高级英语听说2
电大 《高级英语听说 》国家开放大学历届试题 月 含答案
提醒：电大资源网已将该科目2010年到2019年1月的历届试题
提醒：电大资源网已将该科目2010年到2019年1月的历届试题
提醒：电大资源网已将该科目2010年到2019年1月的历届试题
提醒：电大资源网已将该科目2010年到2019年1月的历届试题
提醒：电大资源网已将该科目2010年到2019年1月的历届试题
提醒：电大资源网已将该科目2010年到2019年1月的历届试题
提醒：电大资源网已将该科目2010年到2019年1月的历届试题
提醒：电大资源网已将该科目2010年到2019年1月的历届试题
提醒：电大资源网已将该科目2010年到2019年1月的历届试题
提醒：电大资源网已将该科目2010年到2019年1月的历届试题。
高级英语视听说教程_第二册__听力文本
Chapter 9 Lecture: Public Education: Philosophy and FundingMost young people in the United States, like most young people around the world, attend public school. Indeed, young people in the U.S. have to attend school because education is compulsory, in most states to the age of sixteen or until the students reach ninth grade.A small percentage of American youth attend private schools, wither religious or secular schools, but the vast majority attend public schools. One distinguishing feature of U.S. public education that surprises many foreigners is that although there are some standardized examinations, there is no nationwide curriculum set by the government ministry of education determines the curriculum that all students study and the examinations that all the students take at a set time. Of course, U.S. students follow a curriculum, and they take examinations as all students do. Although the federal government does influence public education by providing funds to schools for special programs such as education for the handicapped and for bilingual education, the federal government does not determine the curriculum or the examinations. Today I’d like to talk about the three levels of control within each state and then spend some time discussing where the money for education comes from and three issues related to funding.Control of education in the United States is mainly exercised locally at three levels. Let’s begin with the state department of education. The department of education of each of the fifty states has two basic functions. First, each state department of education sets basic curriculum requirements for all the schools in its state. For example, a high school might require four years of English, three years of math, two years of social science, and so forth. The state also sets the number of credits a student must complete in order to graduate from a high school. This total number of credits includes both required courses and electives. So much for the state part in education.The second level of control is the school district. The number of school districts a state has depends on the size of its population and the size of the state. A large metropolitan area would have several school districts. A smaller community might have only one district. Each school district is run by a school board that is elected by the citizens of the district. The school district is responsible for the specific content of courses taught in its schools. In other words, the school district determines what the students will study in each of their, let’s say, four years of high school English. The school district also decides what electives will be available for students. Besides determining course content, the school district is responsible for the operation of the schools in its district, for example, the hiring if teachers and administrators. The third level of control is the individual school itself, where teachers have primary responsibility for deciding how to teach the content of each course and for preparing and giving examinations to the students.Local control of schools may seem very strange to some of you, but it will seem less strange if you consider how public schools in the United States are funded- that is, where money to run the schools comes from. Only about 7 percent of the money comes from the federal government. The rest of the money comes from state and local taxes. The percentages supplied by the state and by the local districts fluctuate over tome and from state to state. Currently appropriately 49 percentage of school funding comes from the states and about 44 percent comes from the local communities, that is, the school districts.Finally, I’d like to discuss three issues related to the funding of schools that have been receiving a lot of attention recently in the United States. The first issue deals with theinequality of educational opportunity that students face. Because public schools are funded to a great degree by local taxes, this means that schools in poorer communities or poorer parts of large cities do not have the same amount of money as schools located in richer communities. This, in turn, means that children from poorer areas are less likely to receive a good education than children from wealthier areas. The second issue, one that has been controversial since the beginning of public education, is the issue of funding for private schools, which are generally run by religious organizations. As you already know, the First Amendment to the U.S. Constitution mandates separation of church and state. A little background on the history and development of public education will be useful here.During colonial times, education was largely a religious concern and most schools were supported by religious organizations. However, during the nineteenth century, there was widespread support and acceptance of public education paid for by taxes as the best way to provide equal educational opportunity for all children. Nevertheless, some parents have always chosen to send their children to either private religious schools or private schools devoted to academic excellence. Because private schools are not funded by the government, parents have had to pay tuition to send their children to private schools. People who have wanted to send their children to private schools have long questioned why they should have to pay taxes for public schools at the same time as they pay private tuition for their children’s education.Although this issue is not new, during the last twenty years or so, more parents have become unhappy about what they perceive to be the increasingly secular nature of public education and prefer to send their children to schools where they will receive an education more in line with their religious beliefs. Other parents are concerned about the questionable quality of education in public schools. These concerns have led to efforts by the school system, and the government, to offer alternative educational opportunities, that is, educational choices. Two of the most important responses to these concerns have been charter schools and school vouchers. Both of these alternatives to regular public education are based on the idea that competition in the educational market is a good thing, but otherwise, they differ quite a bit. Charter schools are nonsectarian public schools that compete with regular public for students. Charter schools operate under contract to a sponsor, usually a state or local school board. Charter schools are accountable to their sponsors, the parents who choose to send their children to them, and the public that funds them through their tax money. In turn, charter schools generally have greater autonomy, that is, independence, over selection of teachers, curriculum, resources, and so on, than regular public schools. The first charter schools came into existence toward the end if the 1980s. By 2003, there were 2,695 charter schools with almost 685,000 students enrolled. This was a 15 percent increase over the year 2003, which shows how fast these schools are growing. There are many issues surrounding charter schools, but a study published in 2003 found that charter school students did a little better than their public school counterparts on a standardized exams.The school voucher concept is a much more controversial one than charter schools. The idea behind school vouchers is that the government provides students with a certain amount of money each year that they can use to attend whatever school they choose, public or private. The idea again is that competition will improve the education students receive. Voucher schools in reality are largely private schools, and most often religiously based schools. They are quite different from charter schools, which as public schools are first of all, nonsectarian, that is, not religious. Second, charter schools cannot apply restrictive admission standards, as publicschools do. To date, voucher programs funded by taxpayers are operating in only three U.S. cities, and there are many court battles over the voucher system. Supporters of the voucher system feel very strongly that private schools offer better education than public schools. Those opposed to the voucher system claim that vouchers rob public schools of needed funding and that voucher schools do not truly provide school choice because of restrictive admissions standards, which can include academic performance, religion, sex, and other factors. Opponents of vouchers also strongly believe that using taxpayer funds for private religious schools violates the separation of church and state built into the U.S. Constitution.The third and final issue I’d like to touch on today is also very controversial. I mentioned earlier that United States does not have a nationwide curriculum nor nationwide exams set by the government. However, in the past fifteen or twenty years, there has been an increased emphasis in various states on raising standards and on giving students standardized exams to monitor their progress. The federal government in 2002 passed a sweeping education bill that requires states that wish to receive certain federal funding to develop and put in place extensive testing programs and other systems to ensure adequate yearly progress of students. Although the percentage of funding for schools from the federal government is relatively small, it still represents a lot of money that schools do not want to lose. Some people support this movement toward standardization and accountability in the educational system, while others see it as a dangerous step away from local control of schools.No one can predict the future of public education in the United States, but it appears that emphasis on educational choice and on accountability of educational system for student results will be with us for a long time.Chapter 10 Postsecondary Education: AdmissionsIn this lecture, I’m going to talk to you about postsecondary education in the United States. Today I’ll give you some facts and figures about colleges and universities in the United States and some general information about admission policies. I will also make a few remarks about community colleges and finish up by giving you an idea of what kinds of students make up the student body on a typical U.S. campus.Let’s begin with some facts and figures. The most recent figures I have reveal there are 4,182 public and private four-year and two-year colleges in the United States. These range from full universities with diverse programs to smaller four-year colleges to two-year community colleges. Most of them are accredited, which means the schools meet certain standards set by institutional and private evaluators. When applying to a school, you would probably want to make sure it was accredited. Even though there are more private colleges than public ones, over three-quarters of students, precisely 78 percent, are enrolled at public colleges and universities. Some of the small private schools may have fewer than 100 students, whereas some of the large state university systems may have 50,000 or more students. Most of these schools are coeducational although some of them are primarily for women and others are primarily for men. Some schools may offer only one program of study and others have a great variety of programs. The total cost for attending one of these schools may be less than $5,000 a year or as much as 30 or 40 thousand dollars a year for one of the prestigious private schools. These schools are located all over—in industrial areas, agricultural areas, large cities, and small towns in a wide variety of climates.With such a wide variety of sizes, kinds, and locations of schools, it probably won’t surpriseyou to find out that admissions requirements at these colleges and universities vary greatly also. Some are relatively easy to be admitted to whereas others are highly competitive. However, most schools will ask undergraduate applicants to submit their high school transcripts with a record of their grades and test results from one of the standardized tests regularly offered to high school students. The most common of these standardized exams is the Scholastic Aptitude Test, commonly known as the SAT. Students who are applying to graduate school are usually asked to take other, more specific standardized exams depending on which college they are applying to. For example, some students are required to take the Graduate Record Exam, or the GRE. Students applying to a business college will probably have to take the GMAT, and students applying to law college will have to take the LSAT. You probably know about the TOEFL exam, which most foreign students have to take before being admitted to American colleges or universities. These exams, including the TOEFL, are all prepared by a company that is independent of the school system. These exams have come under a lot of criticism lately, but they are still widely used as one way to determine who will be admitted to various schools. However, most schools try to look at the whole student and consider factors other than simply grades and test scores. Some of these factors may be extracurricular activities in school, ethnic background, work experience, and so on. Some schools will have personal interviews with students they are considering for admission. Many schools, private as well as public, try very hard to have a student population with a wide variety of backgrounds and ages. Even the most prestigious and most highly competitive colleges and universities will not take only those students with the highest grades and standardized test scores but will consider these other factors. Nevertheless, schools of this type, such as Stanford and Harvard, have so many more people applying than they can possibly accept that students who want to get into such schools take grades and SAT exams very seriously. In general, medical and law colleges, both private and public, are very difficult to get into, and, once again, test scores on standardized exams can be extremely important to those applying to these schools.However, for students who want to attend a state college or university in their own state, it may be enough to graduate from high school in the upper third or even upper half of their high school class. This may surprise those of you who come from an educational system that is highly competitive, a system in which only a small percentage of students who pass a very difficult nationwide standardized high school examination can enter a university. You may be even more surprised by what I have to tell you about community colleges.An interesting feature of education in the United States is the two-year community college. Community colleges that are publicly supported offer somewhat different educational opportunities than those offered by a senior college or a university. First, admissions requirements at public community colleges are usually much more lenient than those at a four-year college or university. It’s usually enough to have graduated from an American high school to be admitted. Second, it is also cheaper to attend a community college. The tuition and fees are usually quite a bit lower. Students often live at home because this type of school does not have dormitories. For these two reasons, many people who are unable to go to a four-year college or university can have an opportunity to take classes for college credit. Finally, community colleges offer two-year programs that can lead to an Associate of Arts degree. Many of these programs, but not all of them, are vocational in nature. People attend community colleges for many different purposes. Some people may be taking on a course or two in some field that particularly interests them and may not be planning on getting a degree. Other people may be going to community collegefull-time and planning to transfer to a four-year college or university upon successful completion of two years at a community college. Well, so much for community colleges.I promised to tell you a little about the actual student body on a typical U.S. campus. Let’s start with some statistics, and then we’ll discuss two items that surprise many foreign students. Among the 2.8 million high school graduates in 2002, 65.2 percent were enrolled in college the following October. More than 90 percent of those attended full time. Young men represented half of the high school graduates, but more women than men went on to college. The exact statistics are:68.4 percent of female high school graduates and 62.1 percent of male high school graduates. If we break down the statistics racially, we find that white students enrolled in college in greater proportions than black or Hispanic students. The figures are 66.7 percent for white graduates, 58.7 percent of black graduates, and 53.5 percent of Hispanic students. My next statistic may be surprising. 42.6 percent of full-time students in 2002 were either employed or looking for work. That number jumps to 75.7 percent for part-time students. That last statistic makes more sense when we consider that besides the students who are from eighteen to twenty-two years old that one expects to find on a college campus, there are also many older married students. They may be people who attend part-time to upgrade their skills, people who are changing careers, or retired people who still have a desire to learn. Also, foreign students are often surprised at how poorly prepare American students are when they enter a university. Actually, at very select schools the students are usually very well prepared, but at less selective schools, they may not be as well prepared as students in your country are. If you will remember the educational philosophy we discussed in the last lecture, you will understand why. Schools in the States simply admit a lot more students than is usual in most other countries. Also, most young American university students have not traveled in other countries and are not very well versed in international matters and do not know a lot about people from other countries. Foreign students usually find them friendly but not very well informed about their countries or cultures.In brief, you can see that educational opportunities and admissions standards vary greatly in the United States. While it may be quite difficult to gain admission to some colleges and universities because of the very large number of applicants, probably any student graduating from high school with reasonable grades can find some accredited university or college to attend. Those students hoping to enter graduate school will often face very stiff competition, whether at private or public schools. Many students who start at a college or university will not finish in four years. Some will drop out to work or travel and may never finish. Others will return to school a few months or a few years later. Some will go to school full-time and others part-time. Some will not work while going to school, but most will work at some time or other during their school years.We’re out of time, I see. In my next lecture, I’ll talk to you about a relatively new development in education, distance learning. It should be of interest to those of you who want to attend college but can’t because of living far from a college, busy schedules, or for other reasons.Chapter 11 Lecture: Distance educationOne of the most exciting changes in education in the United States today is the incredible growth of distance education at the post-secondary level. Let me begin the lecture by asking you a couple of questions. First, can you imagine getting a college, or university, degree, without ever once setting foot on a college campus? Second, would you believe me if I told you thereare a few higher education institutions that grant degrees that don’t even have a campus? Some of these schools even grant graduate degrees, that is, a master’s degree or even a Ph.D.What is distance education? A publication called Distance Education: A Consumer’s Guide defines distance education this way:” Distance education is instruction that occurs when the instructor and student are separated by distance or time, or both,” That sounds a little strange, but it’s not really new.As early as 1840, it was possible to take a correspondence course in shorthand; that is, a student could learn shorthand by mail. And the University of Wisconsin offered the first correspondence catalog in 1892. This meant that a student could take university courses by mail over 100 years ago. So distance education is not really new; however, modern technology, such as audio, video, and computer technology, has changed distance education a great deal. Today almost all distance education programs are online or have an online learning component to take advantage of the technology.As I mentioned, distance education is now growing at an incredible rate, Peterson’s 1994 Guide to Distance Learning listed 93 accredited distance education programs available at community colleges and universities across the United States and Canada, whereas its 1997 guide listed more than 700 programs. In 2003, almost 1,100 programs were listed. According to the U.S. college and universities with 10.000 students or more offer distance education programs with new ones coming online continuously.Distance education is quite a complex subject with many aspects to look at. Today let’s look at the reasons why distance education is growing so rapidly, how distance education works, that is, what the modes of delivery are, and some things people considering distance education need to be aware of.To start with, why is distance education growing at such an incredible rate?First, rapidly changing economic conditions require many professional people to upgrade their knowledge or skills on an almost continuous basis. For example, a person who graduates with a degree in engineering or computer science may find it necessary to take courses to upgrade his or her skills every few year. Or a person who begins his or her career with a B.A. or B.S. degree may find it desirable to pursue an M.A. after some time, or even a Ph.D. Busy working people often find it difficult or even impossible to take courses they need or to pursue degrees on campus. Thus, there are a lot of people wanting post-secondary education who don’t find it convenient to study in the traditional on-campus setting.At the same time that demand for postsecondary education is growing, many U.S. colleges and universities are facing budget crunches; many U.S. colleges and universities are facing budget crunches; that is , they just don’t have as much money as they had in the past, but at the same time they have more students. They have to find ways to deliver instruction in the most economical way possible.The final reason is modern technology, which is the key to making the desired postsecondary education available to the millions of people who have access to audio, video, and computer technology. Many institutions offer distance education courses, certificate programs, and degree programs. How does distance education work at the postsecondary level? What are the usual modes of delivery?The modes of instruction can vary greatly and different courses in a program may use different modes. And any given course may use several different modes. Some of the modes include video,audio, CD-ROM, Internet, bulletin boards, chat rooms, and e-mail. Let’s consider some of the possibilities among these technologies. Video, for example, can be as simple as videotape the student plays on his or her VCR. Or it could involve video conferencing where the student is able to see and interact with the instructor and other students. Audio works similarly. A student may have a set of audiotapes to play on a cassette player or may be connected to an audio conference where he or she interacts with other students and the instructor. When students study on their own, at a time convenient to them to them, from a video-or audiotape, it is asynchronous learning, asynchronous meaning not at the same time. Video and audio conferencing, on the other hand, are called synchronous learning; that is, the instructor and the students are engaged in the teaching and learning process at the same time. Let’s look at two other popular modes used in distance learning: bulletin board anytime of the day and night, read what other students have written, and respond, by either adding his or her ideas or asking a question. Chat rooms, on the other hand, offer a discussion forum where students can interact in real time, that is, synchronously. CD-ROMs may come to the student via mail or the student may download materials from the Internet. E-mail provides a very convenient way for students to submit assignments or to ask the instructor questions. There are many more modes of instruction, but this should give you an idea of the possibilities.Students interested in pursuing distance education degrees need to consider the following six points:Number 1. Many distance education programs have a residency requirement. The students may be required to take two courses on campus, that is, six hours of credit, or students may be required to spend several days on campus several times during the program.Number 2. Distance education courses generally have time limits. Courses and programs must be completed within a certain time limit. Assignments must be submitted on time.Number 3. Admissions requirements are the same as those of an on-campus education.Number 4. Distance education can save students money in terms of not having to travel to campus for classes, and the like, but the academic fees about the same as for traditional education. Fulfilling the residency requirements may be quite costly in terms of travel and lodging for students who live far from the campus.Number 5. Online study requires students to have access to a computer that meets minimum requirements such as the latest version of Windows, a microphone, sound card and speakers, adequate hard drive and RAM, a modern, browser (Internet Explorer or Netscape), and Internet connection. Connection speed is very important and many schools recommend having high-speed Internet access like a cable modern or DSL.And finally Number 6. Distance learning requires that students be disciplined and independent learners. Distance education is not easier than traditional education. Not everyone is temperamentally suited for distance education. The dropout rate from distance education courses and programs is higher than for traditional courses and programs.Before I close today, let me just say that many people are still suspicious of distance education believing that it cannot possibly be equivalent to a traditional classroom education, although there are studies that indicate that distance education can be as effective as traditional education and some times even more effective. However, some suspicions are well founded. There are many unscrupulous and disreputable universities advertising on the Internet with very alluring Web sites. Therefore, it is important for everyone wishing to take a courseor pursue a degree to check out the credentials of the school they are considering very carefully.We have an expression: Let the buyer beware. That means that anyone who wishes to buy something should be very careful! And that includes online or distance eductation.。
高级英语视听说教程第二册听力文本
Book 2 Chapter 1 The PopulationToday we’re going to talk about population in the United States. According to the most recent government census, the population is 281,421,906 people. Now this represents an increase of almost 33 million people since the 1990 census. A population of over 281 million makes the United States the third most populous country in the whole world. As you probably know, the People’s Republic of China is the most populous country in the world. But do you know which is the second most populous? Well, if you thought India, you were right. The fourth, fifth, and sixth most populous countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States. Let’s look at the total U. S. population figure of 281 million in three different ways. The first way is by race and origin; the second is by geographical distribution, or by where people live; and the third way is by the age and sex of the population.First of all, let’s take a look at the population by race and origin. The latest U. S. census reports that percent of the population is white, whereas percent is black. Three percent are of Asian origin, and 1 percent is Native American. percent of the population is a mixture of two or more races, and percent report themselves as “of some other race”. Let’s make sure your figures are right: OK, white, percent; black, percent; Asian, 3 percent; Native American, 1 percent; a mixture of two or more races, percent; and of some other race, percent. Hispanics, whose origins lie in Spanish-speaking countries, comprise whites, blacks, and Native Americans, so they are already included in the above figures. It is important to note that Hispanics make up percent of the present U.S. population, however. Finally, the census tells us that 31 million people in the United States were born in another country. Of the 31 million foreign born, the largest part, percent are from Mexico. The next largest group, from the Philippines, number percent.Another way of looking at the population is by geographical distribution. Do you have any idea which states are the five most populous in the United States? Well, I’ll help you out there. The five most populous states, with population figures, are California, with almost 34 million; New York, with 21 million; Texas, with 19 million; and Florida, with 16 million; and Illinois with million people. Did you get all those figures down? Well, if not, I’ll give you a chance later to check your figures. Well, then, let’s move on. All told, over half, or some 58 percent of the population, lives inthe South and in the West of the United States. This figure, 58 percent, is surprising to many people. It is surprising because the East is more densely populated. Nevertheless, there are more people all together in the South and West. To understand this seeming contradiction, one need only consider the relatively larger size of many southern and western states, so although there are more people, they are distributed over a larger area. To finish up this section on geographical distribution, consider that more than three-quarters of the people live in metropolitan areas like Los Angeles, New York, Chicago, and Houston. That means that only 20 percent, or 2 out of 10 people, live in rural areas. An interesting side note is that some 3,800,000 U.S. citizens live abroad, that is, in foreign countries.Before we finish today, I want to discuss the distribution of the U.S. population in terms of age and sex. Just for interest, would you say there are more men or more women in the United States? Well, according to the 2000 census, there are more women. In fact, there are more than five million more women than men in the U.S. population. If we consider that more males than females are born each year, how can this difference be explained? Well, for a variety of complicated reasons that we can’t go into here, there is a progressively higher death rate for males as they get older. This is seen in 2003 life expectancy figures: the life expectancy for women is years whereas for men it is only years. I don’t know how these life expectancy figures compare to those in your countries, but statistically women generally live longer than men worldwide. Now, to finish up, let’s look at the average age of the whole population. Overall, the average age of the population is increasing: from years in 1990 to years in 2000. The average age has been slowly, but steadily, increasing over the past several decades. This trend toward a higher average age can be explained by a decreasing birth rate and an increasing life expectancy for the population as a whole. Well, I’d like to investigate these two subjects further, but I see our time is up, so we’ll have to call it quits for today. You may want to pursue the topic of the aging U.S. population further, so there are some suggestions at the end of the lesson to help you do so. Thank you.Chapter Two Immigration: Past and PresentThe act of immigrating, or coming to a new country to live, is certainly nothing new. Throughout history, people have immigrated, or moved to new countries, for many different reasons. Sometimes these reasons were economic or political. Other people moved because of natural disasters such as droughts or famines. And some people movedto escape religious or political persecution. No matter what the reason, most people do not want to leave their native land and do so only under great pressure of some sort, but a few people seem quite adventuresome and restless by nature and like to move a lot. It seems both kinds of people came to America to live. The subject of immigration is quite fascinating to most Americans, as they view themselves as a nation of immigrants. However, the early Britons who came to what is today the United States considered themselves “settlers” or “colonists,” rather than immigrants. These people did not exactly think they were moving to a new country but were merely settling new land for the “mother country.” There were also large numbers of Dutch, French, German, and Scotch-Irish settlers, as well as large numbers of blacks brought from Africa as slaves. At the time of independence from Britain in 1776, about 40 percent of people living in what is now the United States were non-British. The majority of people, however, spoke English, and the traditions that formed the basis of life were mainly British traditions. This period we have just been discussing is usually referred to as the Colonial Period. Today, we’re a little more interested in actual immigration after this period. Let’s first look at what is often called the Great Immigration, which began about 1830 and ended in 1930. Then let’s consider the reasons for this so-called Great Immigration and the reasons it ended. Finally, let’s talk about the immigration situation in the United States today,As I said, we’ll begin our discussion today with the period of history called the Great Immigration, which lasted from approximately 1830 to 1930. It will be easier if we look at the Great Immigration in terms of three major stages, or time periods. The first stage was from approximate1y 1830 to 1860. Now, before this time, the number of immigrants coming to the United States was comparatively small, only about 10,000 a year. However, the rate began to climb in the 1830s when about 600,000 immigrants arrived. The rate continued to climb during the 1840s with a tota1 of 1,700,000 people arriving in that decade. The rate continued to climb, and during the 1850s 2,600,000 immigrants arrived. During this first stage of the Great Immigration, that is, between the years 1830 and 1860, the majority of immigrants came from Germany, Great Britain, and Ireland. Now let’s consider the second stage of the Great Immigration. The second stage was from l860 to 1890, during which time another 10,000,000 people arrived. Between l860 and 1890 the majority of immigrants continued to be from Germany, Ireland, and Great Britain. However, during the second stage, a smaller but significant number of immigrants came from the Scandinavian nations of Denmark, Norway and Sweden. The third stage of the Great Immigration, which lasted from 1890 to 1930, was the eraof heaviest immigration. Between the years l890 and l930, almost 22 million immigrants arrived in the United States. Most of these new arrivals came from the Southern European countries of Greece, Italy, Portugal, and Spain and the Eastern European countries of Poland and Russia.Now that we know something about the numbers and origins of immigrants who came to the States during the Great Immigration, let’s consider the reasons why most of these people immigrated to the United States. Why did such large numbers of Europeans leave their homes for life in an unknown country? It would be impossible to discuss all the complex political and economic reasons in any depth today, but we can touch on a few interesting facts that might help to clarify the situation for you. First of all, one of the most important reasons was that the population of Europe doubled between the years 1750 and 1850. At the same time that the population was growing so rapidly, the Industrial Revolution in Europe was causing widespread unemployment. The combination of increased population and the demand for land by industry also meant that farmland was becoming increasingly scarce in Europe. The scarcity of farmland in Europe meant that the abundance of available land in the growing country of the United States was a great attraction. During these years, the United States was an expanding country and it seemed that there was no end to land. In fact, in 1862, the government offered public land free to citizens and to immigrants who were planning to become citizens. In addition to available farmland, there were also plentiful jobs during these years of great economic growth. Other attractions were freedom from religious or political persecution. Some other groups also came to the United States as the direct results of natural disasters that left them in desperate situations. For example, the frequent failure of the potato crop in Ireland between the years 1845 and 1849 led to widespread starvation in that country, and people were driven to immigrate. Another factor that affected the number of immigrants coming to the United States was improved ocean transport beginning in the 1840s. At that time, ships large enough to carry large numbers of people began to make regular trips across the ocean. Now let’s summarize the reasons for the high rate of immigration to the United States during the years we discussed: first, the doubling of the population in Europe between 1750 and 1850; second, the unemployment caused by the Industrial Revolution; and third, the land scarcity in Europe, followed by religious and political persecution and natural disaster. These reasons combined with improved transportation probably account for the largest number of immigrants.I would now like to talk briefly about the period of time following the Great Immigration and the reasons for the decline in the rate of immigration. Although immigration continues today, immigration numbers have never again reached the levels that we discussed previously. There are several reasons for this decline. This decline was in part due to various laws whose aim was to limit the number of immigrants coming from different parts of the world to the United States. The first such law that limited the number of immigrants coming from a certain part of the world was the Chinese Exclusion Act of 1882. This law was followed by many other laws that also tried to limit the numbers of people immigrating from various countries or parts of the world. In addition to such laws, certainly economic and geopolitical events as important as the Great Depression starting in 1929 and World War II also contributed to the decline in immigration.Let’s conclude our talk by discussing the current situation with respect to immigration, which is quite different from that in the past. To understand some of the changes, it’s important to note that in 1965 strict quotas based on nationality were eliminated. Let’s see how different things are today from the past. As I noted, the greatest number of immigrants to the United States have historically been European. According to . Census figures, in 1860, the percentage of immigrants that were European was 92 percent. But by 1960, the percentage of European immigrants had dropped to percent, and by the year 2002, it had dropped to 14 percent! In 2002, percent of immigrants came from Latin America, that is, from the Caribbean, Central America, and South America. Mexico is ordinarily considered part of North America, but the . Census Bureau considers Mexico as a Central American country in terms of immigration statistics, and estimates that more than one-third of the total of all immigrants to the United States in 2002 came from Mexico or another Central American country. The next largest percentage, percent, of immigrants came from Asia, mainly from the Philippines, China, and India.Although immigration dropped sharply when the United States entered World War I and remained low throughout the Depression and World War II years, at the end of the l940s, immigration began to increase again and has, in general, risen steadily since then. It might surprise you to know that the actual number of immigrants coming yearly to the States in recent years is about the same as the numbers coming yearly between 1900 and 1910. Keep in mind, though, that the population of the United States is much larger now than at the turn of the century, so that while the yearly numbers may be similar, thepercentage of the population that is foreign-born is considerably smaller today than it was a century ago.It might be interesting to speculate on immigration in the future. Will the trend continue for non-Europeans to immigrate to the United States? The answer is probably yes for the foreseeable future. Do these non-European people come to the United States for the same reasons that Europeans came? Well, land is no longer plentiful and cheap. Industry no longer requires large numbers of unskilled workers. In fact, the government usually tries to restrict immigration to those people who already have the skills to be successful in U.S. society. Still, people come for politica1 and economic reasons and probably will continue to do so.Chapter 3 Americans at WorkWhether you love it or hate it, work is a major part of most people’s lives everywhere in the world. Americans are no exception. Americans might complain about “blue Monday,” when they have to go back to work after the weekend, but most people put a lot of importance on their job, not only in terms of money but also in terms of identity. In fact, when Americans are introduced to a new person, they almost always ask each other, “What do you do?” They are asking, what is your job or profession. Today, however, we won’t look at work in terms of what work means socially or psychologically. Rather, we’re going to take a look at work in the United States today from two perspectives. First, we’ll take a historical look at work in America. We’ll do that by looking at how things changed for the American worker from the beginning to the end of the twentieth century, that is, from the year 1900 to the year 1999. Then we’ll look at how . workers are doing today.As we look at the changes over the last century, we’re going to use a lot of statistics to describe these changes. You will need to write down a lot of numbers in today’s lecture. First, let’s consider how the type of work people were involved in changed. At the beginning of the twentieth century, about 38 percent of the workforce was involved in agriculture; that is, they worked on a farm. By the end of the century, only 3 percent still worked on farms. There was also a large decrease in the number of people working in mining, manufacturing, and construction. The number of workers in mining, manufacturing, and construction went down from 31 percent to 19 percent.While the number of people in these goods producing industries went down, the number of people in the service industries went up. As you may know, a service industry is one that provides a service, rather than goods or products. A few examples include transportation, tourism, banking, advertising, health care, and legal services. I’m sure you can think of more. The service industry workforce jumped from 31 percent of the workforce at the turn of the century to 78 percent in 1999.Let’s recap the numbers: in 1900, 38 percent in agriculture; 31 percent in mining, manufacturing, and construction; and 31 percent in the service industries. That should add up to 100 percent. In 1999, 3 percent in agriculture; 19 percent in mining, manufacturing, and construction; and 78 percent in the service industries. Again, that should add up to 100 percent.The labor force changed in other important ways. For example, child labor was not unusual at the beginning of the twentieth century. In 1900 there were 1, 750, 000 children aged ten to fifteen working full-time in the labor force. This was 6 percent of the labor force. Over the years, child labor laws became much stricter and by 1999, it was illegal for anyone under sixteen to work full-time in any of the fifty states. While the number of children in the workforce went down, the number of women went up dramatically. In 1900, only 19 percent of women were employed; in 1999, 60 percent of women were holding down jobs.Let’s see what has happened to wages and salaries. All the numbers I will give you are in terms of 1999 dollars. Let me explain. In 1900 the average per capita income was $4,200 a year. That does not mean that the average worker in 1900 earned $4,200, a year, but that what he or she earned was equal to $4, 200 in 1999. That is, the amount of money the average worker earned in 1900 was worth the same as $4,200 in 1999. The average per capita income in 1999 was $33, 700. Not only did people earn a lot more money at the end of the century, they also received a lot more in benefits than at the beginning of the century. One of the important benefits most workers received later in the century was health insurance. Whereas wages and salaries rose over the century, the average workweek dropped. That is, workers, in general, did not work as long hours in 1999 as they did in 1900.The last area that I’d like to give you a few statistics about is workplace safety. Most of us who go to work every day don’t think a lot about whether we are safe or not, but in 1900 it was a real concernfor a lot of workers. There aren’t many statistics available, but the . government does have statistics on two industries that will give you some idea of the differences today. In 1900 almost 1,500 workers were killed in coal-mining accidents; in 1999, the number was 35. 2,555 railroad workers were killed in 1900, compared to 56 in 1999.People often tend to romanticize the past and talk about “the good old days,” but I think it’s fair to say that by the end of the twentieth century, . workers in general made more money, they enjoyed more benefits, and their working conditions had improved greatly.Now let’s turn our attention to the current situation for . workers. The picture is not so rosy as the one drawn by comparing U.S. workers at the beginning and the end of the twentieth century. I’m going to focus on the current situation in terms of productivity, working hours, and wages and salaries.First let’s consider the number of hours worked. According to a 2003 study released by the United Nations International Labor Organization, U.S. workers are the most productive in the world among industrialized nations, but they work longer hours than European workers to achieve this productivity. Europeans typically have four to six weeks of vacation a year, whereas the average American worker has only about two weeks. This study points out that the longer working hours in the United States is a rising trend, while the trend in other industrialized countries is the opposite.Workers in some European countries actually outproduce American workers per hour of work. It has been suggested that this higher rate of productivity might be because European workers are less stressed than U.S. workers.At any rate, there seems to be general agreement that U.S. productivity has greatly increased over the last thirty years. However, workers have not seen their wages rise at the same rate. A group of sociologists in their book Inequality by Design point out that there is a growing gap between rich Americans and everyone else in the United States. They write that between 1949 and 1974, increases in productivity were matched by increases in wages for workers in both manufacturing and the service industries, but since 1974, productivity increased 68 percent in manufacturing and 50 percent in services, but real wages stagnated. That is, wages moved up little or not at all. So, where does all the money generated by the increased productivity go then? According to the authors of this book, the moneygoes to the salaries for CEOs, to the stock market, and to corporate profits. Workers play a great role in increasing productivity, but no longer see their wages connected to increased productivity. In other words, CEOs’ salaries, the stock market, and the corporate profits go up as work productivity goes up, but workers’ wages don’t.What are the reasons why . workers, who are the most productive in the world, have to work longer hours, have fewer vacation days, and see their wages stagnate and not rising at the same rate as productivity? The answer to this question is complex and controversial, but there are two reasons most people who speak or write about these issues mention: The first is that labor unions in the United States have lost great power since the beginning of the 1980s, and the second is that the government has passed laws that favor the rich and weaken the rights of the workers.I see our time is up. So, I’ll see you next time.Chapter 4 Family in the United StatesA hundred years ago, one heard the same kind of comments about the American family that one hears today --- in short, that the American family is disintegrating. Proof of this disintegration at the end of the nineteenth century included three points: the declining birth rate, a rising divorce rate, and evidence that women were not completely content with their domestic role. It’s a little surprising to me that the same claim about the family is being made today --- that it is disintegrating. And often the same points are mentioned as proof: declining birth rates, increasing divorce rates, and discontent of women with domestic roles. Now, in no way do I mean to imply that cultural, demographic, and economic conditions are the same now as they were 100 years ago. On the contrary, the very nature of the family has changed drastically in the last 50 years, not to mention the last 100 years. But I don’t think the average person’s concept of the family has changed very much over the years. A lot of people have on fixed idea of the family: a married couple where Mother stays home to care for the children and Father works. But this idea is challenged by what we see every day in U.S. society. To be sure, the family is a very sensitive barometer for what is happening in the society, the culture, and the economy of the United States. To make this point clearer, we’ll take a look at how the American family has changed in the last 50 years by looking at three different time periods: there are the mid-1940s to the mid-1960s; the mid-60sto the mid-80s; and finally the present. Sociologist Barbara Dafoe Whitehead labels these three periods: the period of traditional familism, the period of individualism, and the period of the new familism. I will try for each period to show how economic, demographic, and cultural elements interact and, in turn, affect the family.Well, let’s proceed in chronological order and start with traditional familism. We’re talking here of the twenty years from the mid-1940s to the mid-1960s. This was the period after World War II, a period characterized by a very strong economy. This gave the United States a rising standard of living and a growing middle class. Demographically, the predominant configuration of the family from these years was the traditional one: a married couple with children. Some women worked, but divorce rates were low, and birth rates were high. I guess you could say that the country idealized the family in these years. And what I mean is, there was a commitment to the family from its members and a reverence for it from society. TV programs of the era depicted the family in the classical configuration: working father, housewife, and children. Culturally, three characteristics stand out in this period: conformity to social norms, greater male domination of the family than in the later periods, and clear-cut gender roles, that is, clear and separate roles for men and women at home and at work. Well, things changed quite a bit after this period.Let’s move on to the second period, the period of individualism. This period is from the mid-1960s to the mid-1980s. Now, because individualism is so often mentioned in our discussion of U.S. culture and people, I should make a little detour here before we discuss it. Individualism brings to mind two other words: independence and self-reliance. Individualism conveys the idea that one should think and act for himself or herself, according to what one feels is right. Individualism is easily confused with egotism or selfishness, but in its best sense, it is much more. Individualism implies that one has the freedom to decide what is best rather than allowing that decision to be made by a group such as the community or society. Individualism does, of course, conflict with the concept of community, which implies that the group shares in making decisions. And this conflict between the individual and the community is one that comes up again and again in our lecture series about the United States. All right, let’s get back to our discussion about the family.The second period, the period of individualism, saw three important social and political movements. Do you have any idea which movements I might be talking about? Keep in mind that these decadeswere characterized by a lack of conformity to social norms. Well, the movements have in mind are the sexual revolution, in which sex was clearly no longer reserved for marriage; the women’s liberation movement; and the movement against the war in Vietnam. All three movements---the sexual revolution, woman’s liberation, and the antiwar movement --- were typical of the nonconforming nature of these decades. Now, culturally, it is in this period where we see two important developments: one the idealization of one’s career and work and, two, the drive for self-expression and self-fulfillment. In this period, the feminist movement challenged traditional gender roles and male domination of society. Women began to enter professions previously closed to them like medicine, law, and management. Men, for their part, began at least to consider a more active role in raising their children.These cultural changes occurred during a time of economic changes, too. This was a time of rapidly rising cost of living. Together, these forces changed the demographics of the family. The former picture of the family had only one configuration: a married couple with children where Mother stayed home. The new picture of the family had to include new configurations, like families in which the husband and wife both worked, families of single parents with children, and families of cohabiting couples with or without children. With more women pursuing careers and making money, there was less economic pressure for them to stay in an unsuitable marriage. Therefore, divorce rates doubled in a decade. Rising divorce rates and more financial independence for women made marriage a less attractive arrangement for many women. Consequently, the number of single-parent households tripled. Less conformity to social norms paved the way for cohabitation. So the number of unmarried couples living together in this period quadrupled. Can you see how economic, cultural, and demographic aspects of the society interact with each other? I hope so. Well, let’s continue with our agenda.The third period, the new familism, is harder to see because we are living in this period now. And because we are constantly informed by the media about the deteriorating American family, it’s hard to get an objective view of the state of the family. I think that today most people applaud the social changes that came about in the second period of individualism. They are not willing to give up gender equality, the freedom to leave an unsuitable marriage, or the self-fulfillment of an interesting job. At the same time, most experts, if not most people, admit that children paid a high price for the social changes that took place in the second period. It was the。
高级英语视听说 2 Chapter 4 听力原文及翻译
Chapter 4 Family in the United StatesA hundred years ago, one heard the same kinds of comments about the American family that one hears today – in short, that the American family is disintegrating. Proof of this disintegration at the end of the nineteenth century included three points: the declining birth rate, a rising divorce rate, and evidence that women were not completely content with their domestic role. It’s a little surprising to me that the same claim about the family is being made today – that it is disintegrating. And often the same points are mentioned as proof: declining birth rates, increasing divorce rates, and discontent of women with domestic roles. Now, in no way do I mean to imply that cultural, demographic, and economic conditions are the same now as they were 100 years ago. On the contrary, the very nature of the family has changed drastically in the last 50 years, not to mention the last 100 years. But I don’t think the average person’s concept of the family has changed very much over the years. A lot of people have one fixed idea of the family: a married couple where Mother stays home to care for the children and Father works. But this idea is challenged by what we see every day in the U.S. society. To be sure, the family is a very sensitive barometer for what is happening in the society, the culture, and the economy of the United States. To make this point clearer, we’ll take a look at how the American family has changed in the last 50 years by looking at three different time periods: there are the mid-1940s to the mid-1960s; the mid-60 to the mid-80s; and finally the present. Sociologist Barbara Dafoe Whitehead labels theses three periods the period of traditional familism, the period of individualism, and the period of the new familism.I will try for each period to show how economic, demographic, and cultural elements interact and, in turn, affect the family.一百年前，一听到关于美国家庭的意见相同种类的人听到今天–总之，美国家庭的解体。
(完整版)高级英语视听说2参考答案(1)
Chapter 1 The PopulationI 2 populous 3 race 4 origin 5 geographical distPrelisteningB 1 census ribution6 made up of7 comprises8 relatively progressively9 Metropolitan densely 10 decreased death rate11 birth rate increasing 12 life expectancyD 1 a 18.5 mill b 80% c 1/2 d 13.4 mill e 2: 10f 4%g 1990h 40%i 3/4j 33.1%2 a3 b 1 c 2 d 5 e 4II First ListeningST1 population by race and originST2 geographical distributionST3 age and sexIII PostlisteningA 1. People’s Republic of China, India2. 281 mill3. Hispanics(12.5%)4. Texas5. the South and the West6. 20%7. by more than 5 million8. about 6 years9. 2.2 years10. a decreasing birth rate and an increasing life expectancyChapter 2: Immigration: Past and Present PRELISTENINGB. Vocabulary and Key Conceptsimmigratednatural disasters/ droughts/ faminespersecutionsettlers/ colonistsstageswidespread unemploymentscarcityexpanding/ citizensfailuredecreaselimitedquotassteadilytrendskills/ unskilledD Notetaking PreparationDates: Teens and Tens18501951The 1840sFrom 1890 to 1930Between 1750 and 18501776188213291860From approximately 1830 to 1930Language Conventions: Countries and NationalitiesThe Scandinavian countries are Swed en, Norway, and Denmark. The Southern European countries are Italy, Greece, Spain, and Portugal. The Eastern European countries are Russia and Poland.LISTENINGFirst ListeningMajor SubtopicsST1 the Great ImmigrationST2 reasons for the Great Immigration and why it endedST3 immigration situation in the United States todayPOSTLISTENINGA. Accuracy Checkcolonists or settl ersDutch, French, German, Scotch-Irish, BlacksThe third, 1890-1930Southern Europe and Eastern EuropeThe population doubled, there was wid espread unemployment, and there was a scarcity of farmlandfree land, plentiful jobs, and freed om from religious and political persecutionthe failure of the potato crop in Irelandlaws limiting immigration from certain area, the Great Depression, and World War ⅡThey are largely non-European.Industry d oesn’t need a large number of unskilled workers。
高级英语第二册Pub Talk and the King’s English
• Literature began again to be written in English during this period. One of the most famous Middle English works is Chaucer’s The Canterbury Tales.
The Development of Modern English
6. Modern English (1750 — 1950)
• Britain experienced Industrial Revolution, and consolidated imperial power, introducing English medium education in many parts of the world. English became the international language of advertising and consumerism.
• English vocabulary and spelling were now affected by French, which became the official language of England. Educated English people were trilingual: French, Latin, and English.
Post-reading
Exercises
Warm-up
• What is the nature of language? • How is language related to culture, politics,
and society? • This unit will provide you with the
高级英语视听说2参考答案（1）
Chapter 1 The Population I 2 populous 3 race 4 origin 5 geographical distPrelistening B 1 census ribution 6 made up of 7 comprises 8 relatively progressively 9 Metropolitan densely 10 decreased death rate 11 birth rate increasing 12 life expectancy D 1 a 18.5 mill b 80% c 1/2 d 13.4 mill e 2: 10 f 4% g 1990 h 40% i 3/4 j 33.1% 2 a 3 b 1 c 2 d 5 e 4 II First Listening ST1 population by race and origin ST2 geographical distribution ST3 age and sex III Postlistening A 1. People’s Republic of China, India2. 281 mill 3. Hispanics(12.5%) 4. Texas 5. the South and the West 6. 20% 7. by more than 5 million 8. about 6 years 9. 2.2 years 10. a decreasing birth rate and an increasing life expectancy Chapter 2: Immigration: Past and Present PRELISTENING B. Vocabulary and Key Concepts immigrated natural disasters/ droughts/ famines persecution settlers/ colonists stages widespread unemployment scarcity expanding/ citizens failure decrease limited quotas steadily trend skills/ unskilled D Notetaking Preparation Dates: Teens and Tens 1850 1951 The 1840s From 1890 to 1930 Between 1750 and 1850 1776 1882 1329 1860 From approximately 1830 to 1930 Language Conventions: Countries and Nationalities Country People France French Germany Germans Scotland; Ireland Scotch-Irish Great Britain Britons: the British Denmark Danes Norway Norwegians Swed Sweden en Swed Swedes es Greece Greeks Italy Italian Spain Spanish Portugal Portuguese China Chinese Philippines Filipinos Mexico Mexicans India Indians Russia Russians Poland Poles The Scandinavian Scandinavian countries countries are Swed en, Norway, and Denmark. The Southern Southern European European European countries countries countries are are are Italy , Italy , Greece, Greece, Greece, Spain, Spain, Spain, and and and Portugal. Portugal. The Eastern European countries are Russia and Poland. LISTENING First Listening Major Subtopics ST1 the Great Immigration ST2 reasons for the Great Immigration and why it ended ST3 immigration situation in the United States today POSTLISTENING A. Accuracy Check colonists or settl ers Dutch, French, German, Scotch-Irish, Blacks The third, 1890-1930 Southern Europe and Eastern Europe The population doubled, there was wid espread unemployment, and there was a scarcity of farmland free land, plentiful jobs, and freed om from religious and political persecution the failure of the potato crop in Ireland laws limiting immigration from certain area, the Great Depression, and World War ⅡThey are largely non-European. 。
高级英语视听说教程第二册听力文本精修订
高级英语视听说教程第二册听力文本SANY标准化小组 #QS8QHH-HHGX8Q8-GNHHJ8-HHMHGN#Book 2 Chapter 1 The PopulationToday we’re going to talk about population in the United States. According to the most recent government census, the population is 281,421,906 people. Now this represents an increase of almost 33 million people since the 1990 census. A population of over 281 million makes the United States the third most populous country in the whole world. As you probably know, the People’s Republic of China is the most populous country in the world. But do you know which is the second most populousWell, if you thought India, you were right. The fourth, fifth, and sixth most populous countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States. Let’s look at the total U. S. population figure of 281 million in three different ways. The first way is by race and origin; the second is by geographical distribution, or by where people live; and the third way is by the age and sex of the population.First of all, let’s take a look at the population by race and origin. The latest U. S. census reports that 75.1 percent of the population is white, whereas 12.3 percent is black. Three percent are of Asian origin, and 1 percent is Native American. 2.4 percent of the population is a mixture of two or more races, and 5.5 percent report themselves as “of some other race”. Let’s make sure yourfigures are right: OK, white, 75.1 percent; black, 12.3 percent; Asian, 3 percent; Native American, 1 percent; a mixture of two or more races, 2.4 percent; and of some other race, 5.5 percent. Hispanics, whose origins lie in Spanish-speaking countries, comprise whites, blacks, and Native Americans, so they are already included in the above figures. It is important to note that Hispanics make up 12.5 percent of the present U.S. population, however. Finally, the census tells us that 31 million people in the United States were born in another country. Of the 31 million foreign born, the largest part, 27.6 percent are from Mexico. The next largest group, from the Philippines, number 4.3 percent.Another way of looking at the population is by geographical distribution. Do you have any idea which states are the five most populous in the United States Well, I’ll help you out there. The five most populous states, with population figures, are California, with almost 34 million; New York, with 21 million; Texas, with 19 million; and Florida, with 16 million; and Illinois with 12.5 million people. Did you get all those figures downWell, if not, I’ll give you a chance later to check your figures. Well, then, let’s move on. All told, over half, or some 58 percent of the population, lives in the South and in the West of the United States. This figure, 58 percent, is surprising to many people. It issurprising because the East is more densely populated. Nevertheless, there are more people all together in the South and West. To understand this seeming contradiction, one need only consider the relatively larger size of many southern and western states, so although there are more people, they are distributed over a larger area. To finish up this section on geographical distribution, consider that more than three-quarters of the people live in metropolitan areas like Los Angeles, New York, Chicago, and Houston. That means that only 20 percent, or 2 out of 10 people, live in rural areas. An interesting side note is that some 3,800,000 U.S. citizens live abroad, that is, in foreign countries.Before we finish today, I want to discuss the distribution of the U.S. population in terms of age and sex. Just for interest, would you say there are more men or more women in the United States Well, according to the 2000 census, there are more women. In fact, there are more than five million more women than men in the U.S. population. If we consider that more males than females are born each year, how can this difference be explainedWell, for a variety of complicated reasons that we can’t go into here, there is a progressively higher death rate for males as they get older. This is seen in 2003 life expectancy figures: the life expectancy for women is 80.4 years whereas for men it is only 74.5years. I don’t know how these life expectancy figures compare to those in your countries, but statistically women generally live longer than men worldwide. Now, to finish up, let’s look at the average age of the whole population. Overall, the average age of the population is increasing: from 33.1 years in 1990 to 35.3 years in 2000. The average age has been slowly, but steadily, increasing over the past several decades. This trend toward a higher average age can be explained by a decreasing birth rate and an increasing life expectancy for the population as a whole. Well, I’d like to investigate these two subjects further, but I see our time is up, so we’ll have to call it quits for today. You may want to pursue the topic of the aging U.S. population further, so there are some suggestions at the end of the lesson to help you do so. Thank you. Chapter Two Immigration: Past and PresentThe act of immigrating, or coming to a new country to live, is certainly nothing new. Throughout history, people have immigrated, or moved to new countries, for many different reasons. Sometimes these reasons were economic or political. Other people moved because of natural disasters such as droughts or famines. And some people moved to escape religious or political persecution. No matter what the reason, most people do not want to leave their native land and do so only under great pressure of some sort, but a few people seemquite adventuresome and restless by nature and like to move a lot. It seems both kinds of people came to America to live. The subject of immigration is quite fascinating to most Americans, as they view themselves as a nation of immigrants. However, the early Britons who came to what is today the United States considered themselves “settlers” or “colonists,” rather than immigrants. These people did not exactly think they were moving to a new country but were merely settling new land for the “mother country.” There were also large numbers of Dutch, French, German, and Scotch-Irish settlers, as well as large numbers of blacks brought from Africa as slaves. At the time of independence from Britain in 1776, about 40 percent of people living in what is now the United States were non-British. The majority of people, however, spoke English, and the traditions that formed the basis of life were mainly British traditions. This period we have just been discussing is usually referred to as the Colonial Period. Today, we’re a little more interested in actual immigration after this period. Let’s first look at what is often called the Great Immigration, which began about 1830 and ended in 1930. Then let’s consider the reasons for this so-called Great Immigration and the reasons it ended. Finally, let’s talk about the immigration situation in the United States today,As I said, we’ll begin our discussion today with the period ofhistory called the Great Immigration, which lasted from approximately 1830 to 1930. It will be easier if we look at the Great Immigration in terms of three major stages, or time periods. The first stage was from approximate1y 1830 to 1860. Now, before this time, the number of immigrants coming to the United States was comparatively small, only about 10,000 a year. However, the rate began to climb in the 1830s when about 600,000 immigrants arrived. The rate continued to climb during the 1840s with a tota1 of 1,700,000 people arriving in that decade. The rate continued to climb, and during the 1850s 2,600,000 immigrants arrived. During this first stage of the Great Immigration, that is, between the years 1830 and 1860, the majority of immigrants came from Germany, Great Britain, and Ireland. Now let’s consider the second stage of the Great Immigration. The second stage was from l860 to 1890, during which time another 10,000,000 people arrived. Between l860 and 1890 the majority of immigrants continued to be from Germany, Ireland, and Great Britain. However, during the second stage, a smaller but significant number of immigrants came from the Scandinavian nations of Denmark, Norway and Sweden. The third stage of the Great Immigration, which lasted from 1890 to 1930, was the era of heaviest immigration. Between the years l890 and l930, almost 22 million immigrants arrived in the United States. Most of thesenew arrivals came from the Southern European countries of Greece, Italy, Portugal, and Spain and the Eastern European countries of Poland and Russia.Now that we know something about the numbers and origins of immigrants who came to the States during the Great Immigration, let’s consider the reasons why most of these people immigrated to the United States. Why did such large numbers of Europeans leave their homes for life in an unknown countryIt would be impossible to discuss all the complex political and economic reasons in any depth today, but we can touch on a few interesting facts that might help to clarify the situation for you. First of all, one of the most important reasons was that the population of Europe doubled between the years 1750 and 1850. At the same time that the population was growing so rapidly, the Industrial Revolution in Europe was causing widespread unemployment. The combination of increased population and the demand for land by industry also meant that farmland was becoming increasingly scarce in Europe. The scarcity of farmland in Europe meant that the abundance of available land in the growing country of the United States was a great attraction. During these years, the United States was an expanding country and it seemed that there was no end to land. In fact, in 1862, the government offered public land free tocitizens and to immigrants who were planning to become citizens. In addition to available farmland, there were also plentiful jobs during these years of great economic growth. Other attractions were freedom from religious or political persecution. Some other groups also came to the United States as the direct results of natural disasters that left them in desperate situations. For example, the frequent failure of the potato crop in Ireland between the years 1845 and 1849 led to widespread starvation in that country, and people were driven to immigrate. Another factor that affected the number of immigrants coming to the United States was improved ocean transport beginning in the 1840s. At that time, ships large enough to carry large numbers of people began to make regular trips across the ocean. Now let’s summarize the reasons for the high rate of immigration to the United States during the years we discussed: first, the doubling of the population in Europe between 1750 and 1850; second, the unemployment caused by the Industrial Revolution; and third, the land scarcity in Europe, followed by religious and political persecution and natural disaster. These reasons combined with improved transportation probably account for the largest number of immigrants.I would now like to talk briefly about the period of time following the Great Immigration and the reasons for the decline inthe rate of immigration. Although immigration continues today, immigration numbers have never again reached the levels that we discussed previously. There are several reasons for this decline. This decline was in part due to various laws whose aim was to limit the number of immigrants coming from different parts of the world to the United States. The first such law that limited the number of immigrants coming from a certain part of the world was the Chinese Exclusion Act of 1882. This law was followed by many other laws that also tried to limit the numbers of people immigrating from various countries or parts of the world. In addition to such laws, certainly economic and geopolitical events as important as the Great Depression starting in 1929 and World War II also contributed to the decline in immigration.Let’s conclude our talk by discussing the current situation with respect to immigration, which is quite different from that in the past. To understand some of the changes, it’s important to note that in 1965 strict quotas based on nationality were eliminated. Let’s see how different things are today from the past. As I noted, the greatest number of immigrants to the United States have historically been European. According to U.S. Census figures, in 1860, the percentage of immigrants that were European was 92 percent. But by 1960, the percentage of European immigrants had dropped to74.5 percent, and by the year 2002, it had dropped to 14 percent! In 2002, 52.2 percent of immigrants came from Latin America, that is, from the Caribbean, Central America, and South America. Mexico is ordinarily considered part of North America, but the U.S. Census Bureau considers Mexico as a Central American country in terms of immigration statistics, and estimates that more than one-third of the total of all immigrants to the United States in 2002 came from Mexico or another Central American country. The next largest percentage, 25.5 percent, of immigrants came from Asia, mainly from the Philippines, China, and India.Although immigration dropped sharply when the United States entered World War I and remained low throughout the Depression and World War II years, at the end of the l940s, immigration began to increase again and has, in general, risen steadily since then. It might surprise you to know that the actual number of immigrants coming yearly to the States in recent years is about the same as the numbers coming yearly between 1900 and 1910. Keep in mind, though, that the population of the United States is much larger now than at the turn of the century, so that while the yearly numbers may be similar, the percentage of the population that is foreign-born is considerably smaller today than it was a century ago.It might be interesting to speculate on immigration in thefuture. Will the trend continue for non-Europeans to immigrate to the United States The answer is probably yes for the foreseeable future. Do these non-European people come to the United States for the same reasons that Europeans cameWell, land is no longer plentiful and cheap. Industry no longer requires large numbers of unskilled workers. In fact, the government usually tries to restrict immigration to those people who already have the skills to be successful in U.S. society. Still, people come for politica1 and economic reasons and probably will continue to do so.Chapter 3 Americans at WorkWhether you love it or hate it, work is a major part of most people’s lives everywhere in the world. Americans are no exception. Americans might complain about “blue Monday,” when they have to go back to work after the weekend, but most people put a lot of importance on their job, not only in terms of money but also in terms of identity. In fact, when Americans are introduced to a new person, they almost always ask each other, “What do you do?” They are asking, what is your job or profession. Today, however, we won’t look at work in terms of what work means socially or psychologically. Rather, we’re going to take a look at work in the United States today from two perspectives. First, we’ll take ahistorical look at work in America. We’ll do that by looking at how things changed for the American worker from the beginning to the end of the twentieth century, that is, from the year 1900 to the year 1999. Then we’ll look at how U.S. workers are doing today.As we look at the changes over the last century, we’re going to use a lot of statistics to describe these changes. You will need to write down a lot of numbers in today’s lecture. First, let’s consider how the type of work people were involved in changed. At the beginning of the twentieth century, about 38 percent of the workforce was involved in agriculture; that is, they worked on a farm. By the end of the century, only 3 percent still worked on farms. There was also a large decrease in the number of people working in mining, manufacturing, and construction. The number of workers in mining, manufacturing, and construction went down from 31 percent to 19 percent.While the number of people in these goods producing industries went down, the number of people in the service industries went up. As you may know, a service industry is one that provides a service, rather than goods or products. A few examples include transportation, tourism, banking, advertising, health care, and legal services. I’m sure you can think of more. The service industry workforce jumped from 31 percent of the workforce at the turn of the century to 78percent in 1999.Let’s recap the numbers: in 1900, 38 percent in agriculture; 31 percent in mining, manufacturing, and construction; and 31 percent in the service industries. That should add up to 100 percent. In 1999, 3 percent in agriculture; 19 percent in mining, manufacturing, and construction; and 78 percent in the service industries. Again, that should add up to 100 percent.The labor force changed in other important ways. For example, child labor was not unusual at the beginning of the twentieth century. In 1900 there were 1, 750, 000 children aged ten to fifteen working full-time in the labor force. This was 6 percent of the labor force. Over the years, child labor laws became much stricter and by 1999, it was illegal for anyone under sixteen to work full-time in any of the fifty states. While the number of children in the workforce went down, the number of women went up dramatically. In 1900, only 19 percent of women were employed; in 1999, 60 percent of women were holding down jobs.Let’s see what has happened to wages and salaries. All the numbers I will give you are in terms of 1999 dollars. Let me explain. In 1900 the average per capita income was $4,200 a year. That does not mean that the average worker in 1900 earned $4,200, a year, but that what he or she earned was equal to $4, 200 in 1999. That is,the amount of money the average worker earned in 1900 was worth the same as $4,200 in 1999. The average per capita income in 1999 was $33, 700. Not only did people earn a lot more money at the end of the century, they also received a lot more in benefits than at the beginning of the century. One of the important benefits most workers received later in the century was health insurance. Whereas wages and salaries rose over the century, the average workweek dropped. That is, workers, in general, did not work as long hours in 1999 as they did in 1900.The last area that I’d like to give you a few statistics about is workplace safety. Most of us who go to work every day don’t think a lot about whether we are safe or not, but in 1900 it was a real concern for a lot of workers. There aren’t many statistics available, but the U.S. government does have statistics on two industries that will give you some idea of the differences today. In 1900 almost 1,500 workers were killed in coal-mining accidents; in 1999, the number was 35. 2,555 railroad workers were killed in 1900, compared to 56 in 1999.People often tend to romanticize the past and talk about “the good old days,”but I think it’s fair to say that by the end of the twentieth century, U.S. workers in general made more money, they enjoyed more benefits, and their working conditions had improvedgreatly.Now let’s turn our attention to the current situation for U.S. workers. The picture is not so rosy as the one drawn by comparing U.S. workers at the beginning and the end of the twentieth century. I’m going to focus on the current situation in terms of productivity, working hours, and wages and salaries.First let’s consider the number of hours worked. According to a 2003 study released by the United Nations International Labor Organization, U.S. workers are the most productive in the world among industrialized nations, but they work longer hours than European workers to achieve this productivity. Europeans typically have four to six weeks of vacation a year, whereas the average American worker has only about two weeks. This study points out that the longer working hours in the United States is a rising trend, while the trend in other industrialized countries is the opposite.Workers in some European countries actually outproduce American workers per hour of work. It has been suggested that this higher rate of productivity might be because European workers are less stressed than U.S. workers.At any rate, there seems to be general agreement that U.S. productivity has greatly increased over the last thirty years. However, workers have not seen their wages rise at the same rate. Agroup of sociologists in their book Inequality by Design point out that there is a growing gap between rich Americans and everyone else in the United States. They write that between 1949 and 1974, increases in productivity were matched by increases in wages for workers in both manufacturing and the service industries, but since 1974, productivity increased 68 percent in manufacturing and 50 percent in services, but real wages stagnated. That is, wages moved up little or not at all. So, where does all the money generated by the increased productivity go thenAccording to the authors of this book, the money goes to the salaries for CEOs, to the stock market, and to corporate profits. Workers play a great role in increasing productivity, but no longer see their wages connected to increased productivity. In other words, CEOs’salaries, the stock market, and the corporate profits go up as work productivity goes up, but workers’ wages don’t.What are the reasons why U.S. workers, who are the most productive in the world, have to work longer hours, have fewer vacation days, and see their wages stagnate and not rising at the same rate as productivity The answer to this question is complex and controversial, but there are two reasons most people who speak or write about these issues mention: The first is that labor unions in the United States have lost great power since the beginning of the1980s, and the second is that the government has passed laws that favor the rich and weaken the rights of the workers.I see our time is up. So, I’ll see you next time.Chapter 4 Family in the United StatesA hundred years ago, one heard the same kind of comments about the American family that one hears today --- in short, that the American family is disintegrating. Proof of this disintegration at the end of the nineteenth century included three points: the declining birth rate, a rising divorce rate, and evidence that women were not completely content with their domestic role. It’s a little surprising to me that the same claim about the family is being made today --- that it is disintegrating. And often the same points are mentioned as proof: declining birth rates, increasing divorce rates, and discontent of women with domestic roles. Now, in no way do I mean to imply that cultural, demographic, and economic conditions are the same now as they were 100 years ago. On the contrary, the very nature of the family has changed drastically in the last 50 years, not to mention the last 100 years. But I don’t think the average person’s concept of the family has changed very much over the years. A lot of people have on fixed idea of the family: a married couple where Mother stays home to care for the children and Father works. But this idea is challenged by what we see every dayin U.S. society. To be sure, the family is a very sensitive barometer for what is happening in the society, the culture, and the economy of the United States. To make this point clearer, we’ll take a look at how the American family has changed in the last 50 years by looking at three different time periods: there are the mid-1940s to the mid-1960s; the mid-60s to the mid-80s; and finally the present. Sociologist Barbara Dafoe Whitehead labels these three periods: the period of traditional familism, the period of individualism, and the period of the new familism. I will try for each period to show how economic, demographic, and cultural elements interact and, in turn, affect the family.Well, let’s proceed in chronological order and start with traditional familism. We’re talking here of the twenty years from the mid-1940s to the mid-1960s. This was the period after World War II, a period characterized by a very strong economy. This gave the United States a rising standard of living and a growing middle class. Demographically, the predominant configuration of the family from these years was the traditional one: a married couple with children. Some women worked, but divorce rates were low, and birth rates were high. I guess you could say that the country idealized the family in these years. And what I mean is, there was a commitment to the family from its members and a reverence for it from society. TVprograms of the era depicted the family in the classical configuration: working father, housewife, and children. Culturally, three characteristics stand out in this period: conformity to social norms, greater male domination of the family than in the later periods, and clear-cut gender roles, that is, clear and separate roles for men and women at home and at work. Well, things changed quite a bit after this period.Let’s move on to the second period, the period of individualism. This period is from the mid-1960s to the mid-1980s. Now, because individualism is so often mentioned in our discussion of U.S. culture and people, I should make a little detour here before we discuss it. Individualism brings to mind two other words: independence and self-reliance. Individualism conveys the idea that one should think and act for himself or herself, according to what one feels is right. Individualism is easily confused with egotism or selfishness, but in its best sense, it is much more. Individualism implies that one has the freedom to decide what is best rather than allowing that decision to be made by a group such as the community or society. Individualism does, of course, conflict with the concept of community, which implies that the group shares in making decisions. And this conflict between the individual and the community is one that comes up again and again in our lecture seriesabout the United States. All right, let’s get back to our discussion about the family.The second period, the period of individualism, saw three important social and political movements. Do you have any idea which movements I might be talking about Keep in mind that these decades were characterized by a lack of conformity to social norms. Well, the movements have in mind are the sexual revolution, in which sex was clearly no longer reserved for marriage; the women’s liberation movement; and the movement against the war in Vietnam. All three movements---the sexual revolution, woman’s liberation, and the antiwar movement --- were typical of the nonconforming nature of these decades. Now, culturally, it is in this period where we see two important developments: one the idealization of one’s career and work and, two, the drive for self-expression and self-fulfillment. In this period, the feminist movement challenged traditional gender roles and male domination of society. Women began to enter professions previously closed to them like medicine, law, and management. Men, for their part, began at least to consider a more active role in raising their children.These cultural changes occurred during a time of economic changes, too. This was a time of rapidly rising cost of living. Together, these forces changed the demographics of the family. Theformer picture of the family had only one configuration: a married couple with children where Mother stayed home. The new picture of the family had to include new configurations, like families in which the husband and wife both worked, families of single parents with children, and families of cohabiting couples with or without children. With more women pursuing careers and making money, there was less economic pressure for them to stay in an unsuitable marriage. Therefore, divorce rates doubled in a decade. Rising divorce rates and more financial independence for women made marriage a less attractive arrangement for many women. Consequently, the number of single-parent households tripled. Less conformity to social norms paved the way for cohabitation. So the number of unmarried couples living together in this period quadrupled. Can you see how economic, cultural, and demographic aspects of the society interact with each other I hope so. Well, let’s continue with our agenda.The third period, the new familism, is harder to see because we are living in this period now. And because we are constantly informed by the media about the deteriorating American family, it’s hard to get an objective view of the state of the family. I think that today most people applaud the social changes that came about in the second period of individualism. They are not willing to give up。
高级英语视听说2参考答案
Chapter 1 The PopulationI 2 populous 3 race 4 origin 5 geographical distPrelisteningB 1 census ribution6 made up of7 comprises8 relatively progressively9 Metropolitan densely 10 decreased death rate11 birth rate increasing 12 life expectancyD 1 a 18.5 mill b 80% c 1/2 d 13.4 mill e 2: 10f 4%g 1990h 40%i 3/4j 33.1%2 a3 b 1 c 2 d 5 e 4II First ListeningST1 population by race and originST2 geographical distributionST3 age and sexIII PostlisteningA 1. People’s Republic of China, India2. 281 mill3. Hispanics(12.5%)4. Texas5. the South and the West6. 20%7. by more than 5 million8. about 6 years9. 2.2 years10. a decreasing birth rate and an increasing life expectancyChapter 2: Immigration: Past and PresentPRELISTENINGB. Vocabulary and Key Conceptsimmigratednatural disasters/ droughts/ faminespersecutionsettlers/ colonistsstageswidespread unemploymentscarcityexpanding/ citizensfailuredecreaselimitedquotassteadilytrendskills/ unskilledD Notetaking PreparationDates: Teens and Tens18501951The 1840sFrom 1890 to 1930Between 1750 and 18501776188213291860From approximately 1830 to 1930Language Conventions: Countries and NationalitiesThe Scandinavian countries are Sweden, Norway, and Denmark. The Southern European countries are Italy, Greece, Spain, and Portugal. The Eastern European countries are Russia and Poland.LISTENINGFirst ListeningMajor SubtopicsST1 the Great ImmigrationST2 reasons for the Great Immigration and why it endedST3 immigration situation in the United States todayPOSTLISTENINGA. Accuracy Checkcolonists or settlersDutch, French, German, Scotch-Irish, BlacksThe third, 1890-1930Southern Europe and Eastern EuropeThe population doubled, there was widespread unemployment, and there was a scarcity of farmlandfree land, plentiful jobs, and freedom from religious and political persecutionthe failure of the potato crop in Irelandlaws limiting immigration from certain area, the Great Depression, and World War ⅡThey are largely non-European.Industry doesn’t need a large number of unskilled workers。
高级英语视听说第二册chapter6
The Men's Movement: What Does It Mean to Be a Man?The women's movement has gained a lot of attention in recent years in th e U.S., and in countries around the world, as you heard in the last lecture. The women's movement has inspired many women to fight for equal right s and treatment in their homes, their personal relationships, and at work. I t has also forced many women to examine and to rethink the roles they pl ay in society. However,notonly have women begun examine and rethink t he roles they play at home and work, and in modem society as a whole, b ut men also have begun to examine and rethink the roles they play in soci ety, and to examine and rethink the various and changing roles they must play at home and work today. Men have also begun to react in both positi ve and negative ways to the new expectations they must meet at home an d work. Some men are adjusting well to the new roles they must playas m ore and more women enter the job market, and some men are pleased that their wives and partners have jobs outside the home. However, some of t he role changes men are having to make to accommodate their working w ives and girlfriends, and some of the new expectations concerning their m asculinity are causing some of them a good deal of stress, anger, and conf usion. Some men are even asking the question "What does it mean to be a real man in today's world!" Many are confused about how they should tre at women, whether these women are their female colleagues at work, their friends, or their wives. Some feel they are no longer "king of the castle" at home. As a result of this confusion and unhappiness, a countermoveme nt called the men's movement has sprung up alongside the women's move ment in the United States.Men in the movement seek to provide one anot her with the support they need to cope with the stresses and strains of bei ng a man in today's world, and to cope with the stresses and strains broug ht about by the professional advances made and the personal freedoms w on by women in many countries over the past few decades. Some women view the men's movement as a backlash against the professional advances women have made and the personal freedoms they have won, as a result of the women's movement. Many men and many women, also) see the me n's movement as men's need to form a brotherhood for psychological sup port, just as women have formed support groups with other women. Other s see the men's movement as men's attempt and need to understand more f ully what it means and takes to be a "real man" at the start of the twenty-f irst century, when traditional definitions of manhood are changing, or are under attack in many countries around the world.To begin this discussion of some of the catalysts for the men's movement, I'll say a few words about why some women consider the men's moveme nt a reaction against the women's movement-what the well-known author Susan Faludi calls the "backlash" against the women's movement. Ms. Faludi suggests that some men feel thatwomen are becoming too independen t and powerful today as a result of the professional advances they have m ade in the workplace and because of the personal freedoms they have gain ed in their family and personal relationships. She notes that the resentmen t of some men to- ward women's gaining power is not a recent phenomen on. More than 1,900 years ago,the women of Rome tried to repeal a law t hat forbadethem from riding in horse-drawn chariots and from wearing multicol- ore d dresses. In 195 B.C., the Roman senator Cato expressed the fear and co ncern that the women of Rome had become so powerful that the independ ence of the men of Rome had been lost in their homes, and was being tra mpled underfoot in public. In her recent book titled Back- lash: The Unde clared War Against American Women, Susan Faludi points out that many men today still resent women's progress in becoming independent person ally and professionally. Faludi notes that a seven-year survey ofAmerican male attitudes in the 1980s found that no more than 5 to 10 percent of the men surveyed genuinely supported women's demands for independence a nd equality. It is likely that this attitude has not changed much today.Although some women view the men's movement as a backlash, many ot hers see the men's movement as something that is good for both men and women. They see it as men's need to form a brotherhood for psychological support to protect their rights and personal freedoms even as women for med support groups with other women to protect and advance their rights. They think, for example, that women should not automatically be given c ustody of children when a divorce occurs, and yet this is what often happe ns in the United States today. Finally, some authorities relate the develop ment of the men's movement to the confusion created by the crisis ofmasculinity in contemporary society, and the many and changing image s portrayed in the popular media of who and what real men are and how t hey are supposed to act. If you watch American movies, 'you might find y ourself asking: Is the real man, for example, a sensitive guy like Dustin H offman's Tootsiel ?Is he an involved dad like Robin Williams's Mrs. Doub tfire or the father played by Steve Martin in Parenthood? A macho man li ke Arnold Schwarzenegger plays in The Terminator, or is he a caring nurt urer like the man Schwarzenegger played in Kindergarten Copt Many me n are searching for answers to this question and are attempting to find ans wers from the leaders of the men's movement.What are the origins of this crisis of masculinity that poses problems for many men today? One of the historical reasons for the crisis, according to Robert Bly, a poet who is considered to be one of the founding fathers of the men's movement, is rooted in the changes that took place in the u.s. as a result of the Industrial Revolution, which occurred in the early to mid-1900s. When the Industrial Revolution began, the kinds of work that peopl e did (that is, the kinds of work men did) changed for many Americans. B efore the Civil War, 88 percent of American males were small farmers, in dependent artisans, or small-business owners. In these professions the wo rkers usually worked close to their homes. This meant that sons were con stantly learning how to work and support themselves and their family by working alongside their fathers. By 1910, however, less then one-third of all men in the United States were self-employed. Sociologist Michael Ki mmel points out that even then many men felt that the concept ofmanhoo d was being threatened (andwas even vanishing) be- cause men no longer worked their land, or had control over their labor. Many never got to see t he fruits of their labor, as farmers and crafts- men usually do. Many men i n the post-Industrial Revolution era had become mere cogs in the machin es of industrial America. In addition, the change from a farm to an industr ial society meant that instead of supporting their families by working near their homes as farmers, craftsmen, or small-business owners, the majorit y of men began working in factories or offices. Often the factories were f ar from their homes and men had to travel long distances to work. This m eant that the men were not home and the amount of time fathers spent wit h their sons was greatly reduced. Y oung boys, therefore, did not have thei r fathers around to act as role models. The effects of the Industrial Revolu tion continue into the present day, according to men in the men's movement, and they want to address the problems it has brought. For example, ma ny people are concerned that men still have little say in the upbringing of their children. The evolution of the women's movement had a profound ef fect on the development of the men's movement. As a result of thewomen' s movement, more women are working outside the home, and many men are playing a more active role in family life and they are taking on some o f the tasks involved in child care and housework. Thirty to forty years ago , care of the home and children were almost exclusively the responsibility of women. In addition to these changes inside the home, in the workplac e, men are today entering occupations that used to be considered women's jobs . More men are becoming nurses and teachers of young children. Ot her men are finding that they have more female colleagues and bosses at work than ever before, and they are having to adapt to women's styles of communication and management, which can differ considerably from tho se of men. At work, as well·as at home, many men today in the U.S. have to play very different roles than their fathers did . As a result, they are joi ning with other men in the men's movement or they are reading books suc h as Robert Bly's Iron John to try to understand and cope with the roles ex pected of men in today's world.So, some of the reasons for the men's movement can be attributed to three things: 11 the changing roles brought about by the women's movement, 2) the Industrial Revolution, and 3) men's desire to understand and affirm t he concept of manhood.Exactly what forms does the men's movement take, and what do men in t he men's movement hopeto achieve by being active in the movement? To begin with, the men's movement has no unified, mono- lithic philosophy. Although there are a number of unifying themes, there are also some inter esting differences between the basic groups associated with the men's mo vement. Several writers who write about the men's movement have identi fied four basic groups of men active in the movement. The first group is l abeled the male feminists, and these men work for women's rights and eq uality between the sexes. Some of the men in this first group are vocal ab out blaming other men for much of the violence against women and for th e inequality that exists between men and women in relationships and in th e job market. Not all members of the men's movement, however, consider this first group of men to be an integral part of the men's movement. To b e sure, the other three groups focus more on men's issues than do the so-c alled male feminists. The second orientation in the men's movement attra cts men who join men's support groups to meet regularly and give and rec eive psychological support in dealing with problems created by the new r oles they have to play at home and at work. These men are attempting to l earn to better express their feelings and emotions, and to show sensitivitywithout being ashamed. A third group in the men's movement consists of men who want to get back the power they feel they have lost because of t he advances made by women as a result of the women's movement and fe minist causes. Finally, there is an approach to the movement called the m ytho-poetic men's movement. The mytho-poetic men's movement is often identified with Robert Bly, the poet who wrote one of the most well-kno wn books of the men's movement: Iron John. The men involved in this as pect of the men's movement believe that men should be initiated into man hood as men were initiated when people still lived in small tribes and ban ds in ancient cultures. This group initiates men using mythology, poetry ( hence the name mytho-poetic], and other rituals, such as dancing, to expl ore and affirm the value of masculinity and masculine approaches to prob lem solving. Men who subscribe to this viewpoint worry that too much co ntact with women and too little contact with other men has turned them in to weaklings or wimps.So, the men's movement is very diverse. A man who wants to join the mo vement has many options of just how he will explore the question "What does it mean to be aman in today's world?" What do women think of the men's movement? Just as there are many different ways for men to approa ch the men's movement, there are many different opinions about the value and worth of the move- ment. Some women, especially many feminists,do not like the men's movement. They feel it is a backlash and that it is an example of how men are trying to keep women from achieving equality by forming stronger "good old boy" (or male-only) networks and by advo cating women's return to their roles of housewife and mother rather than business partner or competitor. However, some women, particularly those whose husbands are part of men's support groups or who have gone on m en's weekend retreats are glad that men are learning to express their emoti ons and getting support from other men. Barbara Brotman reports in an ar ticle in the Chicago Tribune that one woman she interviewed is glad that her husband has joined the men's move- ment because she no longer feels that she alone is responsible for their family's emotional well-being. She and her husband now share that role and responsibility.This lecture has been only a brief introduction to some of the issues relate d to the men'smovement. Because ofmany different percep- tions concern ing the goals and purpose of the movement, it is difficult to give a simple definition or draw a simple portrait of the movement.Perhaps it would be better to say the men's movement is like a tree with many branches and many roots. The movement is much younger than the women's movement, but in one form or another it is begin- ning to have s ubstantial impact on many men and women, as they try to adapt to their c hanging roles inAmerican society in the twenty-first century.。
高级英语视听说2理解问答题与参考答案
Volume Two For Term IIUnit One Scott Kruger: Binge DrinkingComprehension QuestionsExercise 1. Questions (with answers for reference)1. Who is Scott Kruger? What kind of person is he? What kind of family did he come from? What had happened to him shortly after he entered MIT?Scott Kruger was a brilliant young college student who is from a loving supportive family. He was smart and particularly gifted in math and science. He was also an athlete and a student leader. By all accounts he was a well disciplined and remarkable young man. His family is a close and private one and there are 4 children in the family with Scott and his twin sister in the middle. He died shortly after he entered MIT, the leading Engineering Institute in the country.2. Say something about the fraternity house that Scott chose to live.The fraternity house Scott chose to live is called Fiji house. It has a notorious track record of binging which Scott had no knowledge of before his selection. There is one tradition of the Fiji house called “animal house night”, in which new members of the house are paired off with the senior members and have to collectively finish the amount of alcohol decided by the seniors.3. Can you describe what happened that night that caused Scot t‟s death? Why did his story touch the people nation wide?Scott had been drinking with the rest of the members that night. When he was passed out he was removed to the basement and put onto the couch where he threw up and inhaled his own vomit. When the other members came down to the basement to check on him, he was purple and unconscious. When he was finally rushed to the hospital, he was in cardiac rest. Despite the effort by the medics and doctors to save him, Scott still died from alcohol poisoning. The case of Scott touched the people nation wide because it set people thinking why such a brilliant kid with such promise ended up in such a tragedy shortly after he entered the nation‟s No. 1 leading university. The death of Scott tells a lot about university fraternity management and university‟s inadequate disciplinary actions.Unit Two SportsmanshipComprehension exercises.Exercise 1. Questions (with answers for reference)1. What‟s the recent malicious wave against referees, even the very young ones?There is a malicious wave of violence against sports officials. The term “kill the umpire” is no longer a joke. There were cases of referees and umpires abused, beaten up by contestants or their coaches. This wave of violence even targeted kids.2. Who are Bob West and Codie? What happened to them respectively?Bob West is an umpire. In January 1996, he was appreciating a high school wrestling match. He was knocked out unconscious completely. He suffered a concussion and said he now lived with chronic back pain.Codie is a young referee working at the baseball diamond in Loveland, Colorado. In July, 1996, he was head umpire at a playoff game between rival teams of 15 to 18 years olds.The coach of one team, Seward, disagreed with Codie and he contested a call at the third base. One member of his team, Joyard Bara, was so anxious to win that when Codie declared his team the loser, he got so mad that he hit Codie right across the face. Codie was knocked out unconscious. He later received stitches in his mouth and treatment for bruise and chest pain.3. According to a professor who writes books on the psychology of kids and sports and some experts, what happened to sportsmanship?He believed that sportsmanship has become much more as an extinct concept in the society nowadays. According to some experts, the sports field is an extension of society. Society has become much more lax about miscreants and criminals and things people get away with. Things that people get away in real life get away in sports as well.Unit Four Danger at HomeComprehension exercises.Exercise 1. Questions (with answers for reference)1. What is the tragedy of Janet Edward? What happened to her two children in the family furniture fire? What did she do to save them? Was she successful?She lost her two children in a furniture fire started at her house. It was clear that her five-year-old son, Tyler had been playing with matches or a lighter and started a small fire on the downstairs‟ couch. He and his 2-year-old sister Tara were asked by their mother to wait upstairs and when Janet returned she found the room had already been engulfed by an inferno. When the fire first broke out, she was in a belief that she could somehow put it out. Therefore, she ran downstairs to get the fire extinguisher. A couple of minutes later, the fire quickly spread and there were so much smoke and fire that she could not get to her children upstairs though she tried and was badly burned doing so.2. What serious problems will the furniture fires cause? What has the furniture industry done? Is it good enough according to the Fire Marshals Association? Why or why not?Furniture fires in residences kill two people every day in the United States. It is the one product in homes that will spread a fire more rapidly than anything else. It produces tremendous amounts of black, thick, toxic smoke. According to the fire Marshals Association, it poses a real threat to human lives.The majority of the 700 deaths per year are the result of furniture fires started by smoldering cigarettes and the industry now has a voluntary standard making upholstered furniture resistant to cigarette heat but the Fire Marshals Associatio n said that‟s not good enough. According to them, smoldering cigarettes are not the only reason that fires occur in our home. It doesn‟t address electrical ignitions. It does not address small open flame ignitions. And certainly it doesn‟t cover the problems with children playing with matches and lighters.3. How is the burn test of the chairs conducted? What does the burn test prove?The fire test was conducted by Gordon Demont, a leading fire safety consultant and former director of Califonia‟s Bureau of Home Furnishings. He used two chairs, the first one of which was stuffed with highly flammable while the other was flame retardant. In the burn test, they found that only one minute into the test the fire had burned through the fabric and into the foam. At a minute and a half the threat of toxic smoke was real.The researcher found that once the fire reached the polyurethane foam, the flame quickly spread. And after just three minutes, the chair was fully engulfed. Intense heat and the foam‟s flammability made it difficult for the firemen to extinguish the flames, despite the repeated dousing from the hoses. The test proved how dangerous an upholstered furniture fire can be.4. What is the difference of the second burn test from the first one? What does this second test prove?There was a dramatic difference when they tried to burn the second chair. It took six tries before the chair would even ignite. And after three minutes, it was still a very small fire. It provided a remarkable contrast with the first chair with standard form, which after three minutes was a firery inferno.The reporter and the researcher stayed in that room close to 10 minutes, and the fire never burned deeply into the flame-retardant foam. And there was no problem extinguishing these flames. Such a huge difference between the two chairs proved that the flame-retardant foam really works.Unit Five No Dad at HomeComprehension exercises.Exercise 1. Questions (with answers for reference)1. Who is Sharon Anty? What kind of life does she lead with her son?Sharon Anty is a single mother living with her 11 year-old son Gillon on the North shore of Massachusetts. She has great trouble handling her son. She says Sunday services are among the few times she is at peace with her son. When they get home, there is very little of it. The boy frequently refuses to respond directly to her requirements and she is depressed by the condition. 2. No dad at home, how does it affect the kids psychologically?Most of the boys felt sad and depressed and lonely. They felt that they didn‟t have a role model to follow. The following are some of the remarks:“Without a father, you can not have father to father talks and sometimes I am sad at night. I think h ow come I don‟t have a father. I wish I had one.”“I have never gotten mad, but I have gotten pretty sad, that‟s why I crie d a lot. ”“Every time I think about him, I feel pain and sadness. ”The ache in the heart for an absent father makes many boys sad and angry.3. According to some psychologists, what can single mothers do to handle their children‟s psychological troubles?Dr. William Pollack, a child psychologist says mums can provide much what a boy needs from his father. In his book “Real Boys”, he says mums can find out what is really troubling their boys and learn to handle them the way many fathers do instinctively. He says one key is to understand that the boys communicate very differently from girls. They have to learn to decipher the code, trying to listen to and talk with their sons.Unit Six AutopsyComprehension exercises.Exercise 1. Questions (with answers for reference)1. What can an autopsy tell people? Why did doctors use autopsies?It can tell people why someone died. It can help people to find out the causes of the death. Doctors used autopsies to confirm their diagnosis or to learn from their mistakes.2. Why are hospitals reluctant to do autopsy?Doctors or hospitals sometimes make mistakes which caused the death of their patients. Therefore, they are afraid that the patient‟s family will charge them with malpractice or negligence of duty which will cost them a lot of money.3. How did some doctors account for the low hospital autopsy rate in U.S. now?1) Some doctors regard autopsy as largely unnecessary, because they believe they have fancy lab tests, imaging devices and all sorts of new technology that would answer all the questions.2) It is not a popular thing to do as doctors are unwilling to go to the family who have just losttheir loved ones to ask for an autopsy.Unit Seven An Agonizing ChoiceComprehension exercise.Exercise 1. Questions (with answers for reference)1. Who is John Cook? What agonizing choice had he to face? Why?John cook is an ex-FBI agent and a cop. He had an agonizing choice to make as he had to report his son, Andy, to the police because Andy turned out to be the murderer of the Lake Juliet homicides on January 3rd, 1995. Few parents will ever face such an agonizing choice. It was truly a difficult choice as Andy would have to spend the rest of his life behind bars or it might mark the end of Andy‟s l ife. Yet, as a cop, Cook‟s duty was to get justice done. Therefore, he was really facing an agonizing choice.2. How did the father think about his son and his crime?He had been a good boy in the father‟s eyes. He was respectful and polite. He was a loner, but he had never been in trouble before. The father couldn‟t understand why his son could go so wrong. It was completely out of his expectation that his son would commit such a cruel crime. 3. What did the father have to sacrifice for his son‟s wrongd oing?John Cook was humiliated. He had to bear all the shame, the pain, the hurt and the disgrace. It was as if he had to bear his soul before the public. It was demeaning and extremely hurtful for having a son like that as he himself was in the law enforcement. Besides, he had to leave the FBI.Unit Eight A Dangerous EncounterComprehension exercises.Exercise 1. Questions (with answers for reference)1. Who is Antonio Ferliciano? What happened to him when he was on a graveyard shift in a7-Eleven chain store? How did he feel when he heard the robber cocked the hammer on the rifle? How did he fight with the robber afterwards?Antonio Ferliciano, 27 years old, married, and the father of two young children, was a former employee with 7-Eleven. One day, early in the morning, when Antonio was on a graveyard shift with another clerk, a woman armed with a sawed-off rifle rushed in and asked them to get behind the counter, and give her the money. She threatened to blow their heads off. Antonio felt that his fear tripled as soon as he heard that click of the gun. He felt as if he was not going home and not seeing his children ever again. In order to protect himself, he grabbed the gun, pulled it over around the robber‟s shoulder and jerk ed it down out of her hand, then found himself in aknock-down-and-drag-out fight. Hull, the robber, fought hard, and even bit him.2. What‟s the response of his boss to the case? According to 7-Eleven, under what condition can a clerk resist? What happened to Antonio‟s family and how do people look upon him?The boss was upset and felt Antonio had clearly violated the policy of the company which was not to resist an armed robber. Antonio was supposed to just do as the robber said, just step backfrom the register and just give anything they asked for. According to the policy, it‟s all right for a clerk to resist only if they were attacked. Antonio‟s heroic deed was regarded as “just acted carelessly” by his boss.Antonio‟s family were in a plight. Financially they were struggling as Antonio was fired. Some people sent him mails to encourage him and addressed him as the …the 7-Eleven robbery attempt hero‟.3. Will the 7-Eleven store consider giving back his job? How did the company base its policy on?No, 7-Eleven had remained firm in its position. According to the administrative of the company “No ass et in 7-Eleven stores is worth defending with the employee‟s life.” They cited a study that found victims who resisted the robbery were far more likely to be killed than those who cooperated. They regarded Antonio‟s behavior as not sensible and recommendable.。
高级英语视听说(第二版)---教师用书-及-课后答案
《高级英语视听说（第二版）》教师用书第二版说明《高级英语视听说》为专业英语课程教材，供高等院校英语专业高年级本科生使用；同时也为高等院校非英语专业高年级本科生使用。
近些年，大学英语及专门用途英语教学改革成果显著，非英语专业学生的英语水平提高很大，有些甚至好于英语专业的学生。
教师和学生都感到特别需要更高要求、更深程度内容的英语教材满足这部分学生的智力和情感需求。
这套教材既是很好的选择。
本教材还可以供研究生英语课程使用，供有同等英语水平的自学者和工作者使用。
本套教材于2008年荣获北京市精品教材奖。
目前已经重印十余次，受到教师和学生的广泛欢迎。
第二版教材去掉五部旧片，换上五部新片，其中三部电影，一部纪录片，以跟进时代。
它们分别是《黑天鹅》、《帮助》、《朗读者》和《精神病人》。
这些片子已在北外的课堂使用过，深受学生们喜爱。
单元安排根据学生的兴趣、影片的新旧、影片的难易重新做了调整，现在的安排给人一种全新的感受。
教师也可以按照自己的考虑、学生的水平重新安排一学期的课程顺序。
第二版教材建议每周学习一部片子，所用学时两小时。
网络的发展以及各学校音视频的建设使学生随时可以看到新片，这样使一周完成学生课前的准备及课上的讨论成为了可能。
我们衷心希望第二版能够受到更多教师和学生的喜爱。
在内容带给我们更多挑战的同时，也希望带给我们更多思考的快乐。
主编：王镇平2013年4月23日编写理念21世纪是一个以经济全球化和信息化为显著特征的时代，我们的人才培养目标要适应这个时代，我们的教材则要适应这个新的培养目标。
英语专业培养的人才应该是具有扎实的英语语言基础和广博的英语文化知识，并能在不同的工作和研究领域熟练运用英语的复合型人才，要同时兼具组织能力、实践能力和创新能力。
这套教材就是在这样的需求中应运而生的。
根据2000年《高等院校英语专业英语教学大纲》（以下简称《大纲》）的要求，21世纪外语专业教材应具有以下几个特征：教材内容和语言能够反映快速变化的时代；教材能处理好专业知识、语言训练和相关学科知识之间的关系；教材不仅仅着眼于知识的传授，还有助于学生的鉴赏批判能力、思维能力和创新能力的培养；教学内容有较强的实用性和针对性；注意充分利用计算机、多媒体、网络等现代化的技术手段。
英语听力2的教学大纲(最新)
英语听力2的教学大纲(最新)英语听力2的教学大纲英语听力2的教学大纲如下：1.听说能力：学生应能听懂并理解用英语讲授的日常生活话题，包括问路、购物、医院看病、打电话等；能基本听懂慢速英语电台、电视台新闻广播和电视节目；能听懂所学语言国家英语广播、电视节目中的基本内容；能就所听内容进行口头回答；能用英语进行有关日常话题的自由交谈。
2.语音知识：要求学生掌握正确的单词读音，了解语音、语调的基本常识，了解英语语音的基本发音规则，培养学生拼读、拼写单词和听力理解的能力。
3.听力技能：要求学生掌握听力理解的技巧，培养学生集中注意力，以及准确迅速地判断话语的含义、说话人的意图、情感态度的能力。
此外，为更好地达到教学目标，还需为学生提供生动形象、图文并茂、可视听的多媒体教学资料，设计丰富多样的教学活动，注重学生参与的广泛性，以及多媒体交互使用的便捷性，创设愉快民主的教学氛围，设计生动活泼、富有趣味性的课堂教学。
英语听力2教学大纲很抱歉，我无法找到有关英语听力2的教学大纲，但我可以提供一些关于英语听力教学大纲的信息。
一般来说，英语听力教学大纲会根据学生的英语水平进行分级，通常分为初级、中级和高级三个级别。
每个级别的学习内容都有所不同，初级听力教学大纲通常会让学生熟悉英语语音、语调、语速等方面的特点，并逐渐提高听力理解能力；中级听力教学大纲则会让学生掌握更多的听力技巧，如速记、笔记等，同时扩大听力范围；高级听力教学大纲则会更加注重学生的听力应用能力，如听懂英语新闻、电影等。
此外，英语听力教学大纲也会根据学生的专业或学习需求进行定制，例如商务英语听力、医学英语听力等。
这些教学大纲会针对不同专业领域的内容进行专门的讲解和训练，帮助学生更好地理解和应用相关领域的专业术语和表达方式。
需要注意的是，以上信息仅供参考，具体的英语听力教学大纲可能会因地区、学校等因素而有所不同。
如果您需要了解更详细的信息，建议您咨询相关学校或教育机构。
高级英语听说2
高级英语听说（2）形成性考核册学校名称：学生姓名：学生学号：班级：作业1Listening (20 points)Section OneDirections: You are going to listen to two conversations. After each conversation, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet.(1 point each)Conversation One1. Where are the two people?A.In a bookstoreB.In a library.C.On a college campus.2. Which building does the man want to find?A.Art museum.B.Gym.C.Music building.3. Where is the building?A.At Willow Street and Alumni Street.B.At the intersection of Willow Street and College Avenue.C.Between Willow Street and Alumni Street.4. Which of these is true?A.The woman asks the man to walk with him.B.The woman asks the man if he wants to walk with herC.The man asks the woman if he can walk with her5. When Yumi says, “Oh, really?” what feeling does she express?A.BoredomB.Interest.C.Shyness.Conversation Two1. What does the customer want to do?A. Apply for a credit card.B.Borrow some moneyC.Pay back a loan.2. What does the bank clerk advise the customer to do?A.Apply for new credit card.B.Talk to another bank.C.Speak to a loan specialist.3. The bank clerk suggests that a different type of loan would be _______________.A.cheaperB.fasterC.easier4. What is the interest on Elsa’s credit card?A.8%.B.18%.C.80%.5. What kind of loan is Elsa interested in?A.A personal loan.B.A car loan.C.A home improvement loan.Section TwoDirections: You are going to listen to a lecture. After the lecture, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet. (one point each) Part One1. The talk is about________________type(s) of security on campus.A.oneB.threeC.five2. Which of these should you not do?A.Loan your keyB.Lock your doorC.Leave your room3. Where should you not walk at night?A.In dark areas.B.Well-lighted areas.C.Near phones.4. What should you do before you go out?A.Carry a cell phoneB.Have your key ready.C.Tell friends where you are going.5. How can you prevent theft of your property?A.Study in the library.B.Watch your property carefullyC.Take a self-defense class.Part Two1.What is the main topic of this lecture?A.How technology has changed.B.How technology has changed us.C.How technology has changed our work.2. One effect has been the trend in people working from home. What does trend mean in this sentence?A.Ability.B.Increase.C.Advantage.3. What is one effect of working from home?A.It’s difficult to separate work and home lifeB. It’s difficult to have time for family life.C.We have to work all the time.4. Why are workers losing interpersonal skills?A.Because they always use email.B.Because they don’t like talking.C.Because they waste time.5. Why have jobs moved to other countries?A. Because people don’t have skills in the U.S..B. Because there aren’t enough workers in the U.S..C. Because salaries are lower in other countries.Speaking （5 points）Choose one of the topics from the following list or the topics your teacher assigned to you and give your opinions orally. 1. Describe the university system in our country based on the following topics:A. Types of university coursesB. Who teaches university coursesC. Class sizesD. Course requirements for different majorsE. Types of examsF. Punishment for plagiarism2.Where do you live, in a big city, or a small town, or a village? What’s your neighbourhood like? Is it safe and quiet? Do you like it? Why or why not?3.What is an entrepreneur? What qualities do all entrepreneurs have in common? Do you have these qualities? Would you like to be an entrepreneur? Why or why not?4.Have you got a job? If yes, do you like it, why or why not? If no, what’s your ideal job, why?作业2Listening (20 points)Section OneDirections: You are going to listen to two conversations. After each conversation, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet.(1 point each)Conversation One1. What is Gina’s job?A. A student.B. A teacher.C. A computer programmer.2. What is Gina’s problem?A. She doesn’t like emails.B. She doesn’t have time to answer all her emails.C. She doesn’t know how to use email3. What advice does Mike give?A. Answer all emails immediately.B.. Only answer important emails.C. Answer important emails first.4. What is Mike’s advice about a website?A. Answer emails on a website.B. Write emails to a website.C. Post messages on a website.5. Which sentence is true?A.Kendra interrupts Gina and Mike because Gina received aB.Mike interrupts Gina because Gina received a phone callC.Mike interrupts Gina and Kendra because Kendra received a phone call.Conversation Two1.What is the main topic of the conversation?A.Telephones.B. Telephone messagesC.Automated phone systems.2.What doesn’t Jenny like?A .Phoning. B. Leaving messages. C. Waiting3.Why does Stan disagree with Jenny about the job?A. He thinks it’s a boring job.B. He prefers to speak to a real personC. He thinks it saves time4.Which is true at the end of the conversation?A. Jenny contradicts Stan.B. Stan contradicts Jenny.C. Jenny and Stan agree.5.What does aha mean?A. What does that mean?B. I understandC. I’m not sure. Let me thinkSection TwoDirections: You are going to listen to a lecture. After the lecture, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet. (one point each)Part One1.What is the main topic of this lecture?A.People getting older.B.Workers getting older.C.Retirement.2.How many babies were born during the baby boom?A . 19 million.B . 46 million. C. 76 million.3.Who are the baby boomers?A.People born between 1946 and 1964.B. People born 19 years ago.C. People born in 1978.4.The percentage of workers aged 45 and older will increaseA. From 25 to 44 percent.B. From 33 to 40 percentC. From 38.7 to 40.7 percent.5.What will happen because of changes in pensions?A. Pensions will go upB. People will not be able to retireC. People will retire later.Part Two1.What is the main topic of this interview?A. Food.B. Fashion.C. Music.2. What is an example of a natural material?A. Wool.B. Nylon.C. Polyester.3. What does spread the message mean?A. Make more money.B. Make the issue popular.C. Save the environment.4. What is vintage clothing?A. Last year’s fashion.B. Environmental fashion.C. Fashion from the 50s and 60s5. What does Marietta hope to do by combining old and new?A. Make people keep their clothing for longer.B. Make people buy more clothing.C. Make people throw their clothing awaySpeaking (5 points）Choose one of the topics from the following list or the topicsyour teacher assigned to you and give your opinions orally.5（1）：Describe one of your typical days. What time do you getup? What do you do in the morning and the afternoon? How much timedo you spend on your housework? What time do you go to bed? Etc.5（2）：Have you got a working mother? /Does your mother have ajob? Who took care of you when you were a child? Who did mostof the housework in the family? Who do you think should childrenand take care of the housework? Why?5（3):Describe your lifestyle based on the following questions:A. What type of family have you got, a large one or a small one?B. What job have you got?C.What food do you eat?D. What kind of house are you living in, a house or an apartment?E. How do you usually spend your money?F.How do you spend your free time?6. Describe one of the customs in your place?A. The eating customs ( What utensils do you use when eating, chopsticks, knife and fork or fingers? Which is more polite inyour place, eating everything on her/his plate or leavingsomething on her/his plate at the end of the meal? )B. The greeting customs (how do people behave when they say hello,do they shake hands? Do they hug? Or Do they bow?)7(1):What difference have you noticed between British English andAmerican English? e.g. vocabulary difference, grammar difference,spelling difference and the difference in the use of the verbs, prepositions, etc.7(2):Describe your friendship based on the following questions:A. What are your friends like?B. Do you see them often?C. How did you become friends?D. How long have you been friends?E. What do you have in common? E.g. Are you similar in personality? Are you interested in similar things? etc.作业3Listening (20 points)Section OneDirections: You are going to listen to two conversations. After each conversation, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet.(1 point each)Conversation One1.What is the main topic of the conversation?A. Heart problems.B. Medical advancesC. New medicines2.Why did the girl need a second heart operation?A. Because her new he art didn’t workB. Because her old heart didn’t work.C. Because she needed another heart3.When Jane says That’s so weird. what does she mean?A. It’s good.B. It’s not true.C. It’s strange.4.When Jane says, “Unbelievable!” What does she mean?A . I don’t believe you. B. It’s hard to believe.C. It isn’t true5.Why is the story amazing?A. Because the girl’s original heart got better.B. Because the girl was born with two hearts.C. Because the girl had a new heart.Conversation Two1.What is this conversation about?A. A wedding.B. A baby shower.C. A birthday.2.Which sentence is true?A. Mike invites Tina to a partyB. Tina invites Mike to a party.C. Mike and Tina are both hosting a party.3.Which offer from Mike does Tina decline?A. To bring some food and drinks.B. To bring some music.C. To bring some ice cream.4.Which offer from Mike does Tina accept?A. To bring some drinks.B. To bring some cakeC. To bring some ice cream5.Which sentence is true?A. Mike is Ti na’s boyfriendB. Mike is Tina’s brother.C. Mike is Tina’s friend.Section TwoDirections: You are going to listen to a lecture. After the lecture, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet. (one point each) Part One1.What is the main topic of this lecture?A. Theories about life on MarsB. Exploration of MarsC. Reasons for exploring space2.According to the lecture, which of these is a fact?A. People want to travel to other planetsB. People want to know if there is life on other planets.C. People have found evidence of life on other planets.3.Which of these was true in the 19th century?A. They thought there was water on Mars.B. They found evidence of water on Mars.C. They found evidence of life on Mars4.Which of these is true about the meteorite from Mars?A. There was evidence of lifeB. There was no evidence of life.C. There was disagreement about the evidence of life5.How can scientists get more evidence of life on Mars?A. By studying rocks that are similar to the ones they found on EarthB. By getting rocks from Mars where life may have survived the longestC. By collecting older rocks from MarsPart Two1.What is the general topic of this talk?A. Weddings and divorcesB. Weddings in the U.S.C. hiring a wedding planner2.What is the main idea of this talk?A. Large weddings are better than small weddings.B. Couples should hire a wedding consultant.C. Big weddings are important.3.Which of these is a digression from the main topic?A. Weddings are very popular.B. People who get married again have big weddings.C. The divorce rate for first marriages is 50 percent4.Which of these is a digression from the main topic?A. The advantages of a big weddingB. The advantages of having a wedding plannerC. The problems of bringing families together5. What are the disadvantages of a big wedding?A. Families can disagree.B. Families have to cooperate.C. Families can get to know each otherSpeaking：（5 points）Choose one of the topics from the following list or the topicsyour teacher assigned to you and give your opinions orally.1 Do you think it’s important to explore Mars? Why or why not?2 Describe your opinions about pet based on the followingquestions:A. Do you like pets? Why or why not?B. Have you got a pet?If yes, a) What pet do you keep? b) Hong long have you had it?c) Why do you want to keep it?If no, Why don’t you want to keep a pet? Give your reasons.3. Describe how you welcome a new baby into the world based onthe following questions:A. Do you celebrate the birth of a baby? How?B. Do you hold a party to welcome a new baby? When do you usuallydo it?C. Do you give gifts to the baby? What do you usually buy for thebaby?。
大学英语听说2(董亚芬版)
Unit11)e2)g3)j4)a5)b6)i7)c8)d9)h10)f1) handling2) summarized3) process4) absorb5) are bound to6) feel free7) for instance8) strategies9) complained10) has committed to memory11) Nevertheless12) rely on13) Apart from14) command1) over and over again2) at a time3) put it into practice4) watching out for5) by no means6) concentrate on7) In addition t8) in detail1)action2)employ3)announce4)examination5)communication6)express7)comp os8)improvement9)concentration10)management11)consider12)motivate13)development14)movement15)discus s16)operate17)division18)production19)educate20)repeat1) additional2) add3) addition4) addition1) effectively2) effect3) effective4) effect1) helpful2) help3) helpless4) help5) helplessly6) helpfully7) helpful1) reliant2) reliable3) reliance reliable4) relies5) reliably6)1) repetition2) repeating3) repeatedly4) repeated5) repetition1) In my opinion2) According to Mary3) In our opinion4) According to today's papers5) In most doctors' opinion According to most doctors1) Shakespeare was not only a dramatist but also an actor.2) Miss Crain not only took me home in her car, but also came the next day to see if I had recovered.3) $2 $2 attracts tourists not only in winter but also in summer.4) There is always a black market not only in $2, but also in other European countries.5) At the Athens Olympics in 2004, Liu Xiang not only won a gold medal in the 110-meter hurdles, but also broke the Olympic record.1) It is true that your sentences are all grammatically correct, but they don’t make any sense.2) It is true that they lost that battle, but they still went on fighting.3) It is true that Tom’s very clever and hardworking, but I still don’t think he is the right person for the job.4) It is true that learning English is by no means easy, but we can make the task easier by using some learning strategies.1) strategies2) frequently3) over and over again4) commit to memory5) acquaintance6) watch out for7) communicate8) process9) opportunities10) rely on11) put into practice12) absorbed1) if2) about3) it4) know5) up6) as7) addition8) even9) into10) other11) for12) while1) memorize2) a matter of3) taught4) shelf5) realize6) written7) idiomatic8) join in9) difference10) gain a good command翻译1) 史密斯太太对我抱怨说，她经常发现与自己十六岁的女儿简直无法沟通。
高级英语视听说2答案
高级英语视听说2答案【篇一：高级英语视听说2参考答案 (1)】i 2 populous 3 race 4 origin 5 geographical distprelistening b1 census ribution6 made up of7 comprises8 relatively progressively9 metropolitan densely 10 decreased death rate 11 birth rate increasing 12 life expectancyd 1 a 18.5 mill b 80%c 1/2d 13.4 mille 2: 10f 4%g 1990h 40%i 3/4j 33.1%2 a3 b 1 c 2 d 5 e 4ii first listeningst1 population by race and origin st2 geographical distributionst3 age and sexiii postlisteninga 1. people’s republic of china, india2. 281 mill3. hispanics(12.5%)4. texas5. the south and the west6. 20%7. by more than 5 million8. about 6 years9. 2.2 years10. a decreasing birth rate and an increasing life expectancychapter 2: immigration: past and present prelisteningb. vocabulary and key concepts immigratednatural disasters/ droughts/ famines persecution settlers/ colonists stageswidespread unemployment scarcityexpanding/ citizens failure decreaselimited quotas steadily trendskills/ unskilledd notetaking preparation dates: teens and tens 1850 1951 the 1840s from 1890 to 1930 between 1750 and 1850 1776 1882 1329 1860from approximately 1830 to 1930language conventions: countries and nationalitiesthe scandinavian countries are sweden, norway, and denmark. the southern european countries are italy, greece, spain, and portugal. the eastern european countries are russia and poland. listening first listeningmajor subtopicsst1 the great immigrationst2 reasons for the great immigration and why it ended st3 immigration situation in the united states todaypostlistening a. accuracy check colonists or settlersdutch, french, german, scotch-irish, blacks the third, 1890-1930southern europe and eastern europethe population doubled, there was widespread unemployment, and there was a scarcity of farmlandfree land, plentiful jobs, and freedom from religious and political persecutionthe failure of the potato crop in irelandlaws limiting immigration from certain area, the great depression, and world war Ⅱthey are largely non-european.industry doesn’t need a large number of unskilled workers。
高级英语视听说教程二册听力文本
—－可编辑修改，可打印——别找了你想要的都有！精品教育资料——全册教案，，试卷，教学课件，教学设计等一站式服务——全力满足教学需求，真实规划教学环节最新全面教学资源，打造完美教学模式Book 2 Chapter 1 The PopulationToday we’re going to talk about population in the United States. According to the most recent government census, the population is 281,421,906 people. Now this represents an increase of almost 33 million people since the 1990 census. A population of over 281 million makes the United States the third most populous country in the whole world. As you probably know, the People’s Republic of China is the most populous country in the world. But do you know which is the second most populous? Well, if you thought India, you were right. The fourth, fifth, and sixth most populous countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States. Let’s look at the total U. S. population figure of 281 million in three different ways. The first way is by race and origin; the second is by geographical distribution, or by where people live; and the third way is by the age and sex of the population.First of all, let’s take a look at the population by race and origin. The latest U. S. census reports that 75.1 percent of the population is white, whereas 12.3 percent is black. Three percent are of Asian origin, and 1 percent is Native American. 2.4 percent of the population is a mixture of two or more races, and 5.5 percent report themselves as “of some other race”. Let’s make sure your figures are right: OK, white, 75.1 percent; black, 12.3 percent; Asian, 3 percent; Native American, 1 percent; a mixture of two or more races, 2.4 percent; and of some other race, 5.5 percent. Hispanics, whose origins lie in Spanish-speaking countries, comprise whites, blacks, and Native Americans, so they are already included in the above figures. It is important to note that Hispanics make up 12.5 percent of the present U.S. population, however. Finally, the census tells us that 31 million people in the United States were born in another country. Of the 31 million foreign born, the largest part, 27.6percent are from Mexico. The next largest group, from the Philippines, number 4.3 percent.Another way of looking at the population is by geographical distribution. Do you have any idea which states are the five most populous in the United States? Well, I’ll help you out there. The five most populous states, with population figures, are California, with almost 34 million; New York, with 21 million; Texas, with 19 million; and Florida, with 16 million; and Illinois with 12.5 million people. Did you get all those figures down? Well, if not, I’ll give you a chance later to check your figures. Well, then, let’s move on. All told, over half, or some 58 percent of the population, lives in the South and in the West of the United States. This figure, 58 percent, is surprising to many people. It is surprising because the East is more densely populated. Nevertheless, there are more people all together in the South and West. To understand this seeming contradiction, one need only consider the relatively larger size of many southern and western states, so although there are more people, they are distributed over a larger area. To finish up this section on geographical distribution, consider that more than three-quarters of the people live in metropolitan areas like Los Angeles, New York, Chicago, and Houston. That means that only 20 percent, or 2 out of 10 people, live in rural areas. An interesting side note is that some 3,800,000 U.S. citizens live abroad, that is, in foreign countries.Before we finish today, I want to discuss the distribution of the U.S. population in terms of age and sex. Just for interest, would you say there are more men or more women in the United States? Well, according to the 2000 census, there are more women. In fact, there are more than five million more women than men in the U.S. population. If we consider that more males than females are born each year, how can this difference be explained? Well, for a variety of complicated reasons that we can’t go into here, there is a progressively higher death rate for males as they get older. This is seen in 2003 life expectancy figures: the life expectancy for women is 80.4 years whereas for men it is only 74.5 years. I don’t know how these life expectancy figures compare to those in your countries, but statistically women generally live longer than men worldwide. Now, to finish up, let’s look at the average age of the whole population. Overall, the average age of the population is increasing: from 33.1 years in 1990 to 35.3 years in 2000. The average age has been slowly, but steadily, increasing over the past several decades. This trend toward a higher average age can be explained by a decreasing birth rate and an increasing life expectancy for the population as a whole. Well, I’d like to investigate these two subjects further, but I see our time is up, so we’ll have to call it quits for today. You maywant to pursue the topic of the aging U.S. population further, so there are some suggestions at the end of the lesson to help you do so. Thank you.Chapter Two Immigration: Past and PresentThe act of immigrating, or coming to a new country to live, is certainly nothing new. Throughout history, people have immigrated, or moved to new countries, for many different reasons. Sometimes these reasons were economic or political. Other people moved because of natural disasters such as droughts or famines. And some people moved to escape religious or political persecution. No matter what the reason, most people do not want to leave their native land and do so only under great pressure of some sort, but a few people seem quite adventuresome and restless by nature and like to move a lot. It seems both kinds of people came to America to live. The subject of immigration is quite fascinating to most Americans, as they view themselves as a nation of immigrants. However, the early Britons who came to what is today the United States considered themselves “settlers” or “colonists,” rather than immigrants. These people did not exactly think they were moving to a new country but were merely settling new land for the “mother country.” There were also large numbers of Dutch, French, German, and Scotch-Irish settlers, as well as large numbers of blacks brought from Africa as slaves. At the time of independence from Britain in 1776, about 40 percent of people living in what is now the United States were non-British. The majority of people, however, spoke English, and the traditions that formed the basis of life were mainly British traditions. This period we have just been discussing is usually referred to as the Colonial Period. Today, we’re a little more interested in actual immigration after this period. Let’s first look at what is often called the Great Immigration, which began about 1830 and ended in 1930. Then let’s consider the reasons for this so-called Great Immigration and the reasons it ended. Finally, let’s talk about the immigration situation in the United States today, As I said, we’ll begin our discussion today with the period of history called the Great Immigration, which lasted from approximately 1830 to 1930. It will be easier if we look at the Great Immigration in terms of three major stages, or time periods. The first stage was from approximate1y 1830 to 1860. Now, before this time, the number of immigrants coming to the United States was comparatively small, only about 10,000 a year. However, the rate began to climb in the 1830s when about 600,000 immigrants arrived. The rate continued to climb during the 1840s with a tota1 of 1,700,000 people arriving in that decade. The rate continued to climb, and during the 1850s 2,600,000 immigrants arrived. During this first stage of the Great Immigration, that is, between the years 1830 and 1860, the majority of immigrantscame from Germany, Great Britain, and Ireland. Now let’s consider the second stage of the Great Immigration. The second stage was from l860 to 1890, during which time another 10,000,000 people arrived. Between l860 and 1890 the majority of immigrants continued to be from Germany, Ireland, and Great Britain. However, during the second stage, a smaller but significant number of immigrants came from the Scandinavian nations of Denmark, Norway and Sweden. The third stage of the Great Immigration, which lasted from 1890 to 1930, was the era of heaviest immigration. Between the years l890 and l930, almost 22 million immigrants arrived in the United States. Most of these new arrivals came from the Southern European countries of Greece, Italy, Portugal, and Spain and the Eastern European countries of Poland and Russia.Now that we know something about the numbers and origins of immigrants who came to the States during the Great Immigration, let’s consider the reasons why most of these people immigrated to the United States. Why did such large numbers of Europeans leave their homes for life in an unknown country? It would be impossible to discuss all the complex political and economic reasons in any depth today, but we can touch on a few interesting facts that might help to clarify the situation for you. First of all, one of the most important reasons was that the population of Europe doubled between the years 1750 and 1850. At the same time that the population was growing so rapidly, the Industrial Revolution in Europe was causing widespread unemployment. The combination of increased population and the demand for land by industry also meant that farmland was becoming increasingly scarce in Europe. The scarcity of farmland in Europe meant that the abundance of available land in the growing country of the United States was a great attraction. During these years, the United States was an expanding country and it seemed that there was no end to land. In fact, in 1862, the government offered public land free to citizens and to immigrants who were planning to become citizens. In addition to available farmland, there were also plentiful jobs during these years of great economic growth. Other attractions were freedom from religious or political persecution. Some other groups also came to the United States as the direct results of natural disasters that left them in desperate situations. For example, the frequent failure of the potato crop in Ireland between the years 1845 and 1849 led to widespread starvation in that country, and people were driven to immigrate. Another factor that affected the number of immigrants coming to the United States was improved ocean transport beginning in the 1840s. At that time, ships large enough to carry large numbers of people began to make regular trips across the ocean. Now let’s summarize the reasons for the high rate ofimmigration to the United States during the years we discussed: first, the doubling of the population in Europe between 1750 and 1850; second, the unemployment caused by the Industrial Revolution; and third, the land scarcity in Europe, followed by religious and political persecution and natural disaster. These reasons combined with improved transportation probably account for the largest number of immigrants.I would now like to talk briefly about the period of time following the Great Immigration and the reasons for the decline in the rate of immigration. Although immigration continues today, immigration numbers have never again reached the levels that we discussed previously. There are several reasons for this decline. This decline was in part due to various laws whose aim was to limit the number of immigrants coming from different parts of the world to the United States. The first such law that limited the number of immigrants coming from a certain part of the world was the Chinese Exclusion Act of 1882. This law was followed by many other laws that also tried to limit the numbers of people immigrating from various countries or parts of the world. In addition to such laws, certainly economic and geopolitical events as important as the Great Depression starting in 1929 and World War II also contributed to the decline in immigration.Let’s conclude our talk by discussing the current situation with respect to immigration, which is quite different from that in the past. To understand some of the changes, it’s important to note that in 1965 strict quotas based on nationality were eliminated. Let’s see how different things are today from the past. As I noted, the greatest number of immigrants to the United States have historically been European. According to U.S. Census figures, in 1860, the percentage of immigrants that were European was 92 percent. But by 1960, the percentage of European immigrants had dropped to 74.5 percent, and by the year 2002, it had dropped to 14 percent! In 2002, 52.2 percent of immigrants came from Latin America, that is, from the Caribbean, Central America, and South America. Mexico is ordinarily considered part of North America, but the U.S. Census Bureau considers Mexico as a Central American country in terms of immigration statistics, and estimates that more than one-third of the total of all immigrants to the United States in 2002 came from Mexico or another Central American country. The next largest percentage, 25.5 percent, of immigrants came from Asia, mainly from the Philippines, China, and India.Although immigration dropped sharply when the United States entered World War I and remained low throughout the Depression and World War II years, at the end of the l940s, immigration began to increase again and has, in general, risen steadily since then. It might surprise you to know that the actual number of immigrants comingyearly to the States in recent years is about the same as the numbers coming yearly between 1900 and 1910. Keep in mind, though, that the population of the United States is much larger now than at the turn of the century, so that while the yearly numbers may be similar, the percentage of the population that is foreign-born is considerably smaller today than it was a century ago.It might be interesting to speculate on immigration in the future. Will the trend continue for non-Europeans to immigrate to the United States? The answer is probably yes for the foreseeable future. Do these non-European people come to the United States for the same reasons that Europeans came? Well, land is no longer plentiful and cheap. Industry no longer requires large numbers of unskilled workers. In fact, the government usually tries to restrict immigration to those people who already have the skills to be successful in U.S. society. Still, people come for politica1 and economic reasons and probably will continue to do so.Chapter 3 Americans at WorkWhether you love it or hate it, work is a major part of most people’s lives everywhere in the world. Americans are no exception. Americans might complain about “blue Monday,” when they have to go back to work after the weekend, but most people put a lot of importance on their job, not only in terms of money but also in terms of identity. In fact, when Americans are introduced to a new person, they almost always ask each other, “What do you do?” They are asking, what is your job or profession. Today, however, we won’t look at work in terms of what work means socially or psychologically. Rather, we’re going to take a look at work in the United States today from two perspectives. First, we’ll take a historical look at work in America. We’ll do that by looking at how things changed for the American worker from the beginning to the end of the twentieth century, that is, from the year 1900 to the year 1999. Then we’ll look at how U.S. workers are doing today.As we look at the changes over the last century, we’re going to use a lot of statistics to describe these changes. You will need to write down a lot of numbers in today’s lecture. First, let’s consider how the type of work people were involved in changed. At the beginning of the twentieth century, about 38 percent of the workforce was involved in agriculture; that is, they worked on a farm. By the end of the century, only 3 percent still worked on farms. There was also a large decrease in the number of people working in mining, manufacturing, and construction. The number of workers in mining, manufacturing, and construction went down from 31 percent to 19 percent.While the number of people in these goods producing industrieswent down, the number of people in the service industries went up. As you may know, a service industry is one that provides a service, rather than goods or products. A few examples include transportation, tourism, banking, advertising, health care, and legal services. I’m sure you can think of more. The service industry workforce jumped from 31 percent of the workforce at the turn of the century to 78 percent in 1999.Let’s recap the numbers: in 1900, 38 percent in agriculture; 31 percent in mining, manufacturing, and construction; and 31 percent in the service industries. That should add up to 100 percent. In 1999, 3 percent in agriculture; 19 percent in mining, manufacturing, and construction; and 78 percent in the service industries. Again, that should add up to 100 percent.The labor force changed in other important ways. For example, child labor was not unusual at the beginning of the twentieth century. In 1900 there were 1, 750, 000 children aged ten to fifteen working full-time in the labor force. This was 6 percent of the labor force. Over the years, child labor laws became much stricter and by 1999, it was illegal for anyone under sixteen to work full-time in any of the fifty states. While the number of children in the workforce went down, the number of women went up dramatically. In 1900, only 19 percent of women were employed; in 1999, 60 percent of women were holding down jobs.Let’s see what has happened to wages and salaries. All the numbers I will give you are in terms of 1999 dollars. Let me explain. In 1900 the average per capita income was $4,200 a year. That does not mean that the average worker in 1900 earned $4,200, a year, but that what he or she earned was equal to $4, 200 in 1999. That is, the amount of money the average worker earned in 1900 was worth the same as $4,200 in 1999. The average per capita income in 1999 was $33, 700. Not only did people earn a lot more money at the end of the century, they also received a lot more in benefits than at the beginning of the century. One of the important benefits most workers received later in the century was health insurance. Whereas wages and salaries rose over the century, the average workweek dropped. That is, workers, in general, did not work as long hours in 1999 as they did in 1900.The last area that I’d like to give you a few statistics about is workplace safety. Most of us who go to work every day don’t think a lot about whether we are safe or not, but in 1900 it was a real concern for a lot of workers. There aren’t many statistics available, but the U.S. government does have statistics on two industries that will give you some idea of the differences today. In 1900 almost 1,500 workers were killed in coal-mining accidents; in 1999, the number was 35. 2,555 railroad workers were killed in 1900, compared to 56 in 1999.People often tend to romanticize the past and talk about “the good old days,” but I think it’s fair to say that by the end of the twentieth century, U.S. workers in general made more money, they enjoyed more benefits, and their working conditions had improved greatly.Now let’s turn our attention to the current situation for U.S. workers. The picture is not so rosy as the one drawn by comparing U.S. workers at the beginning and the end of the twentieth century. I’m going to focus on the current situation in terms of productivity, working hours, and wages and salaries.First let’s consider the number of hours worked. According to a 2003 study released by the United Nations International Labor Organization, U.S. workers are the most productive in the world among industrialized nations, but they work longer hours than European workers to achieve this productivity. Europeans typically have four to six weeks of vacation a year, whereas the average American worker has only about two weeks. This study points out that the longer working hours in the United States is a rising trend, while the trend in other industrialized countries is the opposite.Workers in some European countries actually outproduce American workers per hour of work. It has been suggested that this higher rate of productivity might be because European workers are less stressed than U.S. workers.At any rate, there seems to be general agreement that U.S. productivity has greatly increased over the last thirty years. However, workers have not seen their wages rise at the same rate. A group of sociologists in their book Inequality by Design point out that there is a growing gap between rich Americans and everyone else in the United States. They write that between 1949 and 1974, increases in productivity were matched by increases in wages for workers in both manufacturing and the service industries, but since 1974, productivity increased 68 percent in manufacturing and 50 percent in services, but real wages stagnated. That is, wages moved up little or not at all. So, where does all the money generated by the increased productivity go then? According to the authors of this book, the money goes to the salaries for CEOs, to the stock market, and to corporate profits. Workers play a great role in increasing productivity, but no longer see their wages connected to increased productivity. In other words, CEOs’ salaries, the stock market, and the corporate profits go up as work productivity goes up, but workers’ wages don’t.What are the reasons why U.S. workers, who are the most productive in the world, have to work longer hours, have fewer vacation days, and see their wages stagnate and not rising at the same rate asproductivity? The answer to this question is complex and controversial, but there are two reasons most people who speak or write about these issues mention: The first is that labor unions in the United States have lost great power since the beginning of the 1980s, and the second is that the government has passed laws that favor the rich and weaken the rights of the workers.I see our time is up. So, I’ll see you next time.Chapter 4 Family in the United StatesA hundred years ago, one heard the same kind of comments about the American family that one hears today --- in short, that the American family is disintegrating. Proof of this disintegration at the end of the nineteenth century included three points: the declining birth rate, a rising divorce rate, and evidence that women were not completely content with their domestic role. It’s a little surprising to me that the same claim about the family is being made today --- that it is disintegrating. And often the same points are mentioned as proof: declining birth rates, increasing divorce rates, and discontent of women with domestic roles. Now, in no way do I mean to imply that cultural, demographic, and economic conditions are the same now as they were 100 years ago. On the contrary, the very nature of the family has changed drastically in the last 50 years, not to mention the last 100 years. But I don’t think the average person’s concept of the family has changed very much over the years. A lot of people have on fixed idea of the family: a married couple where Mother stays home to care for the children and Father works. But this idea is challenged by what we see every day in U.S. society. To be sure, the family is a very sensitive barometer for what is happening in the society, the culture, and the economy of the United States. To make this point clearer, we’ll take a look at how the American family has changed in the last 50 years by looking at three different time periods: there are the mid-1940s to the mid-1960s; the mid-60s to the mid-80s; and finally the present. Sociologist Barbara Dafoe Whitehead labels these three periods: the period of traditional familism, the period of individualism, and the period of the new familism. I will try for each period to show how economic, demographic, and cultural elements interact and, in turn, affect the family.Well, let’s proceed in chronological order and start with traditional familism. We’re talking here of the twenty years from the mid-1940s to the mid-1960s. This was the period after World War II, a period characterized by a very strong economy. This gave the United States a rising standard of living and a growing middle class. Demographically, the predominant configuration of the family from these years was the traditional one: a married couple with children. Some women worked, but divorce rates were low, and birth rates werehigh. I guess you could say that the country idealized the family in these years. And what I mean is, there was a commitment to the family from its members and a reverence for it from society. TV programs of the era depicted the family in the classical configuration: working father, housewife, and children. Culturally, three characteristics stand out in this period: conformity to social norms, greater male domination of the family than in the later periods, and clear-cut gender roles, that is, clear and separate roles for men and women at home and at work. Well, things changed quite a bit after this period.Let’s move on to the second period, the period of individualism. This period is from the mid-1960s to the mid-1980s. Now, because individualism is so often mentioned in our discussion of U.S. culture and people, I should make a little detour here before we discuss it. Individualism brings to mind two other words: independence and self-reliance. Individualism conveys the idea that one should think and act for himself or herself, according to what one feels is right. Individualism is easily confused with egotism or selfishness, but in its best sense, it is much more. Individualism implies that one has the freedom to decide what is best rather than allowing that decision to be made by a group such as the community or society. Individualism does, of course, conflict with the concept of community, which implies that the group shares in making decisions. And this conflict between the individual and the community is one that comes up again and again in our lecture series about the United States. All right, let’s get back to our discussion about the family.The second period, the period of individualism, saw three important social and political movements. Do you have any idea which movements I might be talking about? Keep in mind that these decades were characterized by a lack of conformity to social norms. Well, the movements have in mind are the sexual revolution, in which sex was clearly no longer reserved for marriage; the women’s liberation movement; and the movement against the war in Vietnam. All three movements---the sexual revolution, woman’s liberation, and the antiwar movement --- were typical of the nonconforming nature of these decades. Now, culturally, it is in this period where we see two important developments: one the idealization of one’s career and work and, two, the drive for self-expression and self-fulfillment. In this period, the feminist movement challenged traditional gender roles and male domination of society. Women began to enter professions previously closed to them like medicine, law, and management. Men, for their part, began at least to consider a more active role in raising their children.These cultural changes occurred during a time of economic changes, too. This was a time of rapidly rising cost of living. Together, theseforces changed the demographics of the family. The former picture of the family had only one configuration: a married couple with children where Mother stayed home. The new picture of the family had to include new configurations, like families in which the husband and wife both worked, families of single parents with children, and families of cohabiting couples with or without children. With more women pursuing careers and making money, there was less economic pressure for them to stay in an unsuitable marriage. Therefore, divorce rates doubled in a decade. Rising divorce rates and more financial independence for women made marriage a less attractive arrangement for many women. Consequently, the number of single-parent households tripled. Less conformity to social norms paved the way for cohabitation. So the number of unmarried couples living together in this period quadrupled. Can you see how economic, cultural, and demographic aspects of the society interact with each other? I hope so. Well, let’s continue with our agenda.The third period, the new familism, is harder to see because we are living in this period now. And because we are constantly informed by the media about the deteriorating American family, it’s hard to get an objective view of the state of the family. I think that today most people applaud the social changes that came about in the second period of individualism. They are not willing to give up gender equality, the freedom to leave an unsuitable marriage, or the self-fulfillment of an interesting job. At the same time, most experts, if not most people, admit that children paid a high price for the social changes that took place in the second period. It was the children who spent long days in day care or after-school hours home alone while both parents worked. And it was the children who grew up with only one parent or with stepparents in many cases.Some experts see changes occurring now in U.S. society, changes that affect the family. They see a continuing decline inn divorce rates since the 1980s but also a decline in birth rates after an initial increase in 1980s. The decline in divorce rates could be due to families’ better financial situations. Despite the decline in divorce, a quarter of U.S children today live with only one parent. The birth rate is probably declining because an increasing life span results in fewer women of childbearing age. A more encouraging reason is the reduction in unmarried teen pregnancies. Experts also report an attempt by people to balance work with family obligations, especially the care of children. They see the individualism of the middle period changing somewhat; the concern seems in many cases to be shifting from one’s career to one’s family, from individualism to the new familism. The most optimistic view of this third period would be that Americans have learned from past mistakes: they want。
新视界高级英语视听说教程 (2)
Getting to know the main points:
now view the video and answer the following questions.
When was the baby panda in the San Diego Zoo born? And when can visitors see___________________________________ How many babies has the mother panda, Bai Yun got? ___________________________________________________ How did veterinarians monitor Bai Yun‟s pregnancy? And what did they find out? ___________________________________________________ What is the agreement between the San Diego Zoo and China? ___________________________________________________
Names of Animals
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Pair work: answer the following questions. Then ask your partner. Add information. You Do you think animals are good friends to our human beings? Why or why not? Do you own a pet? If yes, describe your pet. If not, do you want a pet? What kind? Why or why not? Do you think animals are subordinate to human beings? Why or why not? Your partner
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高级英语听说（2）形成性考核册学校名称：学生姓名：学生学号：班级：作业1Listening (20 points)Section OneDirections: You are going to listen to two conversations. After each conversation, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet.(1 point each)Conversation One1. Where are the two people?A.In a bookstoreB.In a library.C.On a college campus.2. Which building does the man want to find?A.Art museum.B.Gym.C.Music building.3. Where is the building?A.At Willow Street and Alumni Street.B.At the intersection of Willow Street and College Avenue.C.Between Willow Street and Alumni Street.4. Which of these is true?A.The woman asks the man to walk with him.B.The woman asks the man if he wants to walk with herC.The man asks the woman if he can walk with her5. When Yumi says, “Oh, really?” what feeling does she express?A.BoredomB.Interest.C.Shyness.Conversation Two1. What does the customer want to do?A. Apply for a credit card.B.Borrow some moneyC.Pay back a loan.2. What does the bank clerk advise the customer to do?A.Apply for new credit card.B.Talk to another bank.C.Speak to a loan specialist.3. The bank clerk suggests that a different type of loan would be _______________.A.cheaperB.fasterC.easier4. What is the interest on Elsa’s credit card?A.8%.B.18%.C.80%.5. What kind of loan is Elsa interested in?A.A personal loan.B.A car loan.C.A home improvement loan.Section TwoDirections: You are going to listen to a lecture. After the lecture, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet. (one point each) Part One1. The talk is about________________type(s) of security on campus.A.oneB.threeC.five2. Which of these should you not do?A.Loan your keyB.Lock your doorC.Leave your room3. Where should you not walk at night?A.In dark areas.B.Well-lighted areas.C.Near phones.4. What should you do before you go out?A.Carry a cell phoneB.Have your key ready.C.Tell friends where you are going.5. How can you prevent theft of your property?A.Study in the library.B.Watch your property carefullyC.Take a self-defense class.Part Two1.What is the main topic of this lecture?A.How technology has changed.B.How technology has changed us.C.How technology has changed our work.2. One effect has been the trend in people working from home. What does trend mean in this sentence?A.Ability.B.Increase.C.Advantage.3. What is one effect of working from home?A.It’s difficult to separate work and home lifeB. It’s difficult to have time for family life.C.We have to work all the time.4. Why are workers losing interpersonal skills?A.Because they always use email.B.Because they don’t like talking.C.Because they waste time.5. Why have jobs moved to other countries?A. Because people don’t have skills in the U.S..B. Because there aren’t enough workers in the U.S..C. Because salaries are lower in other countries.Speaking （5 points）Choose one of the topics from the following list or the topics your teacher assigned to you and give your opinions orally. 1. Describe the university system in our country based on the following topics:A. Types of university coursesB. Who teaches university coursesC. Class sizesD. Course requirements for different majorsE. Types of examsF. Punishment for plagiarism2.Where do you live, in a big city, or a small town, or a village? What’s your neighbourhood like? Is it safe and quiet? Do you like it? Why or why not?3.What is an entrepreneur? What qualities do all entrepreneurs have in common? Do you have these qualities? Would you like to be an entrepreneur? Why or why not?4.Have you got a job? If yes, do you like it, why or why not? If no, what’s your ideal job, why?作业2Listening (20 points)Section OneDirections: You are going to listen to two conversations. After each conversation, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet.(1 point each)Conversation One1. What is Gina’s job?A. A student.B. A teacher.C. A computer programmer.2. What is Gina’s problem?A. She doesn’t like emails.B. She doesn’t have time to answer all her emails.C. She doesn’t know how to use email3. What advice does Mike give?A. Answer all emails immediately.B.. Only answer important emails.C. Answer important emails first.4. What is Mike’s advice about a website?A. Answer emails on a website.B. Write emails to a website.C. Post messages on a website.5. Which sentence is true?A.Kendra interrupts Gina and Mike because Gina received aB.Mike interrupts Gina because Gina received a phone callC.Mike interrupts Gina and Kendra because Kendra received a phone call.Conversation Two1.What is the main topic of the conversation?A.Telephones.B. Telephone messagesC.Automated phone systems.2.What doesn’t Jenny like?A .Phoning. B. Leaving messages. C. Waiting3.Why does Stan disagree with Jenny about the job?A. He thinks it’s a boring job.B. He prefers to speak to a real personC. He thinks it saves time4.Which is true at the end of the conversation?A. Jenny contradicts Stan.B. Stan contradicts Jenny.C. Jenny and Stan agree.5.What does aha mean?A. What does that mean?B. I understandC. I’m not sure. Let me thinkSection TwoDirections: You are going to listen to a lecture. After the lecture, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet. (one point each)Part One1.What is the main topic of this lecture?A.People getting older.B.Workers getting older.C.Retirement.2.How many babies were born during the baby boom?A . 19 million.B . 46 million. C. 76 million.3.Who are the baby boomers?A.People born between 1946 and 1964.B. People born 19 years ago.C. People born in 1978.4.The percentage of workers aged 45 and older will increaseA. From 25 to 44 percent.B. From 33 to 40 percentC. From 38.7 to 40.7 percent.5.What will happen because of changes in pensions?A. Pensions will go upB. People will not be able to retireC. People will retire later.Part Two1.What is the main topic of this interview?A. Food.B. Fashion.C. Music.2. What is an example of a natural material?A. Wool.B. Nylon.C. Polyester.3. What does spread the message mean?A. Make more money.B. Make the issue popular.C. Save the environment.4. What is vintage clothing?A. Last year’s fashion.B. Environmental fashion.C. Fashion from the 50s and 60s5. What does Marietta hope to do by combining old and new?A. Make people keep their clothing for longer.B. Make people buy more clothing.C. Make people throw their clothing awaySpeaking (5 points）Choose one of the topics from the following list or the topicsyour teacher assigned to you and give your opinions orally.5（1）：Describe one of your typical days. What time do you getup? What do you do in the morning and the afternoon? How much timedo you spend on your housework? What time do you go to bed? Etc.5（2）：Have you got a working mother? /Does your mother have ajob? Who took care of you when you were a child? Who did mostof the housework in the family? Who do you think should childrenand take care of the housework? Why?5（3):Describe your lifestyle based on the following questions:A. What type of family have you got, a large one or a small one?B. What job have you got?C.What food do you eat?D. What kind of house are you living in, a house or an apartment?E. How do you usually spend your money?F.How do you spend your free time?6. Describe one of the customs in your place?A. The eating customs ( What utensils do you use when eating, chopsticks, knife and fork or fingers? Which is more polite inyour place, eating everything on her/his plate or leavingsomething on her/his plate at the end of the meal? )B. The greeting customs (how do people behave when they say hello,do they shake hands? Do they hug? Or Do they bow?)7(1):What difference have you noticed between British English andAmerican English? e.g. vocabulary difference, grammar difference,spelling difference and the difference in the use of the verbs, prepositions, etc.7(2):Describe your friendship based on the following questions:A. What are your friends like?B. Do you see them often?C. How did you become friends?D. How long have you been friends?E. What do you have in common? E.g. Are you similar in personality? Are you interested in similar things? etc.作业3Listening (20 points)Section OneDirections: You are going to listen to two conversations. After each conversation, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet.(1 point each)Conversation One1.What is the main topic of the conversation?A. Heart problems.B. Medical advancesC. New medicines2.Why did the girl need a second heart operation?A. Because her new he art didn’t workB. Because her old heart didn’t work.C. Because she needed another heart3.When Jane says That’s so weird. what does she mean?A. It’s good.B. It’s not true.C. It’s strange.4.When Jane says, “Unbelievable!” What does she mean?A . I don’t believe you. B. It’s hard to believe.C. It isn’t true5.Why is the story amazing?A. Because the girl’s original heart got better.B. Because the girl was born with two hearts.C. Because the girl had a new heart.Conversation Two1.What is this conversation about?A. A wedding.B. A baby shower.C. A birthday.2.Which sentence is true?A. Mike invites Tina to a partyB. Tina invites Mike to a party.C. Mike and Tina are both hosting a party.3.Which offer from Mike does Tina decline?A. To bring some food and drinks.B. To bring some music.C. To bring some ice cream.4.Which offer from Mike does Tina accept?A. To bring some drinks.B. To bring some cakeC. To bring some ice cream5.Which sentence is true?A. Mike is Ti na’s boyfriendB. Mike is Tina’s brother.C. Mike is Tina’s friend.Section TwoDirections: You are going to listen to a lecture. After the lecture, there are five questions. Choose the best answer to each question and write your answers on the Answer Sheet. (one point each) Part One1.What is the main topic of this lecture?A. Theories about life on MarsB. Exploration of MarsC. Reasons for exploring space2.According to the lecture, which of these is a fact?A. People want to travel to other planetsB. People want to know if there is life on other planets.C. People have found evidence of life on other planets.3.Which of these was true in the 19th century?A. They thought there was water on Mars.B. They found evidence of water on Mars.C. They found evidence of life on Mars4.Which of these is true about the meteorite from Mars?A. There was evidence of lifeB. There was no evidence of life.C. There was disagreement about the evidence of life5.How can scientists get more evidence of life on Mars?A. By studying rocks that are similar to the ones they found on EarthB. By getting rocks from Mars where life may have survived the longestC. By collecting older rocks from MarsPart Two1.What is the general topic of this talk?A. Weddings and divorcesB. Weddings in the U.S.C. hiring a wedding planner2.What is the main idea of this talk?A. Large weddings are better than small weddings.B. Couples should hire a wedding consultant.C. Big weddings are important.3.Which of these is a digression from the main topic?A. Weddings are very popular.B. People who get married again have big weddings.C. The divorce rate for first marriages is 50 percent4.Which of these is a digression from the main topic?A. The advantages of a big weddingB. The advantages of having a wedding plannerC. The problems of bringing families together5. What are the disadvantages of a big wedding?A. Families can disagree.B. Families have to cooperate.C. Families can get to know each otherSpeaking：（5 points）Choose one of the topics from the following list or the topicsyour teacher assigned to you and give your opinions orally.1 Do you think it’s important to explore Mars? Why or why not?2 Describe your opinions about pet based on the followingquestions:A. Do you like pets? Why or why not?B. Have you got a pet?If yes, a) What pet do you keep? b) Hong long have you had it?c) Why do you want to keep it?If no, Why don’t you want to keep a pet? Give your reasons.3. Describe how you welcome a new baby into the world based onthe following questions:A. Do you celebrate the birth of a baby? How?B. Do you hold a party to welcome a new baby? When do you usuallydo it?C. Do you give gifts to the baby? What do you usually buy for thebaby?。