What a pig-headed, narrow-minded jerk!
Questions 22 to 25 are based on the dialogue you’ve just heard.
Q: What’s the relationship between these two speakers?
Q: What does the woman mean when she says "an interesting ’ grocery’ list"?
Q: What makes the woman believe that it is the man who wrote the list?
Section B
Passage One
Job-seeking skills research clearly proves that employers focus on four areas during an inter¬view :
1 ) attitude, which counts approximately 40 percent; 2 ) appearance, 25 percent; 3 ) commu¬nication skills (verbal and nonverbal) ,
25 percent; and 4) job skill qualifications, 10 percent. Does this surprise you? When you analyze it, it shouldn’t. Remember,
you are screened into the interview on the basis of your resume, cover letter, and application for employment, which outline
your education, work experience, and qualifications for the job. The interview, which usually lasts from 20 to 40 minutes,
does not provide adequate time for employers to evaluate this kind of background information. Employers request this data
beforehand so that they may have the time necessary to read and review your background as it relates to the job, and to
compare it with infor¬mation submitted by other applicants.
The employer’s purpose for giving you an interview is to get to know you as a person. This is why your attitude is the most
important determinant of your success in the interview. Likewise, your appearance is the very first thing the interviewer
will evaluate — and first impressions do make lasting impressions. Of course, job skill qualifications also count during the
interview, and it is your responsibility to make certain your qualifications for the job are clearly covered during the interview.
Questions 26 to 28 are based on the passage you’ve just heard.
Q26: What is the most important element that will determine your success in the interview?
Q27: What is the employer’s purpose for giving you an interview?
Q28: Which statement is NOT true according to the passage?
Passage Two
Is there such a thing as a typical American film? There are many features that mark a movie as American, but perhaps the
most essential is the theme of the loner hero. From the earliest days of silent films until the recent science movies, the
American movie has concentrated on the role of one individual who spends his or her life combatting the forces of evil — and
the good guy, the hero, usually wins.
In the western movie, which comes out of many legends of the American West, a typical fig¬ure is the lonesome cowboy.
He wanders into a town and straightens out its troubles. Then the strong and independent hero rides off into the sunset alone.
Americans like this image in their films because they are highly independent, and individualism counts a great deal with them.
Even the gangster movie, a very popular form of the typical American film, usually has a hero, Either he is a lawman out to catch
the criminals or a gangster who suddenly sees the light and tries to go straight.
Recent science fiction films deal with the same themes. Against the forces of alien powers, people will fight to protect their ideals.
Here, too, the action centers around a single individual, but now he or she must save the world.
Questions 29 to 31 are based on the passage you’ve just heard.
Q29: Which kind of films is NOT discussed in the passage?
Q30: Why do Americans like the image of the lonesome cowboy in their films?
Q31: What is the basic theme of a typical American film?
Passage Three
In general, American food is mild tasting; most Americans do not season their food to any great degree. Salads are very popular
and are served all year, but especially in the summer. Wai¬ters tend to assume that everyone drinks coffee, but simply tell them
if you wish something else. If a waiter says "Now or later?" he means "Do you want coffee with your meal or after it?" Many,
but certainly not all, Americans drink coffee or tea with their meals. Either way is perfectly ac¬ceptable. When dining out, you can
ask for tea, milk, "coke" , wine or beer if you prefer. Res¬taurants can only serve beer, wine, or other alcoholic drinks if they have a
license, that is, per¬mission from the local government to serve alcoholic drinks. Normally, when eating in a private home, it is
considered better manners to take whatever is being served and not to ask for some¬thing different, unless the hostess gives
you a choice.
The main course served in American meals is usually meat, fish, or poultry, but rarely is more than one of these served at the
same meal. Seafood is sometimes served as a first course, however.
Questions 32 to 35 are based on the passage you’ve just heard.
Q32: Which kind of food is very popular and is served all year round?
Q33: What does a waiter mean when he says "Now or later?"
Q34: What is considered better manners when dining in a private home?
Q35: Which of the following is NOT usually served as the main course in American meals?
Section C
Compound dictation: 36. desire 37. chances 38. impulse 39. obvious 40. commit
41. phenomenon 42. attitudes 43. acceptable
44. Topics such as death were once considered so upsetting and unpleasant that it was a taboo to even talk about the fat.
45. In the work world, most companies prefer youthful-looking, trim-executives to sell their image as well as their products to the public.
46. After all, people think, how can people who care about themselves, and therefore the way they look, permit themselves to become so fat?
Part I Writing (30 minutes)
注意：此部分试题在答题卡1上。
Part II Reading Comprehension (Skimming and Scanning) (15 minutes)
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1.
For questions 1-4, mark
Y (for YES) if the statement agrees with the information given in the passage;
N (for NO) if the statement contradicts the information given in the passage;
NG (for NOT GIVEN) if the information is not given in the passage.
For questions 5-10, complete the sentences with the information given in the passage.
Votes for women
The suffragette(妇女参政权论者) movement, which campaigned for votes for women in the early twentieth century, is most
commonly associated with the Pankhurst family and militant acts of varying degrees of violence. The Museum of London has
drawn on its archive collection to convey a fresh picture with its exhibition.
The name is a reference to the color scheme that the Women’s Social and Political Union (WSPU) created to give the
movement a uniform, nationwide image. By doing so, it became one of the first groups to project a corporate identity,
and it is this advanced marketing strategy, along with the other organizational and commercial achievements of the WSPU,
to which the exhibition is devoted.
Formed in 1903 by the political campaigner Mrs Emmeline Pankhurst and her daughters Christabel and Sylvia, the WSPU began
an educated campaign to put women’s suffrage on the political agenda. New Zealand, Australia and parts of the United States
had already enfranchised women, and growing numbers of their British counterparts wanted the same opportunity.
With their slogan ‘Deeds not words’, and the introduction of the color scheme, the WSPU soon brought the movement the
cohesion and focus it had previously lacked. Membership grew rapidly as women deserted the many other less directed groups
and joined it. By 1906 the WSPU headquarters, called the Women’s Press Shop, had been established in Charing Cross
Road and in spite of limited communications (no radio or television, and minimal use of the telephone) the message had spread
around the country, with members and branch officers stretching to as far away as Scotland.
The newspapers produced by the WSPU, first Votes for Women and later The Suffragette, played a vital role in this communication.
Both were sold throughout the country and proved an invaluable way of informing members of meetings, marches, fund-raising
events and the latest news and views on the movement.
Equally importantly for a rising political group, the newspaper returned a profit. This was partly because advertising space was
bought in the paper by large department stores such as Selfridges, and jewellers such as Mappin & Webb. These two, together
with other likeminded commercial enterprises sympathetic to the cause, had quickly identified a direct way to reach a huge market
of women, many with money to spend.
The creation of the color scheme provided another money-making opportunity which the WSPU was quick to exploit. The group
began to sell playing cards, board games, Christmas and greeting cards, and countless other goods, all in the purple, white and
green colors. In 1906 such merchandising of a corporate identity was a new marketing concept.
But the paper and merchandising activities alone did not provide sufficient funds for the WSPU to meet organizational costs,
so numerous other fund-raising activities combined to fill the coffers of the ‘war chest’. The most notable of these was the
Woman’s Exhibition, which took place in 1909 in a Knightsbridge ice-skating rink, and in 10 days raised the equivalent of ￡250,000 today.
The Museum of London’s exhibition is largely visual, with a huge number of items on show. Against a quiet background hum
of street sounds, copies of The Suffragette, campaign banners and photographs are all on display, together with one of Mrs
Pankhurst’s shoes and a number of purple, white and green trinkets.
Photographs depict vivid scenes of a suffragette’s life: WSPU members on a self-proclaimed ‘monster’ march, wearing their
official uniforms of a white frock decorated with purple, white and green accessories; women selling The Suffragette at street
corners, or chalking up pavements with details of a forthcoming meeting.
Windows display postcards and greeting cards designed by women artists for the movement, and the quality of the artwork
indicates the wealth of resources the WSPU could call on from its talented members.
Visitors can watch a short film made up of old newsreels and cinema material which clearly reveals the political mood of the day
towards the suffragettes. The program begins with a short film devised by the ‘antis’ – those opposed to women having the
vote -depicting a suffragette as a fierce harridan bullying her poor, abused husband. Original newsreel footage shows the suffragette
Emily Wilding Davison throwing herself under King George V’s horse at a famous race-course.
Although the exhibition officially charts the years 1906 to 1914, graphic display boards outlining the bills of enfranchisement of
1918 and 1928, which gave the adult female populace of Britain the vote, show what was achieved. It demonstrates how
advanced the suffragettes were in their thinking, in the marketing of their campaign, and in their work as shrewd and skilful
image-builders. It also conveys a sense of the energy and ability the suffragettes brought to their fight for freedom and equality.
And it illustrates the intelligence employed by women who were at that time deemed by several politicians to have ‘brains too small to know how to vote’.
Section A Short Conversations
11. M: Because the tuition rate is going up, I won’t be able to stay here next year.
W: You speak Italian so well I Why don’t you tutor students in Italian?
Q: What does the woman suggest to the man?
12.M: Could you do me a favor, Anna? We had a German patient yesterday and we can’t communicate with him. Nobody in the hospital speaks German.
W: All right, let’s see if I can be of help.
Q: What is the woman going to do?
13.W: If we post the card next Monday, then Dad and Mom will receive it right on Christmas Eve.
M: Right. But what if there should be a delay? You know this is not something impossible.
Q: What does the man imply?
14. M: What would you like to see first, the reptiles or the monkey house?
W: I’d like to see the seals. It’s almost their feeding time.
Q: Where are the two speakers most likely to be?
15. W: During the last thunderstorm, I noticed several leaks in my living room ceiling.
M: Maybe you have some broken shingles. I have the number of a good roofing company.
Q: What can we conclude from the conversation?
16. W: How did you like the performance,?
M: Generally speaking, it was very good. The part of the maid was done beautifully, but I thought the man who played the salesman was too dramatic to be realistic.
Q: How does the man feel about the salesman in the play?
17. M: What’s wrong with the booking office? I told them I needed a ticket on March 30th, and they sent me one for tomorrow, March 13th.
W: Probably something was wrong with their ears or perhaps you didn’t make yourself clear.
Q: What’s the date when the conversation takes place?
18. M: I can hardly breathe. Would you please put your cigarette out?
W: I’m sorry that I’m bothering you, but this is the smoking section. Why don’t you ask the stewardess to change your seat?
Q: What does the woman think the man should do?
Long Conversation 1
W: Hi, Tom!
M: Judy. I haven’t seen you in weeks. Where have you been?
W: In Florida.
M: What vacationing! While the rest of us studying on the campus in February cold?
W: Not exactly. I spent most of my time under water.
M: I don’t understand.
W: I was on a special field trip. I went with my marine biology class.
M: So you went scuba diving. What were you looking for? Sunken treasure? , ,
W: You might say so. The sea’s full of treasures. All kinds of strange fascinating organisms. Our class concentrated on studying plankton.
M: I found plankton were too small to be seen.
W: That’s a common misconception. The term plankton covers a wild variety of freely flowing plants and animals,
from microscopic one cell organisms to larger ones, such as the common jellyfish.
M: Jellyfish may be large enough to be seen. But they are transparent, aren’t they?
W: Yes, most planktons have transparent tissues as protected camouflage, it makes them practi¬cally invisible to predators.
M: But not invisible to your biology class, I hope.
W: By concentrating, I was able to see the outlines of lots of different plankton plants and ani¬mals. In fact,
our professor even took photographs of gastropods, which are small oceanic snails.
M: How would the snails show up in the photographs of their transparence?
W: We scoured it with harmless green dye since particles of the dyes stuck to their tissues, the snails appeared in green outline in the photographs.
M: That sounds like an interesting trip. But I think if I’d been in Florida in February, I’d much rather spend my time just swimming and lying in the sun.
Q 19: Why was the woman in Florida?
Q 20: Where did the woman spend most of her time while she was in Florida?
Q 21: What is NOT true about plankton according to the woman?
Long Conversation 2
W: Richard, what’s that under your paper?
M: What’s what?
W: Lift up your arm. What’s this?
M: Oh, that. Uh, that’s a grocery list. I’ve got to pick up some things on my way home.
W: Do you really expect me to believe that?
M: Well, that’s what it is.
W: (reading) Soren Kierkegaard, Denmark, 1800s, Hegel, Germany, Sartre, Paris, 1900s... An interesting "grocery" list, Mr. Jackson.
M: Oh, gee, let me see that. Oh, my gosh, they must be my notes. How did they get here?
W: I’d like to see you in my office, please. ( They leave the classroom and go to the office down the hall. ) Now, Richard,
would you care to explain how the answers to the test questions ap¬peared on your desk?
M: I can’t. Someone must have left them on my desk.
W: Someone left them on your desk / Someone with handwriting identical to yours left them on your desk? I’m afraid I can’t accept that answer.
M: Are you accusing me of cheating?
W: Yes, I am.
M: You can’t do that without proof! I’m going to call my counselor!
W: By all means, do that. In the meantime, however, don’t come to class again. I am extremely dis¬appointed in your behavior.
M: (grumbling to himself as he leaves) What a pig-headed, narrow-minded jerk!
Questions 22 to 25 are based on the dialogue you’ve just heard.
Q: What’s the relationship between these two speakers?
Q: What does the woman mean when she says "an interesting ’ grocery’ list"?
Q: What makes the woman believe that it is the man who wrote the list?
Section B
Passage One
Job-seeking skills research clearly proves that employers focus on four areas during an inter¬view :
1 ) attitude, which counts approximately 40 percent; 2 ) appearance, 25 percent; 3 ) commu¬nication skills (verbal and nonverbal) ,
25 percent; and 4) job skill qualifications, 10 percent. Does this surprise you? When you analyze it, it shouldn’t. Remember,
you are screened into the interview on the basis of your resume, cover letter, and application for employment, which outline
your education, work experience, and qualifications for the job. The interview, which usually lasts from 20 to 40 minutes,
does not provide adequate time for employers to evaluate this kind of background information. Employers request this data
beforehand so that they may have the time necessary to read and review your background as it relates to the job, and to
compare it with infor¬mation submitted by other applicants.
The employer’s purpose for giving you an interview is to get to know you as a person. This is why your attitude is the most
important determinant of your success in the interview. Likewise, your appearance is the very first thing the interviewer
will evaluate — and first impressions do make lasting impressions. Of course, job skill qualifications also count during the
interview, and it is your responsibility to make certain your qualifications for the job are clearly covered during the interview.
Questions 26 to 28 are based on the passage you’ve just heard.
Q26: What is the most important element that will determine your success in the interview?
Q27: What is the employer’s purpose for giving you an interview?
Q28: Which statement is NOT true according to the passage?
Passage Two
Is there such a thing as a typical American film? There are many features that mark a movie as American, but perhaps the
most essential is the theme of the loner hero. From the earliest days of silent films until the recent science movies, the
American movie has concentrated on the role of one individual who spends his or her life combatting the forces of evil — and
the good guy, the hero, usually wins.
In the western movie, which comes out of many legends of the American West, a typical fig¬ure is the lonesome cowboy.
He wanders into a town and straightens out its troubles. Then the strong and independent hero rides off into the sunset alone.
Americans like this image in their films because they are highly independent, and individualism counts a great deal with them.
Even the gangster movie, a very popular form of the typical American film, usually has a hero, Either he is a lawman out to catch
the criminals or a gangster who suddenly sees the light and tries to go straight.
Recent science fiction films deal with the same themes. Against the forces of alien powers, people will fight to protect their ideals.
Here, too, the action centers around a single individual, but now he or she must save the world.
Questions 29 to 31 are based on the passage you’ve just heard.
Q29: Which kind of films is NOT discussed in the passage?
Q30: Why do Americans like the image of the lonesome cowboy in their films?
Q31: What is the basic theme of a typical American film?
Passage Three
In general, American food is mild tasting; most Americans do not season their food to any great degree. Salads are very popular
and are served all year, but especially in the summer. Wai¬ters tend to assume that everyone drinks coffee, but simply tell them
if you wish something else. If a waiter says "Now or later?" he means "Do you want coffee with your meal or after it?" Many,
but certainly not all, Americans drink coffee or tea with their meals. Either way is perfectly ac¬ceptable. When dining out, you can
ask for tea, milk, "coke" , wine or beer if you prefer. Res¬taurants can only serve beer, wine, or other alcoholic drinks if they have a
license, that is, per¬mission from the local government to serve alcoholic drinks. Normally, when eating in a private home, it is
considered better manners to take whatever is being served and not to ask for some¬thing different, unless the hostess gives
you a choice.
The main course served in American meals is usually meat, fish, or poultry, but rarely is more than one of these served at the
same meal. Seafood is sometimes served as a first course, however.
Questions 32 to 35 are based on the passage you’ve just heard.
Q32: Which kind of food is very popular and is served all year round?
Q33: What does a waiter mean when he says "Now or later?"
Q34: What is considered better manners when dining in a private home?
Q35: Which of the following is NOT usually served as the main course in American meals?
Section C
Compound dictation: 36. desire 37. chances 38. impulse 39. obvious 40. commit
41. phenomenon 42. attitudes 43. acceptable
44. Topics such as death were once considered so upsetting and unpleasant that it was a taboo to even talk about the fat.
45. In the work world, most companies prefer youthful-looking, trim-executives to sell their image as well as their products to the public.
46. After all, people think, how can people who care about themselves, and therefore the way they look, permit themselves to become so fat?
Part I Writing (30 minutes)
注意：此部分试题在答题卡1上。
Part II Reading Comprehension (Skimming and Scanning) (15 minutes)
Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1.
For questions 1-4, mark
Y (for YES) if the statement agrees with the information given in the passage;
N (for NO) if the statement contradicts the information given in the passage;
NG (for NOT GIVEN) if the information is not given in the passage.
For questions 5-10, complete the sentences with the information given in the passage.
Votes for women
The suffragette(妇女参政权论者) movement, which campaigned for votes for women in the early twentieth century, is most
commonly associated with the Pankhurst family and militant acts of varying degrees of violence. The Museum of London has
drawn on its archive collection to convey a fresh picture with its exhibition.
The name is a reference to the color scheme that the Women’s Social and Political Union (WSPU) created to give the
movement a uniform, nationwide image. By doing so, it became one of the first groups to project a corporate identity,
and it is this advanced marketing strategy, along with the other organizational and commercial achievements of the WSPU,
to which the exhibition is devoted.
Formed in 1903 by the political campaigner Mrs Emmeline Pankhurst and her daughters Christabel and Sylvia, the WSPU began
an educated campaign to put women’s suffrage on the political agenda. New Zealand, Australia and parts of the United States
had already enfranchised women, and growing numbers of their British counterparts wanted the same opportunity.
With their slogan ‘Deeds not words’, and the introduction of the color scheme, the WSPU soon brought the movement the
cohesion and focus it had previously lacked. Membership grew rapidly as women deserted the many other less directed groups
and joined it. By 1906 the WSPU headquarters, called the Women’s Press Shop, had been established in Charing Cross
Road and in spite of limited communications (no radio or television, and minimal use of the telephone) the message had spread
around the country, with members and branch officers stretching to as far away as Scotland.
The newspapers produced by the WSPU, first Votes for Women and later The Suffragette, played a vital role in this communication.
Both were sold throughout the country and proved an invaluable way of informing members of meetings, marches, fund-raising
events and the latest news and views on the movement.
Equally importantly for a rising political group, the newspaper returned a profit. This was partly because advertising space was
bought in the paper by large department stores such as Selfridges, and jewellers such as Mappin & Webb. These two, together
with other likeminded commercial enterprises sympathetic to the cause, had quickly identified a direct way to reach a huge market
of women, many with money to spend.
The creation of the color scheme provided another money-making opportunity which the WSPU was quick to exploit. The group
began to sell playing cards, board games, Christmas and greeting cards, and countless other goods, all in the purple, white and
green colors. In 1906 such merchandising of a corporate identity was a new marketing concept.
But the paper and merchandising activities alone did not provide sufficient funds for the WSPU to meet organizational costs,
so numerous other fund-raising activities combined to fill the coffers of the ‘war chest’. The most notable of these was the
Woman’s Exhibition, which took place in 1909 in a Knightsbridge ice-skating rink, and in 10 days raised the equivalent of ￡250,000 today.
The Museum of London’s exhibition is largely visual, with a huge number of items on show. Against a quiet background hum
of street sounds, copies of The Suffragette, campaign banners and photographs are all on display, together with one of Mrs
Pankhurst’s shoes and a number of purple, white and green trinkets.
Photographs depict vivid scenes of a suffragette’s life: WSPU members on a self-proclaimed ‘monster’ march, wearing their
official uniforms of a white frock decorated with purple, white and green accessories; women selling The Suffragette at street
corners, or chalking up pavements with details of a forthcoming meeting.
Windows display postcards and greeting cards designed by women artists for the movement, and the quality of the artwork
indicates the wealth of resources the WSPU could call on from its talented members.
Visitors can watch a short film made up of old newsreels and cinema material which clearly reveals the political mood of the day
towards the suffragettes. The program begins with a short film devised by the ‘antis’ – those opposed to women having the
vote -depicting a suffragette as a fierce harridan bullying her poor, abused husband. Original newsreel footage shows the suffragette
Emily Wilding Davison throwing herself under King George V’s horse at a famous race-course.
Although the exhibition officially charts the years 1906 to 1914, graphic display boards outlining the bills of enfranchisement of
1918 and 1928, which gave the adult female populace of Britain the vote, show what was achieved. It demonstrates how
advanced the suffragettes were in their thinking, in the marketing of their campaign, and in their work as shrewd and skilful
image-builders. It also conveys a sense of the energy and ability the suffragettes brought to their fight for freedom and equality.
And it illustrates the intelligence employed by women who were at that time deemed by several politicians to have ‘brains too small to know how to vote’.
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