Part 2 高级英语听力材料
2022年12月英语四级听力原文和答案(第一套)
2022年12月英语四级听力原文和答案(第一套)Part II Listening Comprehension第二部分:听力考试Section AA 节Directions: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A) , B) , C) and D) . Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.考试说明:在这一部分,你将听到三篇新闻报道。
每篇新闻的结尾,会有两到三个问题。
新闻和问题只读一遍。
听到问题后从A、B、C、D 四个选项中选出最佳答案。
然后在答题纸1 上相应的字母中间划上横线(涂满)。
News Report One新闻报道一(1)Operations at one of Australia's largest gold mines had to be temporarily suspended on Friday after a partial wall collapse at one of the mine's dams.周五,澳大利亚最大金矿之一的一座大坝发生部分围墙坍塌,该矿不得不暂停运营。
The wall collapsed at the Cadia Mine. Came just a few days after two earthquakes hit the area.卡迪亚矿区的墙壁倒塌了。
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。
新编剑桥商务英语高级第二版 听力
新编剑桥商务英语高级第二版听力全文共3篇示例,供读者参考篇1New Cambridge Business English Advanced Listening - A Student's PerspectiveAs an MBA student, mastering listening comprehension for business settings is crucial. The New Cambridge Business English Advanced 2nd Edition listening section has been an invaluable resource in honing this skill. Let me walk you through my experience with this exceptional learning tool.The listening material covers a wide range ofbusiness-related topics, from corporate strategies and market analysis to workplace dynamics and intercultural communication. This diversity has not only expanded my business vocabulary but also exposed me to various accents, speaking styles, and real-life scenarios I may encounter in the corporate world.One aspect that sets this course apart is the authenticity of the recordings. They are not scripted or artificially slowed down, which can often be the case with some learning materials. Instead, the dialogues and lectures feature native speakersengaged in natural, unscripted conversations and presentations. This authentic approach has trained my ear to adapt to the pace, idioms, and nuances of real business interactions.The listening exercises are well-structured and gradually increase in difficulty, allowing for a smooth progression. Each unit begins with warm-up activities that introduce key vocabulary and context, preparing me for the main listening tasks. These warm-ups are invaluable in activating my prior knowledge and setting the stage for better comprehension.The main listening exercises themselves are diverse and engaging. They range from comprehension questions andnote-taking tasks to summarizing key points and identifying opinions or implied meanings. This variety ensures that I develop a well-rounded set of listening skills, rather than merely relying on rote memorization.What I particularly appreciate is the inclusion ofmulti-speaker scenarios, such as meetings, negotiations, and presentations. These simulations closely mirror the dynamics of real business settings, where multiple perspectives and interruptions are common. Navigating these complexities has significantly improved my ability to follow intricate discussions and extract relevant information.The accompanying transcripts and answer keys are invaluable resources for self-evaluation and review. After attempting the exercises, I can refer to the transcripts to identify areas where I struggled and reinforce the correct pronunciation, intonation, and usage of idioms or phrasal verbs.Moreover, the listening section is seamlessly integrated with the other components of the course, such as reading, writing, and speaking. This holistic approach ensures that the skills I develop in one area reinforce and complement the others, fostering a well-rounded command of business English.Admittedly, some of the listening exercises can be challenging, particularly those involving rapid speech, technical jargon, or unfamiliar accents. However, these challenges are precisely what prepare me for the realities of the global business world, where effective communication often occurs inless-than-ideal conditions.One aspect I would appreciate even more is the inclusion of interactive or adaptive exercises that adjust the difficulty level based on my performance. This could potentially provide a more personalized learning experience and ensure that I spend more time on areas that require additional practice.Overall, the New Cambridge Business English Advanced 2nd Edition listening section has been an invaluable tool in my journey to becoming a proficient communicator in business settings. Its authenticity, diversity, and gradual progression have not only improved my listening comprehension but also equipped me with the confidence to navigate complex business interactions with ease. As I approach the culmination of my MBA program, I feel well-prepared to tackle the challenges of the corporate world, thanks in large part to the invaluable training provided by this exceptional course.篇2New Cambridge Business English Advanced Second Edition Listening - A Student's PerspectiveWhen I first signed up for the New Cambridge Business English Advanced Second Edition Listening course, I'll admit I was a bit apprehensive. Having worked in a professional setting for a few years already, I figured my English listening skills were pretty decent. Boy, was I in for a rude awakening!From the very first class, it became crystal clear that this course was going to push me to my limits and beyond. The authentic recordings we worked with were a world apart fromthe scripted dialogues I was used to in previous courses. Real conversations with all their false starts, filler words, and overlapping speech - it was a harsh reminder that the business world waits for no one.But I'm getting ahead of myself. Let me give you an overview of what this course covers. The listening component is divided into six broad sections: meetings, negotiations, presentations, interviews, socializing, and telephone calls. Each section gradually increases in difficulty, starting with relatively straightforward conversations and building up to incredibly complex, multi-speaker situations.The meetings unit, for instance, began with simpleone-on-one catch-ups but quickly escalated to multi-agenda meetings with a dozen or more participants. By the end, I was actually able to follow the gist of those notoriously chaotic boardroom interactions! The negotiations unit was similarly impressive in its progression, taking us from simplecustomer-vendor dealings all the way to high-stakes, multi-party contract negotiations.What really set this course apart though, was its focus on developing specific listening skills and strategies. We spent a considerable amount of time unpacking concepts like activelistening, contextual clues, tone awareness, and speaker identification. Targeted exercises helped drill these skills into our heads through repetition and conscious practice.I still remember our first speaker identification exercise - it was an absolute nightmare trying to keep track of who was saying what! But by the end of the course, I had become adept at rapidly identifying speakers based on subtle vocal cues. It's a skillset that has already proven invaluable in my workplace.The "listening for attitude and opinion" lessons were another game-changer. We learned to decipher meaning not just from the literal words spoken, but from the subtext of tone, stress patterns, and other paralinguistic cues. Suddenly, I found myself picking up on agendas, reservations, and interpersonal dynamics that had previously flown right over my head.Of course, it wasn't all smooth sailing. There were many times when I felt utterly swamped by the density of information being thrown at me. The speed at which native speakers communicate, their liberal use of idioms and cultural references, the multilayered nature of group discussions - it was often utterly disorienting. Our amazing instructor deserves a huge shout-out for her patience, encouragement, and knack for breaking things down in an accessible way.Looking back, I can scarcely believe how far I've come. What once seemed like indecipherable white noise has become a constant stream of meaningful input. Meetings that would have left me dazed and confused a few months ago are now highly productive experiences. My newfound ability to pinpoint subtexts and interpersonal undercurrents has been agame-changer in negotiations.Heck, I've even started understanding those thick regional accents and rapid-fire industry jargon that used to leave me utterly stumped! It's been an empowering journey of constant growth and skill-building.I can't recommend the New Cambridge Business English Advanced Second Edition Listening course highly enough. Its no-nonsense, immersive approach provides invaluablereal-world training that simply can't be matched by most academic courses. The skills I've developed will undoubtedly serve me well as I continue climbing the corporate ladder.To any business professionals looking to truly elevate their English listening prowess, this course needs to be at the top of your list. Just be prepared to work your butt off - it's one of the most challenging, yet rewarding, learning experiences I've ever had. But I guarantee, when you find yourself holding your own ineven the most complex multilingual meetings, it will all have been worth the blood, sweat, and tears!篇3Cambridge English for Business Studies Listening - A Student's PerspectiveAs a business student, one of the most crucial skills we need to develop is effective listening comprehension. In today's globalized business world, being able to understand and communicate in English is essential for success. That's why the listening component of the "Cambridge English for Business Studies Second Edition" course is so valuable.At first, I'll admit, I underestimated the importance of dedicated listening practice. After all, I've been studying English for years, and I thought my comprehension skills were pretty solid. Boy, was I wrong! The listening exercises in this course have really challenged me and exposed gaps in my understanding that I didn't even realize were there.One of the things I appreciate most about the listening materials is their authenticity. The recordings we work with aren't scripted or artificially slowed down – they're real conversations, lectures, and presentations given by native English speakers invarious accents and at natural speeds. This has been incredibly helpful in preparing me for the realities of the business world, where I'll need to understand everything from casual workplace chats to formal board meetings.The variety of accents and speaking styles has been particularly valuable. I used to struggle with certain regional accents, like those from Scotland or Australia, but the more exposure I've had through these listening exercises, the more comfortable I've become. I'm also getting better at distinguishing different speaking styles, from the more formal and articulate tones used in presentations to the more relaxed and colloquial language of casual conversations.Another aspect of the listening component that I find really helpful is the focus on specific business contexts and vocabulary. We've listened to recordings on topics like marketing strategies, financial reports, supply chain management, and more. Not only has this exposure to real business terminology and scenarios been great for building my comprehension skills, but it's also helped me become more familiar with the kinds of discussions and situations I'll encounter in my future career.The listening exercises themselves are well-designed and engaging. They often involve multi-part tasks, such as listeningfor gist, specific details, opinions, and purposes. Thismulti-layered approach has really pushed me to develop active listening strategies, rather than just passively absorbing the information. I've learned to listen for context clues, pick up on tone and emphasis, and make logical inferences based on what I understand.One exercise type that I find particularly challenging, but also incredibly valuable, is the note-taking tasks. We're given a recording, often a lecture or presentation, and have to take concise, organized notes on the key points. This has been a real test of my ability to quickly process information, prioritize main ideas, and capture essential details – all critical skills for success in business meetings and discussions.Of course, like any skill, listening comprehension takes practice, and the Cambridge course provides ample opportunities for that. We regularly engage in post-listening activities, such as discussions, written assignments, and even role-plays based on the recordings we've studied. These interactive components not only reinforce what we've learned but also encourage us to apply our listening skills in practical, real-world scenarios.Perhaps one of the biggest benefits of the listening component, though, has been the boost in my overall confidence when it comes to communicating in English. As my comprehension skills have improved, I've found myself feeling more comfortable and capable in all areas of language use –speaking, writing, and even reading. It's almost as if breaking through those listening barriers has unlocked a new level of fluency and understanding for me.Of course, no language learning resource is perfect, and there are a few areas where I think the Cambridge listening materials could be improved. For example, while the variety of accents is generally good, I would love to see even more diversity represented, particularly from non-native English speakers in various business contexts. Additionally, some of the recordings can feel a bit dated at times, and it would be great to have more up-to-date examples that reflect the latest business trends and technologies.Overall, though, my experience with the listening component of the "Cambridge English for Business Studies Second Edition" course has been overwhelmingly positive. It's challenged me, pushed me out of my comfort zone, and ultimately helped me develop the kind of comprehensivelistening skills that are so crucial for success in the business world. As I prepare to enter the workforce, I feel confident that the strategies and practice I've gained through this course will serve me well in navigating everything from casual workplace conversations to high-stakes business negotiations and presentations.。
英语高级视听说听力原文unit2thenewspace
英语高级视听说听力原文U n i t2 T h e n e w s p a c e r a c e(总5页)--本页仅作为文档封面,使用时请直接删除即可----内页可以根据需求调整合适字体及大小--Unit 2 The new space raceA plan to build the world's first airport for launching commercial spacecraft in New Mexico is the latest development in the new space race, a race among private companies and billionaire entrepreneurs to carry paying passengers into space and to kick-start a new industry, astro tourism.The man who is leading the race may not be familiar to you, but to astronauts, pilots, and aeronautical engineers – basically to anyone who knows anything about aircraft design –Burt Rutan is a legend, an aeronautical engineer whose latest aircraft is the world's first private spaceship. As he told 60 Minutes correspondent Ed Bradley when he first met him a little over a year ago, if his idea flies, someday space travel may be cheap enough and safe enough for ordinary people to go where only astronauts have gone before.The White Knight is a rather unusual looking aircraft, built just for the purpose of carrying a rocket plane called SpaceShipOne, the first spacecraft built by private enterprise.White Knight and SpaceShipOne are the latest creations of Burt Rutan. They're part of his dream to develop a commercial travel business in space."There will be a new industry. And we are just now in a beginning. I will predict that in 12 or 15 years, there will be tens of thousands, maybe even hundreds of thousands of people that fly, and see that black sky," says Rutan.On June 21, 2004, White Knight took off from an airstrip in Mojave, Calif., carrying Rutan's spaceship. It took 63 minutes to reach the launch altitude of 47,000 feet. Once there, the White Knight crew prepared to release the spaceship one.The fierce acceleration slammed Mike Melvill, the pilot, back in his seat. He put SpaceShipOne into a near vertical trajectory, until, as planned, the fuel ran out.Still climbing like a spent bullet, Melvill hoped to gain as much altitude as possible to reach space before the ship began falling back to earth.By the time the spaceship one reached the end of its climb, it was 22 miles off course. But it had, just barely, reached an altitude of just over 62 miles — the internationally recognized boundary of space.It was the news Rutan had been waiting for. Falling back to Earth from an altitude of 62 miles, SpaceShipOne's tilting wing, a revolutionary innovation called the feather, caused the rocket plane to position itself for a relatively benign re-entry and turned the spaceship into a glider.SpaceShipOne glided to a flawless landing before a crowd ofthousands."After that June flight, I felt like I was floating around and just once in a while touching the ground," remembers Rutan. "We had an operable space plane."Rutan's "operable space plane" was built by a company with only 130 employees at a cost of just $25 million. He believes his success has ended the government's monopoly on space travel, and opened it up to the ordinary citizen."I concluded that for affordable travel to happen, the little guy had to do it because he had the incentive for a business," says Rutan.Does Rutan view this as a business venture or a technological challenge?"It's a technological challenge first. And it's a dream I had when I was 12," he says.Rutan started building model airplanes when he was seven years old, in Dyenuba, Calif., where he grew up."I was fascinated by putting balsa wood together and see how it would fly," he remembers. "And when I started having the capability to do contests and actually win a trophy by making a better model, then I was hooked."He's been hooked ever since. He designed his first airplane in 1968 and flew it four years later. Since then his airplanes have become known for their stunning looks, innovative design and technological sophistication.Rutan began designing a spaceship nearly a decade ago, after setting up set up his own aeronautical research and design firm. By the year 2000, he had turned his designs into models and was testing them outside his office."When I got to the point that I knew that I could make a safe spaceship that would fly a manned space mission -- when I say, 'I,' not the government, our little team -- I told Paul Allen, 'I think we can do this.' And he immediately said, 'Go with it.'"Paul Allen co-founded Microsoft and is one of the richest men in the world. His decision to pump $25 million into Rutan's company, Scaled Composites, was the vote of confidence that his engineers needed to proceed."That was a heck of a challenge to put in front of some people like us, where we're told,'Well, you can't do that. You wanna seeWe can do this," says Pete Sebold.Work on White Knight and SpaceShipOne started four years ago in secret. Both aircraft were custom made from scratch by a team of 12 engineers using layers of tough carbon fabric glued together with epoxy. Designed to be light-weight, SpaceShipOne can withstand thestress of re-entry because of the radical way it comes back into the atmosphere, like a badminton shuttlecock or a birdie.He showed 60 Minutes how it works."Feathering the wing is kind of a dramatic thing, in that it changes the whole configuration of the airplane," he explains. "And this is done in space, okayIt's done after you fly into space.""We have done six reentries. Three of them from space and three of them from lower altitudes. And some of them have even come down upside down. And the airplane by itself straightens itself right up," Rutan explainsBy September 2004, Rutan was ready for his next challenge: an attempt to win a $10 million prize to be the first to fly a privately funded spacecraft into space, and do it twice in two weeks."After we had flown the June flight, and we had reached the goal of our program, then the most important thing was to win that prize," says Rutan.That prize was the Ansari X Prize – an extraordinary competition created in 1996 to stimulate private investment in space.The first of the two flights was piloted, once again, by Mike Melvill.September's flight put Melville's skill and training to the test. As he was climbing out of the atmosphere, the spacecraft suddenly went into a series of rolls.How concerned was he"Well, I thought I could work it out. I'm very confident when I'm flying a plane when I've got the controls in my hand. I always believed I can fix this no matter how bad it gets," says Melville.SpaceShipOne rolled 29 times before he regained control. The remainder of the flight was without incident, and Melvill made the 20-minute glide back to the Mojave airport. The landing on that September afternoon was flawless.Because Rutan wanted to attempt the second required flight just four days later, the engineers had little time to find out what had gone wrong. Working 12-hour shifts, they discovered they didn't need to fix the spacecraft, just the way in which the pilots flew it. For the second flight, it was test pilot Brian Binnie's turn to fly SpaceShipOne.The spaceship flew upward on a perfect trajectory, breaking through to space.Rutan's SpaceShipOne had flown to space twice in two weeks, captured the X Prize worth $10 million, and won bragging rights over the space establishment."You know I was wondering what they are feeling, 'They' being that other space agency," Rutan says laughing. "You know, quite frankly, I think the big guys, the Boeings, the Lockheeds, the nay-say people at Houston, I think they're looking at each other now and saying 'We're screwed!' Because, I'll tell you something, I have a hell of a lot bigger goal than they do!""The astronauts say that the most exciting experience is floating around in a space suit," says Rutan, showing off his own plans. "But I don't agree. A space suit is an awful thing. It constrains you and it has noisy fans running. Now look over here. It's quiet. And you're out here watching the world go by in what you might call a 'spiritual dome.' Well, that, to me, is better than a space suit because you're not constrained."He also has a vision for a resort hotel in space, and says it all could be accomplished in the foreseeable future. Rutan believes it is the dawn of a new era.He explains, "I think we've proven now that the small guys can build a space ship and go to space. And not only that, we've convinced a rich guy, a very rich guy, to come to this country and build a space program to take everyday people to space."That "rich guy" is Richard Branson, the English billionaire who owns Virgin Atlantic Airlines. Branson has signed a $120 million deal with Rutan to build five spaceships for paying customers. Named "Virgin Galactic," it will be the world's first "spaceline." Flights are expected to begin in 2008."We believe by flying tens of thousands of people to space, and making that a profitable business, that that will lead into affordable orbital travel," says Rutan.Rutan thinks there "absolutely" is a market for this.With tickets initially going for $200,000, the market is limited. Nevertheless, Virgin Galactic says 38,000 people have put down a deposit for a seat, and 90 of those have paid the full $200,000.But Rutan has another vision. "The goal is affordable travel above low-Earth orbit. In other words, affordable travel for us to go to the moon. Affordable travel. That means not just NASA astronauts, but thousands of people being able to go to the moon," he says. "I'd like to go. Wouldn't you"。
全新英语听力高二提高版听力材料
全新英语听力高二提高版听力材料English:The new English listening materials for the advanced level of high school aim to provide more challenging content to help students further develop their listening skills. These materials include a variety of authentic audio resources, such as interviews, news reports, and academic lectures, to expose students to different accents and speech patterns. In addition, the materials also incorporate more complex and nuanced language usage to help students improvetheir comprehension of advanced English. The listening exercises are designed to not only test students' ability to understand the main ideas and details of the audio but also to build their critical thinking skills through inference and analysis. By engaging with these advanced listening materials, students will be better equipped to understand and navigate real-world English conversations and media.中文翻译:高中高二提高版的全新英语听力材料旨在提供更具挑战性的内容,以帮助学生进一步发展他们的听力技能。
听力教程第二册unit2听力原文
Unit 2Section One Tactics for ListeningPart 1 Phonetics-Stress, Intonation and Accenta . It's on top of the bookcase.b. With milk, please.c. At five past one.d. At five past one.e. It's on top of the bookcase.f. With milk, please.Exercise:1.f2.c3.e4.b5.a6.dPart2 Listening and Note-takingRalph NaderRalph Nader is a man of few possessions. He owns very little and lives in a small apartment. He doesn't have a car or a TV set. He doesn't have many clothes and he doesn't care about money when he makes a lot of money, he gives it away. He doesn't smoke and he works from six in the morning until late at night, seven days a week: he is paying back to America his debt as a citizen.When he went to parties as a young man, people complained that all he talked about was the dangers of cars, and how bad car design caused the deaths of so many people each year. After he graduated from Harvard, he published an article entitled "Unsafe at Any Speed," which was about a car called Corvair. Later, he made a big attack on the car industry and showed how many deaths in car accidents were because of badly-made cars. He said new laws were needed to make cars safer. In 1966, because of Nader's work, a law was passed to make car safer.After this success, Nader became interested in something very different. This was the quality of meat and the amount of meat that is put into foods like sausages and hamburgers. Ayear later, in 1967, again because of Nader's work, a law was passed to ensure that products like sausages and hamburgers contained the right amount of meat. In 1968, three more laws were passed because of Nader's efforts. The first was to ensure the safety of gas pipelines -- these are the pipes that take gas across the country from one town to another. The second was to protect people from radiation --that is, the dangerous radiation which may leak from nuclear sources. The third was to ensure the proper standard of poultry -- that is, the chicken and turkey meat.Ralph Nader, now one of the most influential people in the United States, has set a wonderful example of what determined men and women can do to improve the quality of life in their country.Exercise A:1. Ralph Nader is a man of few possessions.2. He is paying back to America his debt as a citizen.3. He said new laws were needed to make cars safer.4. A law was passed to ensure that products like sausages and hamburgers contained the right amount of meat.5. Ralph Nader has set a wonderful example of what determined men and women can do to improve the quality of life in their country.Exercise B:Section Two Listening ComprehensionPart 1 DialoguesDialogue 1Give Them Time to Get to Know YouFather: Well, whose fault do you think it is, then?Daughter: I don't know.Father: It couldn't be yours?Daughter: What? That I feel lonely because I haven't any friends there?Father: No, that you haven't got any friends.Daughter: But I've told you! They're not very friendly there. They never talk to me!They just leave me alone.Father: But why?Daughter: How should I know?Father: Isn't it possible it's because you're not very friendly towards them? Daughter: What do you mean?Father: Have you talked to them? Have you tried to make conversation? Daughter: I've told you! They're not interested in talking to me.Father: How do you know?Daughter: Because ... for example ... at lunch time, they all sit together in v groups!Father: Yes, but why don't you sit with one of the groups?Daughter: Don't be silly. I couldn't. It would be awful!Father: why?Daughter: It just would. That's all.Father: How do you know?Daughter: I just do!Father: Well, you'll never make friends if you don't try, will you? I mean, you've got to meet them, too, at least half way.Daughter: It just wouldn't work!Father: You know what I think. I think you're just saying that because you're impatient.Daughter: Impatient? Me?Father: Yes, impatient. You always have been, ever since you were a child. If you don't get what you want immediately, you get depressed and you give up tooeasily!Daughter: Look, if you came with me some morning, you'd understand ...Father: You've only been there for four weeks. These things take time. Daughter: I know, but I still feel ...Father: Listen, give them time to get to know you ... and give yourself time get to know them, and things will change. Believe me!1.T2.T3.F4.T5.T6.TDialogue 2 GesturesNumber 1Woman: You know, a "nod" -- moving your head up and down -- means “yes” in most places, but not everywhere. Did you know that in Greece a nod means "no"?Man: It means "no" in Greece? I'm surprised.Number 2Man: I didn't know "raised eyebrows" means "yes" in Tonga. It means something very different in Peru.Woman: Yeah? What does it mean there?Man: Money. "Raised eyebrows" is a gesture for money in Peru.Woman: Hmm.Number 3Woman: Um, Alberto, you said that "tapping your head" means "I'm thinking" in Argentina.Man: That's right.Woman: You'd better be careful about using that gesture here in Canada. It means someone is crazy.Man: Oh, it means "crazy" in Canada? I didn't know that. I'll be careful.Number 4Man: You know, it's interesting that in the Netherlands, "tapping your elbow" means you can't depend on someone. In Colombia, they use the same gesture, but ithas a different meaning.Woman: What does it mean in Colombia?Man: Well, it means someone is cheap. That person doesn't like to spend money. Woman: Oh.Number 5Woman: Here's an interesting one. You know how "circling your head" means that a person's crazy?Man: Yeah.Woman: Guess what it means in the Netherlands.Man: The Netherlands? I have no idea.Woman: It means someone is calling on the telephone. You know, like dialing a phone. Man: That's interesting.Number 6Man: So "flicking your chin" means "go away" in Italy, rightWoman: Yes.Man: Guess what it means in Brazil.Woman: In Brazil? I don't know.Man: That's right.Woman: Huh?Man: In Brazil, "flicking your chin" means "I don't know."Woman: "I don't know" is the meaning?Man: Right.Number 7Woman: Well, everything is "thumbs up" for my trip to Nigeria. I've never been to Africa before. I'm really looking forward to it.Man: Ah, you'd better be careful with that expression in Nigeria.Woman: Huh?Man: Thumbs up. In Nigeria, it means ... um ... well, it has a very bad meaning.Don't use that gesture. It will get you into a lot of trouble.Woman: Oh, thanks for telling me.Number 8Man: You said "tossing your head" means "come here" for Germans? Woman: That's right. But there are some other meanings. In India, it means "yes."But it has the opposite meaning in Italy. In Italy it means "no."Man: Hmm, "yes" in India, "no" in Italy. Isn't it interesting how the same thing can have such different meanings?Woman: It sure is.Part 2 passagesWhy Shouldn't you Go by First Impressions?One shouldn't always go by* first impressions. In my hometown there lived a giant of a man with huge hands and a manner so fierce and unfriendly that he always sat alone in any public place. Yet to those who knew him, he was a kind and generous friend. In the same way one should never assume* that somebody who looks inoffensive is always going to behave in an inoffensive manner.Recently my young brother, who works for a famous American airline, was reminded of this truth. The plane was overbooked and for once all the passengers turned up. So my brother had the difficult task of choosing three passengers and informing them that they couldn't travel on the flight in question*.Knowing that the young are generally impatient and often aggressive, my brother chose three elderly travelers, an English couple and a little old American lady.The English couple accepted the situation and went to have a drink while waiting for the next flight. Then my brother approached the American lady, whose name was Mrs. Pepper, with a sad smile on his face, "Mrs. Pepper? May I have a few words? I'm afraid we have a problem.""A problem? What de you mean, we have a problem, young man?"“Would you like to come into the office” asked my brother, sensing that this was not going to be easy."Oh, very well, but only for a moment. I have a plane to catch, you know.""Er ... yes." My brother explained the position.The little lady looked at him with steely, blue eyes. "Young man," she said. "I don't believe you are aware that you are talking to Mrs Katherine Pepper, widow of General Arnold Pepper, of the United States Army Air Force and I'd like to inform you, further, that the President of your airline was a personal friend of the General's. In the circumstances I'd advise you to sort this out* right away, otherwise you're going to be in a lot of trouble. Do I make myself clear?" Exercise A:Appearances are often deceptive. In this passage, the two examples tell us the reason why we shouldn't go by first impressions.Exercise B:I.C 2. D 3. A 4. B 5. C 6. D 7. A 8. BExercise C:1. To those who knew him, he was a kind and generous friend.2. The plane was overbooked and for once all the passengers turned up. So he had thedifficult task of choosing three passengers and informing them that they couldn’t travel on the flight in question.3. They had a very close relationship.4. Probably he would never trust his first impressions again.Part 3 NewsNews ltem 1The simultaneous* bombings of three underground trains and a double-decker bus in London three years ago are imprinted* on the minds of many people in Britain.But our memories of the attacks are unreliable, according to a study from Portsmouth University. 40% of British students questioned about the events remembered seeing CCTV footage* of the bus bomb - footage which never existed. A further 28% claimed to have seen a non-existent computerized reconstruction.Some even recalled specific details of the attacks, which none of them witnessed."Memories are not like videotape you can rewind and replay for perfect recall," said lead researcher James Ost. "Because of this, they are not reliable enough to form the basis of legal decisions."Exercise A:This news item is about the false memories that British people have about the attacks happened in London three years age.Exercise B:News Item 2China begins three days of mourning for earthquake victims in Sichuan province, with a three-minute silence and half-mast flags.For three minutes a collective wail * was heard across the town of Beichuan as ° raid sirens* and car horns sounded the exact time when the earthquake hit China one week ago. Workers here laid wreaths* outsidethe town's school. At 2:28 in the afternoon, last Monday, it was engulfed* in a landslide*,hundreds of children died.To the side of the mourners, bodies lay waiting to be buried. Rescue work has resumed and two women were found alive here this morning, but these glimmers* of hope are increasingly rare. The aftershocks* continue.Exercise A:This news about the mourning for earthquake victims in Sichuan, ChinaExercise B:1.The Chinese people mourned the earthquake victims with a three-minute silence andhalf-mast flags.2.At 2:28 p.m., last Monday.3.Hundreds of children were killed in a landslide.4.The hopes of finding more people alive were increasingly rare.5.No, aftershocks continued.News Item 3Indonesia is expected to announce stronger security measures Wednesday after a deadly bombing in Jakarta*. At least 13 people were killed when a car bomb exploded near a hotel. 149 people were injured. The hotel is operated by a United States company. The governor of Jakarta said it was very likely that the bomber was killed in the attack. Indonesian President Megawati Sukarnoputri visited the damaged hotel. Buildings nearby also were damaged. The explosion comes 2 days before an Indonesian court decides the first case connected to the deadly bombings last year in Bali*. Those attacks killed 202 people.Exercise A:This news item is about the 2nd serious bombing that took place in Indonesia within 2 years.Exercise B:1. F2. T3. F4. F5. T6. TSection three oral worksRetellingAs Susan and her daughter Jenny walked around the park they were hounded by beggars. The girl was shocked when she saw a skeletal young beggar woman wrapped in a gray shawl*. Her eyes were sunken* and she held out a bony hand like she was receiving communion, As she did, her shawl fell away revealing a young child standing under it.Jenny just started throwing her money into that bony hand. Susan grabbed her before she could start taking off her jewelry, and the mother decided to have a talk with her about the beggars when they got back to the hotel.They boarded the return bus. They were stopped at a red light when Jenny stood straight up and screamed, "Mother? Susan went to her window and she pointed to a taxi next to the bus. There, in air conditioned comfort, sat the beggar woman with her child next to her, eating an ice cream cone.。
成熙高级英语听力脚本
Unit 1That’s what friends are for!P22 ConversationA Listen and practice.Chris: Do you have a date for the party yet?Kim: Actually, I don’t ……Do you think you could help me find one?Chris: Hmm. What kind of guys do you like?Kim: Oh, I like guys who aren’t too serious and who have a good sense of humor. You know ... like you.Chris: OK. What else?Kim: Well, I’d prefer someone I have something in common with – who I can talk to easily.Chris: I think I know just the guy for you. Bob Branson. Do you know him?Kim: No, I don’t think so.Chris: Let me arrange for you to meet him, and you can tell me what you think.B Listen to Chris and Kim discussing Bob after Kim met him. How did Kim like him?Chris: So, what’s the Verdict? What did you think of Bob?Kim: Well, I was worried at first especially when I saw that he wears not one buttwo earrings, I thought he might turn out to be one of those guys who are into heavy rock music and stuff like that. You know what I mean?Chris: But he’s just a regular kind of guy, right?Kim: Yeah, we got along really well!Chris: I just knew you’d like him.Kim: Yeah, I do, and he’s really funny. He had me laughing hystericallyduring dinner. I think the people sitting next to us in the restaurant thought we were crazy.Chris: So, are you two going to get together again?Kim: Definitely, in fact, we’re going to a concert tomorrow night.Chris: That’s great.P4Listening What are they like?B Listen to conversations about what the people above are like.Write down two adjectives for each person. How similar were your guesses?1. AndreaA: So, have you seen Andrea lately?B: Yeah, I see her pretty often. We work together at a café latté.A: How’s she doing, I’ve been meaning to call her.B: Well, to be honest! I’ve always thought she’s a little difficult. But these days, I find her impossible.A: What do you mean?B: Oh, you know how she is. She has such strong ideas about everything. If you don’t agree with her she lets you know what she thinks of you.A: Yes, that’s true. But that’s why we love her, right?B: Yeah, I guess so. But she’s changed a lot since she started college.She talked about herself all the time and she always manages to mention how good she is at everything she does.A: Hmm. Maybe I won’t call her after all.2. JamesA: Are you going to James party on Saturday?B: Of course, James always gives the best parties. And there are always lots of interesting new people to meet.A: That’s true. I don’t know where he manages to find them all.B: Well, you know what he’s like. He makes friends very easily. He really likes talking to people, and he loves inviting people over.A: Ur – Ur, he invited me for dinner last Saturday, what a feast!B: Yeah, he’s a great cook too.A: After dinner I offered to help clean up, he told me not to worry about it. He said he’d take care of it in the morning. He was like. It’s nothing, no big deal.B: Yup, that sounds like James.3. Mr. JohnsonA: Have you met the new apartment manager?B: Mr. Johnson? Hmm. Yeah, I met him last week. He’s… a little strange.A: Yeah, he is. I’m not sure I like him. He’s hard to predict. Sometimes he’s pretty cheerful and talkative,and the next day he doesn’t even say hello. I think he must have personal problems or something.B: I think you’re right. And have you noticed that half the time when he says he’s going to do something, he never actually does it? He told me three times he’d come to fix the light in my kitchen, and he still hasn’t done it.Unit 2Career movesA listen and practice.Tracy: Good news! I’ve found a summer job!Mark: That’s great! Anything interesting?T: Yes, working at an amusement park. Doesn’t that sound fantastic?M: Sure, it does.T: So, have you found anything?M: Nothing yet, but I’ve got a couple of leads. One is working as an intern for a record company – mostly answering phones. Or I can get a landscaping job again.T: Being an intern sounds more interesting than landscaping. And it’s probably not as hard!M: Yeah, but a landscaper earns more money than an intern. And you get a great tan!B Listen to the rest of the conversation. What is Tracy going to do at the amusement park?M: So what will you be doing at the amusement park, exactly?T: Actually, I’ll have two jobs. First, I’ll be working at a place called Children’s World.They have all kinds of interesting games and educational activities for young kids. I have to go to a training program for three days before I start to find out how everything works.M: Three days? Wow, the equipment must be pretty high-tech!T: Oh, it is – a lot of computers and interesting devices. It’s just the kind of stuff that kids love.M: Well, it sounds like the perfect job for you. I know how much you live kids. So what’s your other job?T: Well. I’ll also be one of the people who walks around the park greeting people. M: Do you mean you’ll have to dress up in a costume?T: Yes, as a cartoon character! I know, I know. It sounds silly. And it’s certainly not as rewarding as working in Children’s World, but it’s part of the job.CarolsWoman: So where are you working this summer, Carols?Carlos: I’m working as a tutor in a learning center for kids.W: Interesting. What kinds of things do the kids do there?C: They work on subjects they need help in, uh, mainly math and English.W: Is your job hard?C: No, not at all. The kids work on computers most of the time. We have to help them get started and when they run into problems.W: Do you enjoy it?C: Oh, yes. Working with kids is so much more fun than working with adults. And I get to choose my own hours. As long as I work eight hours a day, I can come in at any time from 8 A.M. TO 9 P.M.W: Lucky you!PaulWoman: Paul, did you find a summer job, yet?Paul: Yeah, I’m working in a restaurant.W: Oh, how’s it going?P: Oh, the money’s not bad.W: What are you doing? Are you waiting tables?P: I wish! No. I’m working in the kitchen. I cut up stuff for the chef – vegetables and meat and things.I also wash the dishes.W: Oh, yuck.P: Yeah. It’s pretty hard work. I didn’t realize how hot it is in a restaurant kitchen until I took this job.W: So why don’t you quit?P: I’d love to, but I need the money.JuliaMan: So what kind of job did you find for the summer?Julia: I’m working for a marketing company. I’m doing telephone marketing.M: Oh, so you’re one of those people who drives me crazy by calling me up and trying to persuade me to buy something that I have absolutely no need for.J: Exactly.M: Do you like it?J: Believe it or not, I do. It’s mostly a bunch of students working there, and we have a lot of fun when we’re not making calls. It’s really easy, too, since we just have to read from a script.M: Are you doing this full time?J: Yes, but I work from two in the afternoon until eleven at night, so I get to sleep as late as I want to in the morning.Unit 3Could you do me a favor?P142 ConversationA Listen and practice.Jack: Hi, Rod. This is Jack.Rod: Oh, hi, Jack. What’s up?J: I’m going to my best friend’s wedding this weekend. I’d love to videotape it. Would you mind if I borrowed you video camera?R: Um, yeah. That’s OK, I guess. I don’t think I’ll need it for anything.J: Thanks a million.R: Sure. Have you used a video camera before? It’s pretty easy.J: Yeah, a couple of times. Would it be OK if I picked it up on Friday night?R: Fine. No problem.B Listen to two more telephone calls Jack makes. What else does he want to borrow from friends? Do they agree to lend them to him?1.Andy: Hello.Jacj: Hi, Andy. This is Jack.A: Oh, hi, Jack.J: I was wondering if you could do me a favor.A: That depends.J: Well, I have to go to a wedding this weekend. Would it be OK if I borrowed your navy blue suit?A: Oh, sure. No problem.J: Thanks a lot. I’ll come by and pick it up tonight.A: That’s fine.2.Rose: Rose Rizzo.Jack: Hi, Rose. This is Jack.R: Oh, hello. How are you?J: Pretty good, thanks. Listen, the reason I’m calling is I have a really big favor to ask you.R: Yes?J: Remember I told you about that friend of mine who’s getting married to a woman he met in Barcelona?R: Yeah, I remember. And?J: Well, the wedding’s this Saturday afternoon, and it’s out in the country – about an hour’s drive from here – and I was wondering if I could borrow your car for the afternoon to get there.R: Gee, Jack, I’d really love to help you out, but I’m going to be needing my car all weekend. I’ve got a friend coming in from out of town, and I promised to show her the sights.J: Oh, OK. I understand. Anyway, how are things? I haven’t seen you for ages.R: Oh, pretty good.P165 ListeningA Listen to three telephone conversations. Write down what each caller requests. Does the other person agree to the request? Check (√) Yes or No.1. TinaRobert: Hello?Tina: Hi, Robert. This is Tina.R: Hi, Tina. What’s up?T: Well, actually, I was wondering if you’d mind lending me your camera for a few days. I want to take some photos of my new apartment to send to my folks.R: Sure. You can borrow it.T: Oh, thanks a million.2. MikeMike: Hi, Sandy. This is Mike.Sandy: Oh, hi. How are things with you?M: Pretty good. Listen. I was wondering if I could use your video game system over the weekend.S: You mean my Sony Play Station?M: Yeah. My sister’s asked me to take care of my niece and nephew over the weekend – they’re six and eight –and I thought it would be a great way to keep them busy.S: That’s a good idea – kids that age love video games – but, well, I have bad news: My machine isn’t working.I’ve been meaning to take it in to get fixed, but I haven’t gotten around to it.M: Oh, too bad.S: But you know you can always rent one. Most video stores have machines to rent. You just have to leave a deposit.M: Oh, perfect. I’ll do that. Thanks, Sandy.S: No problem.3. PhilPhil: Hi, Greg. It’s Phil.Greg: Hi. What’s up?P: Not much, but I was wondering if I could ask you for a favor.G: Hmm…maybe. Try me!P: Well, I have to go out of town for a few days next week.G: Uh-huh.P: Could I leave Polly with you while I’m gone?G: Polly? Who’s Polly?P: You know – Polly, my bird.G: Oh, yeah. I forgot, your bird. I don’t know, Phil. I really don’t like birds very much. They’re messy, and they make a lot of noise, and…P: No, not Polly. She’s really a great bird. She’s really clean and very quiet. She won’t bother you – I promise.G: Oh, all right. I’ll do it.P: Thanks. I really appreciate it. I’ll bring her over on Tuesday night.G: OK. But you owe me one!P178 ConversationA Listen and practice.Amy: Hello?Jeff: Hello. May I speak to Sophia, please?A: I’m sorry, she’s not in right now. Would you like to leave a message?J: Yes, please. This is Jeff. Would you tell her that Tony is having a party on Saturday? A: Un-huh.J: And would you ask her if she’d like to go with me?A: All right, Peter. I’ll give her the message.J: No, this is Jeff, not Peter.A: Oh, I’m sorry.J: By the way, who’s Peter?B Listen to Amy talking to Sophia. Who is Peter? Is Sophia going to go to the party with Jeff?Sophia: Hi! I’m home!A: Oh, hi.S: Did anyone call?A: Uh-huh. Your old friend Peter called a few hours ago. He’s going to be in town on Saturday and wants to get together with you Saturday night. He said to call him.S: Oh, super! I haven’t seen Peter in almost a year. Any other calls?A: Uh, yeah. Jeff called. He wants to know if you want to go to Tony’s party with him. S: Oh. When is Tony’s party?A: On Saturday.S: Oh, perfect. That’s the same night I’m going to get together with Peter, so I have an excuse not to go. Even if I weren’t going out with Peter, I wouldn’t go anywhere with Jeff. Oh, he’s such a pain!A: Oh, he didn’t sound so bad. He sounded kind of sweet.S: Yeah, yeah, I guess he is. It’s just that I don’t want to go out with him – and he just doesn’t seem to get the message. Do me a favor. Amy: If he calls again, could you just tell him I’m not home?A: Hmm. OK.Unit 4What a story!P202 Conversation StorytellingA Listen and practice.Jake: What an awful story! A couple was sailing their yacht from Hawaii to Mexico. While they were crossing the Pacific, their boat hit a whale and sank!Anne: Is that true? What happened to the whale?J: It doesn’t say! Oh and here’s another one. A guy in Los Angles was robbing a bank. But as he was escaping, he got caught in the revolving door.A: I guess it was his first bank robbery!J: Yeah. On and listen to this. Some guy got locked out of his house, so he tried to get in through the chimney.A: Don’t tell me! He got stuck in the chimney!J: Exactly. And he was still trying to get out two days later when the police rescued him.1.A man who considered himself a snake charmer was strangled to death on Sunday by a three-and-a-half-meter boa constrictor in a town in Thailand. It seems that the man rushed to see the giant snake after friends told him the serpent was seen beside one of the town’s main roads. The snake charmer put it around his neck; while he and his friends were walking home, the snake strangled him to death.2.Early Tuesday morning in California, two police officers who were pursuing a car thief down Hollywood Boulevard in a high-speed chase were rescued by the thief. During the chase, the officers’ car overturned and fell into a shallow river. The officers couldn’t get out of the car, which was rapidly filling up with water. The thief went back to the scene of the accident and helped rescue the officers. The Hollywood Police Department has decided to drop charges against the thief for saving the officers’ lives.A Listen and practice.Brian: Someone stole my wallet last night!Kate: Oh no! What happened?B: Well, I was working out, and I had put my stuff in my locker, just like I always do. When I came back, someone had stolen my wallet. I guess I’d forgotten to lock the locker.K: I’m sorry. That’s terrible! Did you lose much money?B: Only about $20. But I lost my credit card and my driver’s license. What a pain!B Listen to the rest of the conversation. What did Kate have stolen once? Where was she? What happened?K: Hmm. That reminds me of when I had my purse stolen last year.B: Really? What happened?K: Well, it was when I was in Belgium. I was on my way to the airport, so I was standing on the side of the road with my bags, trying to figure out the bus schedule. Anyway, this a bunch of guys came by and asked if they could help me. They spokevery broken English, and I couldn’t really understand what they were saying. I really just wanted them to leave me alone. Finally, they left and when I looked down, I realized my purse had disappeared. It had my wallet in it with all my traveler’s checks and my money and my credit card. Well, luckily, I had put my airline ticket and my passport in one of my carry-on bags.B: How awful! So what did you do?K: Well, first I screamed at the top of my lungs and tried to run after the guys – but they were long gone. Then – this sounds really corny – I did just what I had seen people do on TV: I called my credit card company.B: Were they helpful?K: They were lifesavers! In no time at all, they’d given me new traveler’s checks and a new credit card, and sent me on my way.Review of Units 1-4P262 Listening Favorite gripesA Listen to two people discussing these topics. Complete the chart.1 Taxi driversA: It really upsets me when taxi drivers drive so fast. I’m always terrified of having an accident.B: That doesn’t really bother me. I like to get where I’m going quickly. But I can’t stand it when they have their radios turned up all the way full blast. You can’t even hear yourself think!2 People with dogsA: I hate it when people take their dogs into a park and let them make messes all over the place. It’s so irresponsible!B: You know what bothers me? I hate it when they go out and leave their dog at home, barking all day.3 TV commercialsA: I can’t stand it when they show the same commercial twice in a row. Why do they do chat? It drives me crazy!B: The thing that bothers me the most is when they interrupt a ball game at the most exciting moment to show some stupid commercial.4 Store clerksA: It really upsets me when store clerks pretend they haven’t noticed you and just stand around chatting to each other. It’s so rude.B: Yeah. Or on the other hand, they give you the hard sell, and try to get you to buy something you don’t really want.Unit 5Crossing cultures10 Listening Unique customsListen to three people describing unique customs they observed while traveling. Complete the chart.1. AliceOne thing that I never really got used to when I was traveling in Asia was the waypeople make noise when they drink soup. I think it’s because t hey want to show that they’re really enjoying their food so they make a loud slurping noise. It always bothered me. I guess it’s because my parents spent years when I was a kid telling me not to make noise while I was eating.2. MarkWhen I lived in Spain, I was surprised at how late people eat in the evening. When you’re invited to dinner, you are asked to come around nine o’clock and you usually don’t start dinner until ten. And people stay terribly late – sometimes until two in the morning or even later. I found it difficult. How does one get up and go to work or school the next day after eating and drinking until three in the morning?3. SusanI lived in the Middle East for a while, and when I went out, I had to obey the local custom of wearing something over my head and wearing a dress that covered my whole body. At first, I found it a real nuisance, but after a while, I got used to it and even started to like it. You feel really secure, and also you don’t have to worry about what to wear all the time.Unit 6What’s wrong with it?P342 Conversation:Listen and practice.Clerk: Can I help you?Helen: Yes, I’d like to return this jacket.C: Is there something the matter with it?H: Yes. I didn’t notice when I bought it, but there are a few pro blems. First, it has a tear in the lining.C: Hmm, actually, it’s torn in several places.H: And some of the buttons are very loose, this one came off, in fact. And there’s a stain on the collar.C: I’m really sorry about this. Would you like to exchang e it for another one?H: Well, to be honest, I don’t think this jacket is very well made. I’d rather get a refund.C: I understand. Do you have the receipt?P364 Listening Fair exchange?Listen to three customers returning items they purchased. Complete the chart.1.C: Can I help you?M: Yes, I bought this briefcase here last week, but there’s something wrong with the lock. I can’t get it to close properly.C: Let me see. Yes, I see what you mean. The lock seems to be jammed or something. No prob lem. I’ll get you another one. Sorry about that.2.W: Hi.C: Yes?W: I wonder if you could take a look at these shoes I bought here. They’re pretty new, but they seem to be falling apart.C: Hmm. Let me see. Yes, this doesn’t look right. The stitchin g is coming out. How long did you say you’ve had them?W: Only about a month. Here’s the receipt.C: Hmm…yes. Well, let me exchange these for you. I’m sorry for the inconvenience.3.M: Excuse me.C: Yes, how can I help you?M: You see this shirt? I bought it here a few weeks ago, but the first time I washed it, the color changed: It went from bright red to light pink.C: How did you wash it?M: Well, I just tossed it into the washing machine with my other clothes.C: What temperature did you use?M: I usually wash my clothes in hot water, so I guess hot.C: Well, did you check the washing instructions?M: Um…maybe not.C: Well, you see here on this label? It says, “Wash in cold water only.”M: Um-hmm.C: So I’m really sorry, but since you didn’t follow the washing instructions, I can’t really do anything for you.Unit 7The word we live inP402 ConversationA Listen and practice.Andy: Excuse me. Would you like to make a contribution to Greener World? Carla: Sure. What are you working on right now?A: Well, we’re developing educational programs for schools. We want to show children how the oceans are being polluted by industrial waste. And we want to tell them about how fish supplies have been depleted through overfishing.C: I think what you’re doing is terrific. I wish I could do more to help.A: So, have you ever thought about becoming a member of Greener World?C: No, but tell me a little more about it.B Listen to the rest of the conversation. What else has Greener World accomplished in their city?A: We’ve been active in this area for almost five years now. Are you aware of some of our other local projects?C: No, I don’t think I am.A: Well, one of the things we’ve been doing is planting trees. We have a group of volunteers involved in several tree-planting projects in different parts of the city. We’re trying to get as many trees planted as possible to help clean the air and also to help lower the temperature during the summer.C: That sounds smart.A: Uh-huh. We’ve also placed over 50 recycling bins around the city so that people can drop off things for recycling – cans, bottles, plastic bags, and newspapers. Last year we raised over $100,000 through recycling.C: That’s fantastic. I’d love to get involved in Greener Wor ld. Where do I sign?P425 Listening: Environmental solutionsA Listen to three people describing how come serious environmental problems are being solved. Write down the problem each one talks about.1. Jenny:J: You know, I’ve been reading a lot abo ut the problem of landfills – and it really has me worried.M: Why?J: Well, it seems that the easiest way of disposing of trash is by burying it in landfills. The problem is that in many countries the landfills have already been filled up, and it’s hard to find places to start new ones. No one wants a huge landfill anywhere near their neighborhood.M: So what’s the solution?J: Well, there is no easy solution. But many cities are trying to do more recycling so that they can reduce the amount of stuff that goes into the landfills.2. Adam:W: I can’t believe it’s become dangerous to get a suntan. What is this world coming to?A: Well, the sun has never been good for you, but it’s really dangerous now. You see, the ozonosphere, which helps protect us f rom the sun’s ultraviolet rays, has been damaged by pollution in the air. When the ozone layer gets too thin, it can cause an increase in skin cancer and other problems.W: But is there anything we can do to solve the problem?A: Sure. One of the biggest threats to the ozone layer is cars – the exhaust gases from cars. The best way to save the ozone layer is to drive less. So in many places, people are being asked to carpool.3. Kate:K: You know, you always hear about air pollution, but not many people are aware of the problem of water pollution.M: You mean in the oceans?K: No. I mean polluted drinking water. It’s a problem in almost every major city in the world. Almost all our rivers and lakes – where we get our drinking water from –are being polluted in some way by businesses farms, homes, industries, and other sources. And even though the water most of us drink is treated, it’s still not 100 percent pure.M: So what’s the solution?K: Well, it’s a complicated problem to solve, but basically what’s involved is treating all waste products more carefully so that dangerous chemicals and bacteria don’t get into our water supply.P43ConversationA Listen and practice.Andy: You know, there’s a factory outside town that’s pumping chemicals into t he river.Carla: How can they do that? Isn’t that against the law?A: Yes, it is. But a lot of companies ignore those laws.C: That’s terrible! What can Greener World do?A: Well, on thing to do about it is to talk to the management.C: What if that d oesn’t work?A: Well, then another way to stop them is to get a TV station to run a story on it.C: Yes! Companies hate bad publicity. By the way, what’s the name of this company? A: It’s called Apex Industries.C: Oh no! My uncle is one of their top executives!C Listen to the rest of the conversation. What do Andy and Carla decide to do? Carla: Wait a minute, Before Greener World does anything, shouldn’t we make sure that we’ve got our facts straight?Andy: Absolutely. The best thing to do is to monitor the situation over the next several weeks to see what exactly is happening.C: How do we do that?A: Well, we can take pictures of the river and even take water samples to see how had the situation is.C: OK. And maybe I could talk to my uncle about it.A: Oh, no, I don’t think that’s a good idea. Not yet, anyway.C: Why not?A: I don’t think we want to say anything to anyone until we have a clearer picture of what is going on. After we’ve monitored the situation for a while, then we can decide whether we need to have a meeting with a representative of the company to tell them what we’ve discovered. OK, Carla?C: OK.Unit 8Learning to learnP462 ConversationA Listen and practice.Paula: Do you want to take a class with me at the community college?Jason: Maybe. What are they offering?P: Well, here’s the course catalog. Take a look.J: Hmm. They’ve got a lot of language classes – Chinese, German, Japanese. Would you rather learn an Asian language or a European one?P: Um, actually, I think I’d rather take an art class. They have one on landscape photography and another on making videos.J: That sounds OK. But I think I’d prefer studying video to learning about photography.P: OH, wait. It says here that you need to provide your own video equipment.J: Oh, I’d rather not spend a lot of money. Let’s see what else they’re offering.B Listen to the rest of the conversation. What course do they decide to take? Why?Paula: Hmm. Hey, this sounds kind of interesting: the art of bonsai.J ason: What’s bonsai?P: You know, those miniature trees they grow in little tubs. It says here that they have a course on how to grow them, and on how to develop a business selling bonsais. Apparently, you can sell them for up to $500 apiece.J: Really? Wow! That does sound good. We could learn how to grow them and then maybe set up a little business.P: Yeah. We could do it out at my dad’s place. He has lots of room to grow things in his garden.J: Is the course expensive? Do you have to buy any special equipment?P: It says no special equipment is required except plant containers and some young trees.J: Let’s check it out, then.P48Listening:A Listen to three people talking about the part-time courses they took recently. Complete the chart.1. LindaM: So, Linda, what have you been doing with yourself?L: Not much. Oh, wait! That’s not true. I took this great dancing course last semester. M: Oh, yeah! What kind of dancing?L: We learned tap dancing and square dancing.M: Wait……why on earth would you want to learn tap dancing and square dancing? It sounds exhausting.L: Oh, just for fun. You should try taking the course. You’ll see that you learn more than just dancing. You also learn how to be more confident and how to interact better with other people.M: Hmm. I think with all that hopping around I’d be too exhausted to interact with anyone.2. RichW: So, how did you enjoy your cooking course?R: It was great.W: What kinds of things did you learn to cook?R: Well, it was a course on vegetarian cooking.W: I didn’t know you were a vegetarian.R: Oh, I’m not. But a lot of people are these days. So I thought it would be useful to know how to make some interesting dishes without meat for times when I invite friends over for dinner.W: Hmm. Well, I guess that makes sense.R: Oh, but we learned more than just cooking. They also taught us all kinds of useful。
英语高级视听说听力原文 Unit 2 The new space race
Unit 2 The new space raceA plan to build the world's first airport for launching commercial spacecraft in New Mexico is the latest development in the new space race, a race among private companies and billionaire entrepreneurs to carry paying passengers into space and to kick-start a new industry, astro tourism.The man who is leading the race may not be familiar to you, but to astronauts, pilots, and aeronautical engineers – basically to anyone who knows anything about aircraft design – Burt Rutan is a legend, an aeronautical engineer whose latest aircraft is the world's first private spaceship. As he told 60 Minutes correspondent Ed Bradley when he first met him a little over a year ago, if his idea flies, someday space travel may be cheap enough and safe enough for ordinary people to go where only astronauts have gone before.The White Knight is a rather unusual looking aircraft, built just for the purpose of carrying a rocket plane called SpaceShipOne, the first spacecraft built by private enterprise.White Knight and SpaceShipOne are the latest creations of Burt Rutan. They're part of his dream to develop a commercial travel business in space."There will be a new industry. And we are just now in a beginning. I will predict that in 12 or 15 years, there will be tens of thousands, maybe even hundreds of thousands of people that fly, and see that black sky," says Rutan.On June 21, 2004, White Knight took off from an airstrip in Mojave, Calif., carrying Rutan's spaceship. It took 63 minutes to reach the launch altitude of 47,000 feet. Once there, the White Knight crew prepared to release the spaceship one.The fierce acceleration slammed Mike Melvill, the pilot, back in his seat. He put SpaceShipOne into a near vertical trajectory, until, as planned, the fuel ran out.Still climbing like a spent bullet, Melvill hoped to gain as much altitude as possible to reach space before the ship began falling back to earth.By the time the spaceship one reached the end of its climb, it was 22 miles off course. But it had, just barely, reached an altitude of just over 62 miles— the internationally recognized boundary of space.It was the news Rutan had been waiting for. Falling back to Earth from an altitude of 62 miles, SpaceShipOne's tilting wing, a revolutionary innovation called the feather, caused the rocket plane to position itself for a relatively benign re-entry and turned the spaceship into a glider.SpaceShipOne glided to a flawless landing before a crowd of thousands. "After that June flight, I felt like I was floating around and just once in a while touching the ground," remembers Rutan. "We had an operable space plane."Rutan's "operable space plane" was built by a company with only 130 employees at a cost of just $25 million. He believes his success has ended the government's monopoly on space travel, and opened it up to the ordinary citizen."I concluded that for affordable travel to happen, the little guy had to do it because he had the incentive for a business," says Rutan.Does Rutan view this as a business venture or a technological challenge? "It's a technological challenge first. And it's a dream I had when I was 12," he says.Rutan started building model airplanes when he was seven years old, in Dyenuba, Calif., where he grew up."I was fascinated by putting balsa wood together and see how it would fly," he remembers. "And when I started having the capability to do contests and actually win a trophy by making a better model, then I was hooked."He's been hooked ever since. He designed his first airplane in 1968 and flew it four years later. Since then his airplanes have become known for their stunning looks, innovative design and technological sophistication.Rutan began designing a spaceship nearly a decade ago, after setting up set up his own aeronautical research and design firm. By the year 2000, he had turned his designs into models and was testing them outside his office. "When I got to the point that I knew that I could make a safe spaceship that would fly a manned space mission -- when I say, 'I,' not the government, our little team -- I told Paul Allen, 'I think we can do this.' And he immediately said, 'Go with it.'"Paul Allen co-founded Microsoft and is one of the richest men in the world. His decision to pump $25 million into Rutan's company, Scaled Composites, was the vote of confidence that his engineers needed to proceed."That was a heck of a challenge to put in front of some people like us, where we're told, 'Well, you can't do that. You wanna see? We can do this," says Pete Sebold.Work on White Knight and SpaceShipOne started four years ago in secret. Both aircraft were custom made from scratch by a team of 12 engineers using layers of tough carbon fabric glued together with epoxy. Designed to be light-weight, SpaceShipOne can withstand the stress of re-entry because of the radical way it comes back into the atmosphere, like a badminton shuttlecock or a birdie.He showed 60 Minutes how it works."Feathering the wing is kind of a dramatic thing, in that it changes the whole configuration of the airplane," he explains. "And this is done in space, okay? It's done after you fly into space.""We have done six reentries. Three of them from space and three of them from lower altitudes. And some of them have even come down upside down. And the airplane by itself straightens itself right up," Rutan explainsBy September 2004, Rutan was ready for his next challenge: an attempt to win a $10 million prize to be the first to fly a privately funded spacecraft into space, and do it twice in two weeks."After we had flown the June flight, and we had reached the goal of our program, then the most important thing was to win that prize," says Rutan.That prize was the Ansari X Prize – an extraordinary competition created in 1996 to stimulate private investment in space.The first of the two flights was piloted, once again, by Mike Melvill.September's flight put Melville's skill and training to the test. As he was climbing out of the atmosphere, the spacecraft suddenly went into a series of rolls.How concerned was he?"Well, I thought I could work it out. I'm very confident when I'm flying aplane when I've got the controls in my hand. I always believed I can fix this no matter how bad it gets," says Melville.SpaceShipOne rolled 29 times before he regained control. The remainder of the flight was without incident, and Melvill made the 20-minute glide back to the Mojave airport. The landing on that September afternoon was flawless.Because Rutan wanted to attempt the second required flight just four days later, the engineers had little time to find out what had gone wrong. Working 12-hour shifts, they discovered they didn't need to fix the spacecraft, just the way in which the pilots flew it.For the second flight, it was test pilot Brian Binnie's turn to fly SpaceShipOne.The spaceship flew upward on a perfect trajectory, breaking through to space.Rutan's SpaceShipOne had flown to space twice in two weeks, captured the X Prize worth $10 million, and won bragging rights over the space establishment."You know I was wondering what they are feeling, 'They' being that other space agency," Rutan says laughing. "You know, quite frankly, I think the big guys, the Boeings, the Lockheeds, the nay-say people at Houston, I think they're looking at each other now and saying 'We're screwed!' Because, I'll tell you something, I have a hell of a lot bigger goal than they do!""The astronauts say that the most exciting experience is floating around in a space suit," says Rutan, showing off his own plans. "But I don't agree. A space suit is an awful thing. It constrains you and it has noisy fans running. Now look over here. It's quiet. And you're out here watching the world go by in what you might call a 'spiritual dome.' Well, that, to me, is better than a space suit because you're not constrained."He also has a vision for a resort hotel in space, and says it all could be accomplished in the foreseeable future. Rutan believes it is the dawn of a new era.He explains, "I think we've proven now that the small guys can build a space ship and go to space. And not only that, we've convinced a rich guy, a very rich guy, to come to this country and build a space program to take everyday people to space."That "rich guy" is Richard Branson, the English billionaire who owns Virgin Atlantic Airlines. Branson has signed a $120 million deal with Rutan to build five spaceships for paying customers. Named "Virgin Galactic," it will be the world's first "spaceline." Flights are expected to begin in 2008."We believe by flying tens of thousands of people to space, and making that a profitable business, that that will lead into affordable orbital travel," says Rutan.Rutan thinks there "absolutely" is a market for this.With tickets initially going for $200,000, the market is limited. Nevertheless, Virgin Galactic says 38,000 people have put down a deposit for a seat, and 90 of those have paid the full $200,000.But Rutan has another vision. "The goal is affordable travel above low-Earth orbit. In other words, affordable travel for us to go to the moon. Affordable travel. That means not just NASA astronauts, but thousands of people being able to go to the moon," he says. "I'd like to go. Wouldn't you?"。
BEC商务英语(高级)听力模拟试卷114(题后含答案及解析)
BEC商务英语(高级)听力模拟试卷114(题后含答案及解析)题型有:1. PART ONE 2. PART TWO 3. PART THREEPART ONE听力原文:Part One. Questions 1 to 12.You will hear a recording that a training manager has made for his assistant, describing plans for a training day that he will be running with his colleague, Julia.As you listen, for questions 1 to 12, complete the notes, using up to three words or a number.After you have listened once, replay the recording. You now have 45 seconds to read through the notes. [pause]Now listen, and complete the notes. [pause]I hope you don’t mind me leaving a recording, but something has cropped up and Julia and I have had to go off to head office, so we can’t speak to you in person. We’ve finalised our plans for the management training day we’re putting on for Standford’s on the seventeenth of next month, so could you take the necessary action, please.The most urgent thing is to contact the venue, that’s the Swan Hotel, and get them to provide a camcorder as well as the video recorder and TV we’ve already booked, as ours isn’t working and I don’t think we can get it fixed in time. And at the same time, because we’ve rethought how to run the first workshop, we won’t be needing the OHPs after all, so you might as well cancel those.Oh, and when you send the programme to the participants, could you point out that the case study we’ve already circulated to them is for the discussion slot: otherwise I’m sure half of them will forget to take it with them.Then you’d better ring Standford’s, and tell them that the guest speaker has agreed to change her topic to ‘Benefits from coaching’: we managed to persuade her that ‘Financial instruments’would be too heavy for the end of the day!Right, now we’ve finalised the programme, so could you get it typed up? Here’s the running order. It’s a nine o’clock start and naturally, we’ll introduce ourselves and outline the programme. It’ll be a good idea for us to make everybody really alert as a priority, so at nine fifteen we’re starting with my talk on physical fitness, which is about its importance at work. The payoff is that Julia can take over at ten and do her session on team motivation - that’ll be a workshop format.Now that’ll take us to a mid-morning break at ten forty-five. I don’t think they should have too long, as we don’t want to lose momentum. The obvious thing to follow the break is the discussion session, which we’re calling ‘Performance Improvement’, because it’s an extension and application of what Julia will have been talking about before the coffee break, and should provide food for thought. By the time that’s over, at twelve o’clock, some of them will be beginning to lose concentration before lunch, and we should end the morning with a role play. This went so well last time. It’ll be focusing on negotiating strategies. It should make an interesting session.I think that’ll leave them in a positive frame of mind for lunch at about one. Julia will start the afternoon at two with her session on troubleshooting. I’m sure participants will come up with plenty of questions about that. Then at three fifteen, we’ve got the two parallel sessions.They can choose the presentation‘Management Models’, which will be aimed mostly at the less experienced participants, but there’ll be a workshop at the same time on ‘Succession Planning’, which might appeal mostly to more senior managers. It’s something that too few companies think about until it’s too late. Then at four o’clock, we’ll bring everyone together for the keynote speech. We thought of setting aside a time for questions and answers, but quite honestly they’ve got most of the day for that, so we won’t bother.OK, that’s all, so if you could deal with that today or tomorrow, I’d be most grateful.You will hear a recording that a training manager has made for his assistant, describing plans for a training day that he will be running with his colleague, Julia. As you listen, for questions 1-12, complete the notes using up to three words or a number. After you have listened once, replay the recording.TRAINING DAY FOR STANDFORD’STHINGSTO DORing Swan Hotel, request【L1】______(in addition to other equipment booked).Cancel【L2】______Remind participants to bring the【L3】______they’ve received to the training day.Tell Standford’s that the title of the talk by the guest speaker is now【L4】’______’.PROGRAMMEMorning9.15: Talk on: The value of【L5】______in business10.00: Workshop: 【L6】______11.15: Discussion: 【L7】’______’12.00: Role play: 【L8】______1.00: LunchAfternoon2.00: Session: 【L9】______3.15: EitherPresentation: 【L10】’______’orWorkshop: 【L11】’______’4.00: 【L12】______5.00: Finish1.【L1】正确答案:(A) CAMCORDER / VIDEO CAMERA2.【L2】正确答案:(THE) OHP(S)3.【L3】正确答案:CASE STUDIES / CASE STUDY (MATERIALS / PAPERS / DOCUMENTS4.【L4】正确答案:BENEFITS FROM / OF COACHING5.【L5】正确答案:PHYSICAL FITNESS6.【L6】正确答案:TEAM MOTIV ATION7.【L7】正确答案:PERFORMANCE IMPROVEMENT8.【L8】正确答案:NEGOTIATING / NEGOTIATION STRATEGIES9.【L9】正确答案:TROUBLE(-)SHOOTING10.【L10】正确答案:MANAGEMENT MODELS11.【L11】正确答案:SUCCESSION PLANNING12.【L12】正确答案:(THE / A) KEYNOTE SPEECHPART TWO听力原文:Part Two. Questions 13 to 22.You will hear five people talking about the businesses they set up.For each extract there are two tasks. Look at Task One. For each question, 13-17, decide which reason each speaker gives for setting up their own business, from the list A-H. Now look at Task Two. For each question, 18-22, decide what caused problems in the first year, from the list A-H.After you have listened once, replay the recording.You now have 30 seconds to read the two lists.[pause]Now listen, and do the two tasks. [pause]Speaker OneWoman: I set up about five years ago. I’d just finished my degree in business administration. It was very enjoyable, if rather lacking on the practical side. I was wondering whether I’d made the right choice of career, and was about to approach my uncle for advice on import-export when I was struck by the fact that there were not enough businesses to meet the demand for good quality food packaging, so I took the plunge. In the first few months, everything moved along nicely -I got together a reasonable team of workers and had some healthy sales figures, and then I came up against something I hadn’t bargained for - someone else had come up with something which was virtually identical, and set upjust down the road from me. I panicked at first and then realised that I had the edge when it came to hi-tech machinery.Speaker TwoMan: I’d always thought that running my own business would suit me, but I was hanging around for quite a long time waiting for inspiration as to what to move into. I was actually beginning to give up hope when a friend of my parents contacted me - he had a bit of redundancy money which he wanted to invest, he knew something of my background and felt I could make a go of running a small computer software outlet. I jumped at the chance, of course. And that was five years ago. I feel I’ve done a good job, although in the early days I made the mistake of taking on some over-qualified staff who weren’t suited to the work. I learnt from that though.Speaker ThreeWoman: I’ve been in business for almost four years now, making corrugated packaging for mail-order companies. This wasn’t an area of great expertise for me ... prior to starting up on my own. When I left college, I worked in developing chemical dyes. Then I inherited a bit of money -I was about to use it for a deposit on a house when I heard that a workshop unit in a nearby industrial park was becoming vacant, with very reasonably-priced corrugating machinery as part of the job lot. I did my homework and decided to go for it. I only needed to take on a couple of staff, but it was surprising how many mistakes I made when it came to things such as on-site noise containment and ventilation for us all. I eventually had to fork out on a specialist consultant to sort everything out.Speaker FourMan: I’ve been running my own business for ten years now and although I had quite a tough start, on the whole I haven’t regretted a day of it. Basically, I’d been working on an idea of a disposable protective cover for oven interiors and managed to secure a patent. But could I get a business to take me seriously? So I thought I’d go it alone. I managed to persuade people to invest enough for me to set up the workshop and I topped up with bank loans. I initially took on a couple of technicians I’d known from my previous place of work - good people with a lot of commitment to enterprise - but where I went awry was not giving them proper tuition and guidance in precisely what I wanted. Thank goodness they stuck with it though, and we came through our difficult first few months together.Speaker FiveWoman: Although my grandparents and uncles ran a shop for many years, I really didn’t have much contact with the business world. I started my working life in nursing which I enjoyed a great deal, and then I had what I felt was a life-changing experience. In my late twenties, I applied to go on secondment overseas to work for four months in a remote rural hospital. It was there that I saw some marvellous work being done in setting up small-scale businesses run by local people - mainly in the production of handicrafts for catalogue sales. I saw a lot that I felt could be applied in my own home environment. Anyway that’s how I got started. I had a few hiccups at the beginning, mainly in trying to co-ordinate the huge amounts of customer information, but now we’re well established.You will hear five people talking about the businesses they set up, and about what caused problems in the first year. For each extract there are two tasks. For Task One, decide which reason each speaker gives for setting up their own business from the list A-H. For Task Two, decide what caused problems in the first year from the list A-H. After you have listened once, replay the recording.Task One - Reason for setting up own business For questions 13-17, match the extracts with the reasonfor setting up a business, listed A-H. For each extract, choose the reason that the speaker gives. Write one letter (A-H) next to the number of the extract.A I had been unsuccessful in previous work.B I was inspired during a temporary posting.C I followed a family tradition.D I wished to manufacture my own invention.E I wanted to make good use of what I had studied at college.F I was approached by a potential backer.G I identified a significant gap in the market.H I found that suitable premises were available.13.Speaker 1______正确答案:G14.Speaker2______正确答案:F15.Speaker3______正确答案:H16.Speaker4______正确答案:D17.Speaker5______正确答案:BTask Two - What caused problems in the first year For questions 18-22, match the extracts with the problems, listed A-H. For each extract, decide what caused problems in the first year. Write one letter (A-H) next to the number of the extract.A labour relations difficultiesB inappropriate choice of softwareC health and safety issuesD inadequate training of workforceE breakdown of equipmentF unexpected competitionG bad recruitment decisionsH inefficient data management 18.Speaker 1______正确答案:F19.Speaker2______正确答案:G20.Speaker3______正确答案:C21.Speaker4______正确答案:D22.Speaker 5______正确答案:HPART THREE听力原文:Part Three. Questions 23 to 30.You will hear Mark Finch, a well-known business consultant, speaking to a group of business people at a seminar.For each question, 23-30, mark one letter (A, B or C) for the correct answer.After you have listened once, replay the recording.You now have 45 seconds to read through the questions.[pause]Now listen, and mark A, B or C.[pause]Woman: I’m very glad to introduce Mark Finch. I’m sure you’ve all been looking forward to meeting such a well-respected consultant. Before we take some other questions, couldI begin by asking you what general advice you would give to people planning to starta new business?Mark: Business is about three things. The first thing is people. You need to make sure that you’re going to work with people who’ve got the right attitude. Commitment outweighs paper qualifications. The second thing is money. You can read a lot of books about exactly how much capital you need to get you through the first couple of years, and so on, but how much that matters depends on which particular kind of business you’re going into. The third thing is time. Nothing is more vital than taking time to plan properly. Check out your idea with friends and contacts, look at your local competitors, study costs and prices. That’s the most useful thing you can do.Woman: I see. Now, a lot of people worry about the dangers of business.Mark: Business is not a safe world: it’s full of risks. It’s always going to be a gamble. You must be prepared to work long hours and to keep doing that until the business becomes successful, however long that might happen to take. Even then you can’t relax as, especially if you’re providing a service, you have to deal with the often very quick fluctuations in the market.Woman: Thank you. Now let’s take a question from the audience. Jane?Jane: In my company, we’re having problems dealing with complaints. Would you recommend a computerised system?Mark: A few years ago, I worked with an energy company on this problem. They had computerised their complaints processing because they were receiving so many complaints. But the staff who had to input the data hadn’t had enough help with using computers, so the process wasn’t working well at all.Jane: So what would you recommend to managers?Mark: I would say to managers from that example that a computer systemin itself will not deal with your problems. Don’t just tell your staff to do things, listen to what they have to say about what they need.Woman: And the next question, Bill?Bill: My company’s worried about our high staff turnover. Can you give me some advice?Mark: I’ve recently been working with a car repair company who go out to people’s cars, rather than customers bringing their cars to them. But they were having problems with their mechanics. The managers were sending out a newsletter every month full of future plans and aims, but very few of the workers were actually reading it. When I talked to the workers, I found what they really needed was to be appreciated for what they did, to feel that management took an interest. So, I helped the company to bring management and workers closer together, to understand each other better.Bill: And that helped to reduce the turnover of staff?Mark: Yes, happier staff meant they stopped leaving. This reduction had various benefits, especially improving customer satisfaction so that less publicity was required. With a more constant staff of mechanics, the need for training was significantly reduced.Woman: One more question. Pamela?Pamela We’ve recently launched a new product, but it’s not selling well, and this is causing a lot of stress throughout the company. Is this a common problem?Mark: Well, ok, I’m working with a kitchen equipment manufacturer at the moment. Obviously, I can’t give too much detail, but they came up with a new kind of toaster last year. They developed it themselves, and it certainly is a good product, which could really help that company’s profitability. They asked me if I thought the problem was delivery costs and times, but I told them to bring in a proper sales manager to upgrade their ability in actually selling the toaster.Woman: So we’re not alone in this?Mark: Oh no, stress is a common problem, and the solution depends on your situation. There are many causes of stress in business. Personally, rather than trying to prevent it, I think you should embrace it. Successfully managed stress can actually make you work more effectively.Woman: Mark, thank you very much.You will hear Mark Finch, a well-known business consultant, speaking to a group of business people at a seminar. For each question (23-30), mark one letter (A, B or C) for the correct answer. After you have listened once, replay the recording.23.Mark says it’s important when starting up a business toA.have enough capital for the first two years.B.employ properly qualified staff.C.carry out effective research in the area.正确答案:C24.What warning does Mark give?A.New businesses always take a long time to become successful.B.Trends in service industries often change very rapidly.C.People starting businesses must limit the hours they work.正确答案:B25.What problem did the energy company have with its complaints system?A.Customers were critical of the computer system.B.Staff had not received sufficient computer training.C.The computers frequently broke down.正确答案:B26.From his experience at the energy company, Mark says managers need to haveA.effective communication with workers.B.more advice when choosing computer systems.C.experience of dealing with complaints directly.正确答案:A27.In the car repair company, workers most wantedA.recognition of their work.B.a monthly newsletter.C.information about company aims.正确答案:A28.What main benefit does Mark say came from reducing staff turnover?A.The company could stop providing training courses.B.Each mechanic carried out more work.C.There was less need for company advertising.正确答案:C29.What is Mark’s advice to the kitchen equipment company about its new product?A.Increase the profit margin.B.Reduce delivery costs.C.Improve sales skills.正确答案:C30.What does Mark say about stress?A.Effective time management prevents stress.B.Stress can improve personal performance.C.Stress is on the increase in business.正确答案:B。
必修二模块2听力原文
必修二模块2听力原文INTERVIEWER:Good evening, and welcome to the show. With me in the studio is Professor Marion Smith, who is an expert on the connection between crime and drug addiction. Good evening, Professor Smith.PROFESSOR: Good evening.INTERVIEWER:First of all, how many people use illegal drugs in Britain?PROFESSOR: Possibly four million people.INTERVIEWER:Really? Four million?PROFESSOR: Yes.INTERVIEWER:How many of them break the law in order to pay for their drugs? PROFESSOR: We estimate that a hundred thousand people steal in order to pay for their drug addiction.INTERVIEWER: A hundred thousand?! That's incredible! And what kind of crimes do they commit?PROFESSOR: Mainly shoplifting — in other words, stealing from shops— and burglary, stealing from houses.INTERVIEWER:I see.PROFESSOR: And there's another problem. Drug users get into trouble with the police forother reasons as well.PROFESSOR: Well, you often see drug users in public places — shopping centres, railway stations, for example — and some of them behave so badly that members of the public call the police. Some people feel so nervous when they see drug users that they call the police anyway.PROFESSOR: Absolutely, but the good news is that drug users who go to treatment centres usually stop their criminal activities.INTERVIEWER:How many addicts go to treatment centres?PROFESSOR: Last year, about 30,000 people attended drug treatment centres. INTERVIEWER:Thirty thousand? That's amazing.PROFESSOR: Yes, there are such a lot of people that there isn't time to help them all. INTERVIEWER:What kind of people are they?PROFESSOR: Well, the majority are young people in their twenties. And about 75 percent ofthe young people are men.INTERVIEWER:And do all these people live in cities?PROFESSOR:Oh no. The ratio of drug users in society is the same in cities and in the countryside. But they all have something in common.INTERVIEWER:What's that?PROFESSOR: Drug users are more likely to get into trouble at school.INTERVIEWER:Professor Marion Smith, thank you very much.。
高中英语高二英语上册unit2listening
P: I’ll miss him, too.
Questions:
1. Why is he no longer working for the company? 2. You have heard two different descriptions of what happened to Jim Gray. Why are they different? What kind of person is Jim Gray?
R: Thank you for answering my questions.
Part 2
P : Paul W: Wendy
P: Hi, Wendy. Did you hear that Jim was fired today? W: Yes, I did. Isn’t it awful! I have worked with him for ten years and he is one of my best friends. I can’t believe that he was fired.
R: I see. Were there any other reasons why you fired him? K: Yes, Mr. Gray was also careless with his money. Now if you will excuse me,
I have to get back to work.
P: I don’t understand it, either. Jim
faced many difficulties but wouldn’t
give up. He was careful and always
英语听力教程2听力原文高等教育出版社unit11
Unit 11. Sportsmanship and ChampionshipPart ⅠGetting readyA The following words and phrases will appear in this unit. Listen carefully and study the definitions.1. sports fan: a very keen follower or supporter of a sport2. championship: a competition held to find the champion3. dynamic: of force or power that causes movement4. referee: a judge in charge of some games5. foul: an act that is against the rules6. penalty area: (in football) a space in the shape of a rectangle which is in front of the goal7. commentary: spoken description (with opinions and explanations) that is broadcast with, and at the same time as, an event, occasion, football match, etc.8. final: the last and most important in a set of matches9. stamina: the strength of body or mind to fight tiredness, discouragement, or illness10. deuce: (in tennis) 40 : 40; 40 points to each player. After deuce has been reached, one of the players must then get two points in a row to win the game.B You are going to hear a news item about a basketball tournament. Write the scores in the circles. Which team wins each game? Which is the champion team? Write the teams’ names in the squares.Hello, sports fans, and welcome to "This Week's Sports". The big news this week, of course, is the basketball championship. It started on Friday. The Lions beat the Hawks, ninety-four to sixty-eight. That score again: The Lions won. Lions ninety-four, Hawks sixty-eight.Things were closer with the Tigers and the Eagles. The Eagles won. They won by just four points. The score: one hundred and three to ninety-nine. Again, the Eagles one-oh-three, the Tigers ninety-nine.Next, the Panthers played the Bears. The Panthers won over the Bears, eighty-seven to seventy-three. The Panthers eighty-seven, the Bears seventy-three.And in the last game, the Rockets beat the Comets. The Rockets won, seventy-two to sixty-five. Rockets seventy-two, Comets sixty-five.Then on Saturday, we saw some real action. It was the Lions against the Eagles. And the Lions won, with ninety-two points. The Eagles had eighty points. The score: Lions ninety-two, Eagles eighty.And in the other big game on Saturday, the Rockets beat the Panthers one hundred and seven to eighty-six. The Rockets won. Rockets one-oh-seven, Panthers eighty-six.That brings us to the championship game on Sunday. It was the Lions against the Rockets. It was a good game. And in the end, the Rockets won; they had one hundred and nine points. The Lions had ninety-eight. So the new champions are the Rockets. Rockets one-oh-nine, Lions ninety-eight.That's it for basketball action. Turning now to the excitement of professional bowling ...Part ⅡYoga exercisesA. You are going to hear a conversation between two students Paul and Lisa about some yoga exercises. Listen carefully. Match the names of the yoga postures with proper pictures.Paul: Hey, Lisa! Lisa.Lisa: Phew! Take it easy!Paul: Oh, it's, well, I just realized, after the yoga session, that the only notes I'd taken were the names of the yoga postures, and now I don't remember which was which ...Lisa: You are a dream, aren't you. You'll forget your head one day.Paul: You couldn't just run through the list with me and tell me what ... Lisa: ... OK, OK. But I haven't got long.Paul: Thanks a lot. I write down number one as the "Candle".Lisa: The "Candle"? Oh, that's the shoulder-stand ... where you start by lying on your back and then lift your legs up till all your weight's resting on your shoulders, and your legs are straight up in the air.Paul: Shoulder-stand.Lisa: Yes, and you do it for a minute. The second one was the "Plough", which you start by lying on your back and then ...Paul: Hold on a minute ... this is the "Plough" you're talking about?Lisa: Number two on your list, and mine. Start on your back and then stretch your legs over till your toes touch the floor behind you. And that takes two minutes including the dynamic stage.Paul: Two ... minutes ... including ... the ... dynamic ... stage. Right. And the "Fish"?Lisa: The "Fish" is the one where you start by lying on your back and then you arch your back and take the weight on the crown of your head.Paul: How long for?Lisa: She said one minute.Paul: And what are the "Plough" and the "Fish" good for?Lisa: Lots of things. Everything. Well, she said the "Plough" was especially good for the circulation of blood to the brain, so that would do you a lot of good. Might even make you less absent-minded.Paul: Thank you very much.Lisa: You're welcome.Paul: The "Forward Bend"?Lisa: In the "Forward Bend", you start by sitting straight and then you bend forward. What else did you think it was?Paul: And how long do you do it for?Lisa: Two minutes, including the dynamic bit where you hold on to your feet anduse your hands to pull yourself down till your head touches your knees. Paul: Right. Got that. What about the "Cobra"?Lisa: What does a real cobra do?Paul: Lie on its stomach and then raise its head into the air. And look at you, trying to hypnotize you.Lisa: Correct. One minute, including the dynamic bit.Paul: And what's it good for?Lisa: For you? Well, as you live on hamburgers and Coke, the "Forward Bend" would do your stomach and your whole digestive system a lot of good, and the "Cobra" might do a miracle and straighten your back.Paul: What about the, er, "Locust"?Lisa: Lie flat on your stomach with your arms by your sides and then raise your legs. One minute, including the half-locust. Good for your Coke circulation (I)mean your blood circulation, and for your back, since you seem to spend most of the day sitting down in a chair.Paul: I get the impression that you don't have a very high opinion of me. Lisa: I get the impression that you're not really interested in yoga at all. Paul: But I am, I am. What about the "Bow"?Lisa: The "Bow" is the one where you lie on your stomach and then raise your legs and your trunk till you can catch your feet with your hands and look like a bow. One minute of that is enough.Paul: What's it good for?Lisa: In your case, losing weight, losing all that fat you get from eating hamburgers. Now can we finish please because I've got another class to go to? Paul: And the "Headstand"?Lisa: In the "Headstand", Paul, you stand on your head, and you can do it for anything from one to ten minutes, and it does everything good. Now I must go, so good-bye.Paul: Thank you Lisa ... thank you. She looks so lovely when she's angry!B. Listen to the conversation again. While you listen, add more key words in the left-hand column. After listening, complete the descriptions for each yoga posture.C. Listen to the conversation once more. Complete the following chart with the help of the above notes.Part ⅢSignals used by referees and linesman in footballA You are going to hear a conversation between a football course tutor and several students about signals used by referees and linesmen. Listen carefully. Which signals in the following pictures are mentioned? Match them with the explanations by writing the correct numbers in the brackets.Course Tutor: Right. Now, you've all come on this course for referees and linesmen, so I ... or I suppose I should say "linespersons", should I? ... so I expect you've all watched quite a lot of football. But, I wonder if you've ever paid much attention to the signals that referees and linesmen give? I mean, now, they're not very complicated, but, of course, it's vital that they're used in the correct manner so that all the people involved in the game — the players and the officials — know exactly what's going on. So, I want to start off by seeing how much you already know about these signals. Now, for instance, does anyone know what signal to give if the referee wants play to continue — that's to say, if he doesn't want play to stop?Woman 1: Er, doesn't he put his hands forward, like this?Course Tutor: Yes. yes, that's right. The arms are held forwards, at waist height, with the palms upwards. That's good. And, can anyone tell me what this signal means: when I blow my whistle and point with the other hand down towards the ground?Man 1: Some sort of free kick, isn't it?Course Tutor: Yes, that's right. It is. What sort of a free kick is it, though? Man 2: Direct. Direct free kick.Course Tutor: That's right. That's right. A direct free kick. So, in that case, what is the signal for an indirect free kick?Woman 2: Oh ...Course Tutor: Yes?Woman 2: It's one palm raised up, and one down.Course Tutor: That's right — one hand held firmly beside ... down at the side, and the right hand held straight up in the air.Man 2: Palm up.Course Tutor: That's right. That's an indirect free kick. Good. Well now, going on to linesmen. What would a linesman do if he saw a foul?Man 1: Put his flag up.Course Tutor: Yes ...Woman 2: Yeah, but, but ... Held right up.Course Tutor: Yeah. Anything else? Does more than just ...?Woman 2: Wave it about — backwards and forwards.Course Tutor: That's ... yes. Now that is important. He waves it about, but he waves it backwards and forwards. The object, of course, is to catch the referee's eye, so the movement is more likely to catch the eye. That's why that signal is the way it is. Excellent! ...Man 3: Excuse me ...Course Tutor: Yes?Man 3: Doesn't it depend where the foul is?Course Tutor: Ah, well, yes. That's perfectly right, because if the foul is in the penalty area — if you obviously know the difference — you can tell me what the signal is.Man 3: Well, the linesman holds the flag across his body.Course Tutor: Yes. That's right. He holds it across his body, up towards his shoulder. Now ... another of the linesman's signals: what would he signal if he sees a player offside?Man 3: I used to know that.Woman 2: Isn't it when he holds it straight out in front of him? He's got the ...Course Tutor: That's right, that's right. Holding the flag straight out across the line of play in the direction in which the offside took place. Fair enough. Now then, moving back to referees for a moment, what does this signal mean — if the referee holds his hands up, palms outwards, in front of his chest?Man 1: That's when he ... That's when he wants a new ball, isn't it?Course Tutor: That's right, yes. He actually looks as though he's asking for the ball to be put in his hands. So, that's good. Right now, then — there's another signal that linesmen give. A linesman standing with the flag straight down by his right hand side and his hand in front of his thigh with two fingers pointing downwards, flat against his leg.Woman 1: Ti ... Oh! ...Course Tutor: What does that mean?Woman 1: Time up?Course Tutor: No, not time up. He's got two fingers pointing downwards.Woman 1: Two ... two minutes until ...Course Tutor: Two minutes ...Woman 1: ... till the end of the match.Course Tutor: Till the end of the match, according to his timing. That's right. He's indicating to the referee ...B Listen to the conversation again. While you listen, add more key words in the left-hand column. After listening, complete the descriptions for each signal. Part ⅣMore about the topic: Women in SportsThe following short passage is about professional women basketball players in America. Supply the missing words while listening.The Woman's National Basketball Association played its first season this past summer. The WNBA was organized by the man's National Basketball Association. The WNBA is called the little sister of the NBA. There're eight teams in the women's league. They play in eight major American cities.The women's basketball games have been more popular than expected. An average of almost 9 000 people attended the 28 games during the two-month-long season. Three American television networks also broadcast some of the games. Millions of people watch them. Major companies pay to advertise their products during the broadcasts of the games. The WNBA employs a lot of women. Female announcers describe the action during the games. Female referees make sure the players follow the rules.The WNBA is the second professional women's basketball league now playing in the United States. An independent group started the American Basketball League last fall. The nine ABL teams play in the autumn and winter in smaller cities. An average of 3 500 people attended the ABL games last year. The League is not as well known as the WNBA. However, several members of both the leagues are well known. They played for the United States on the women's basketball team that won a gold medal during the Olympic Games in Atlanta, Georgia.How is women's basketball different from men's basketball? One former college men's basketball coach says, "Women's basketball is easier to watch than men's basketball. It is more traditional. It has more structure. And the players work together more as a team. It costs much less to attend a WNBA game than a men's professional basketball game. So many families attend the women's games. More women and young girls also attend the games. Many young girls consider the women's basketball players to be their heroes. The players are evidence of another thing that women can do well."Another difference between men's and women's basketball is that female players have a closer relationship to the people who come to watch them play. For example, female players spend hours after the games meeting their fans and signing their names for them. However female players earn much less money than male professional basketball players. Last year ABL players earned an average of $70 000. The average pay for a male NBA player's is more than $2 000 000 a year.A star of the New York Liberty Team of the WNBA explains the difference between men's and women's basketball this way: "Women play a clean game —pure basketball. Right now women are still playing for the love of the game." People who attended the WNBA games could buy many kinds of basketballclothing and other products. One shirt described professional basketball this way: "Invented by man, perfected by woman."Part ⅤMemory test: Which Sport?A Below is a list of popular sports and a set of sports pictures. Listen carefully. Match the sports with their pictures.First commentator: ... and McAlister bringing up the rear. And Brown is a good 4 yards ahead at the half-way mark and he's still jumping smoothly and confidently. Smith is moving up steadily, though I think he's tiring. And Brown glances back over his shoulder, he's still got a good lead. Oh, my goodness me! He's fallen, what a tragedy, he's on the ground and Smith's going past him with a smile on his face. Oh this really is a terrible disappointment for young Leroy Brown from Croydon, who had such high hopes of making the final …Second commentator: ... backhand across court to Bradford, return across the net, Davis just reaches it at full stretch with a forehand low across the net, Bradford lobs and Davis smashes the ball into the net. Oh, what a bad mistake at this stage of the match by this 22-year-old New Zealander ...Umpire: Deuce.Commentator: And Bradford serves from the left-hand court, quick passing shot from Davis who smashes that one down ...Third commentator: ... and with sixty seconds left in this final round, Robson is still very much on the attack. A left-hand jab to the shoulder has Leonard staggering back onto the ropes and Leonard is really in trouble now as Robson moves in with that lethal right hand of his, he's really punishing this 18-year-old Scot. And the referee's moving forward pushing Robson away — he's having a word with him, I think he may be going to warn him, no he's not, he's having a word with Leonard now. Leonard is shaking his head and looking terribly tired ... and the referee ... he's stopped the fight ... it's all over and so Robson is now the new ...Fourth commentator: ... a fine shot puts the red into the center pocket and leaves him in a good position to take the pink and he's going to try to put it into the far pocket he may be making a big mistake here, but Thompson is a very experienced player and he doesn't usually make mistakes ... Oh dear, he's pocketed the cue ball ... a very bad error there and that really does leave it wide open for Donovan to take the frame ...Fifth commentator: ... so it's the All Stars in the lead at the beginning of thethird quarter and it's still anyone's match. Anderson with a high ball to Sampson who takes it up towards the Rochester net and passes to Green for a shot but it goes wide and the loose ball is picked up by Thomas for Rochester, across to Hunter, the 21-year-old Welsh international, who tries a long shot and it's in! 23 all now and everything to play for ...Sixth commentator: ... Williams takes the throw and St Mary's get the ball, it goes back to Murphy and out to Green and then to Jones, who's unmarked. He's got a clear run to the far corner if ... Oh, he's making for the post. This could be dangerous because the Richmond fullback is gaining on him now. He looks back but he's not going to make it. He tries a kick and ... he's just managed to make touch. Lucky there. And now there's a lineout on the far side, 20 yards from the Richmond goal line ...Seventh commentator: ... not a good start for the British girl but she's managing to make it up and the Russian girl is now only about five strokes ahead. And at the turn, Debbie is closing the gap, the Russian girl is visibly tiring, this is where stamina really counts and at 24 Ludmilla may well be less fit than 15-year-old Debbie Woods. And it's between the two of them, they're side by side now and with 10 yards to go ... what a finish! Come on Debbie, you can do it ... Come on Debbie ...B Listen to some extracts of sports commentaries. Decide which sport is being played in each extract you hear. You may find the above list helpful.。
高级英语听力step_by_step_3000第一册Unit1-12答案和听力原文
Unit 1Part I A1. Oxford / commitment / academic record2. oldest/ largest / reputation / research / science3. first / Australia / 150 years / excels4. excellence / 17.000 / location5. largest / 1883 / situated / 26,0006. 1636 / enrollment / 18,500/ schools7. awards / degrees / 20,000 8. located / 135 / thirdB1.2,700 languages / 7,000 dialects / regional / pronunciation2.official / language3.One billion / 20 percent4.Four hundred million / first / 600 million / second / foreign5.500,000 words / Eighty percent / other6.Eighty percent / computers7.African country / same8.1,000 / Africa9.spaceship / 1977 / 55 / message / the United StatesC 1 – (a) 2 – ( c) 3 – ( d) 4 – (b )All right, class. Today we’re going to be looking at different language learning styles. You may be surprised to find that there are different ways of going about learning languages, none of which is necessarily better than the others. Researchers have identified four basic learner “types” – the communicative learner, the analytical learner, the authority-oriented learner and the concrete learner. Communicative learners like to learn by watching and listening to native speakers. At home, they like to learn by watching TV and videos. They like to learn new words by hearing them. In class, they like to learn by having conversations. Now, concrete learners like to lean by playing games, by looking at pictures and videos in class, talking in pairs, and by listening to cassettes at home and school. Now, authority-oriented learners, on the other hand, like the teacher to explain everything. They like to write everything down in their notebook, and they like to have a textbook. They like to learn new words by seeing them. And finally, we have analytical learners. These learners like to learn by studying grammar. At home, they like to learn by studying English books, and they like to study by themselves. They like to find their own mistakes. Now, of course, it’s unusual for a person to be exclusively one “type” rather than another. Most of us are mixtures of styles. What type of learner do you think you are?Part II A3GCSE examinations students / higher educationstudent/ second year / high school / college general exam / School Certificatesitting University Entrance Examination bachelor’s degree: 3/ 4 yearsmaster’s degree: another year or two doctorate: a further 3-7 yearsWell, in Britain, from the ages of five to about eleven you start off at a primary school, and then from eleven to sixteen you go on to a secondary school or a comprehensive school and at sixteen you take GCSE examinations. After this, some children take vocational courses or even start work. Others stay on at school for another two years to take A levels. And at the age of eighteen, after A levels, they might finish their education or go on to a course of higher education at a college oruniversity, and that’s usually for three years.Well, it depends on what state you’re in but most kids in the United States start school at about six when they go to elementary school and that goes from the first grade up to the sixth grade. Some kids go to a kindergarten the year before that. Then they go on to junior high school, that’s about eleven, and that’s the seventh, eighth and ninth grades. And then they go on to senior high school around age fourteen starting in the tenth grade and finishing in the twelfth grade usually. Some students will leave school at sixteen and they’ll start work, but most of them stay on to graduate from high school at age eighteen. In the first year at high school or college students are called “freshmen”, in the second they’re called “sophomores”, in the third year we call them “juniors” and in the fourth year they’re called “seniors”. Now a lot of high school graduates then go to college or university and they do a four-year first degree course. Some of them might go to junior college which is a two-year course.Well, in Australia, well most states anyway, children start their primary education at five after perhaps a brief time in kindergarten. They will stay at primary school until they’re about eleven, then they’ll either stay there or go to an intermediate school for a couple of years. Then they start high school usually twelve or thirteen, which you start in the third form. Now, after three years at high school you sit a general exam, some states call it School Certificate and that is a sort of general qualification and that if a sort of general qualification. After that you can leave school at sixteen or you can go on and sit your University Entrance Examination, which then gives you entrée into a university or it’s another useful qualification, and from then on you go to various sorts of higher education.Education in Canada is a provincial responsibility, but schools are administered by local school boards.Kindergarten is for children who are four or five years old. Children begin formal full-day schooling in Grade 1, when they are about six years old. They must stay in school at least until they are sixteen. However, most students continue to finish high school. Some go to college or university. Each year of schooling represents one grade. (The school year extends from the beginning of September to the end of June.) Elementary school includes kindergarten to about Grade 8. Secondary school (or high school) may start in Grade 8, 9, or 10 and it usually continues until Grade 12.In Canada, students may go to university or to a community college. If they want to learn skills for specific job, they attend college for one or four years to get a diploma or certificate. For example, lab technicians, child-care workers, and hotel managers go to college. Universities offer degree programs as well as training professions, such as law, medicine, and teaching.Universities offer three main levels of degrees. Students earn a bachelor’s degree after three or four years of study. A master’s degree can take another year or two. A doctorate may take a further three to seven years to complete.B1 Idioms / vocabulary / French / spelling / pronunciationB2 1. F 2. T 3. FI – Interviewer P – ProfessorI: And now we have an interview with Professor J. T. Lingo, Professor of Linguistics at Chimo University, who is here to talk to us about the growing business of teaching English. Good morning, professor Lingo.P: Good morning.I: I understand that teaching English is becoming “big business” all around the world.P: It seems that language schools are springing up everywhere.I: Why is that?P: With the move toward a global economy, English has become the most widely used language in the world. It is the language of business, aviation, science and international affairs and people find that they must learn English to compete in those fields.I: And do people find English an easy language to learn?P: Well, every language has something about it that other people find difficult to learn. English is such a hodgepodge of different languages – it’s essentially Germanic but a lot of its vocabulary comes from French, and technical words stem from Latin and Greek. This feature makes English fairly adaptable – which is a good thing for a world language – but it causes irregularity in spelling and pronunciation.I: English spelling baffles me, too.P: English also has the largest vocabulary. Often there are words for the same thing, one is Anglo-Saxon and one from the French – like “buy” which is Anglo-Saxon and “purchase” which is from the French. The French word often has more prestige.I: Anglo-Saxon?P: That’s the word for Old English. The Norman Conquest in 1066 brought the French language to Britain and helped English evolve into the English it is today.I: Is there anything else particularly difficult about English?P: Well, the idioms in informal English pose a problem for some students.I: Informal English?P: As with any language, there are different varieties: slang, colloquial. Formal, written, as well as the different dialects – British, American and Canadian English.I: And how is Canadian English different from American and British?P: Canadian English is closer to American in pronunciation and idiom. Some of our words and our spellings do reflect British usage, however. We wouldn’t use the British term “lorry” for truck, but we have kept the “o-u-r” spellings in words such as “honour” and “colour”.I: This has been very interesting. I’m afraid we’re out of time. It has been a pleasure talking to you. Part III University Life A1 I. Age / Foreign student population II. 15 hrs (+2 or 3 for lab) / Discussion group: 15-20 / much smaller / informal, friendly / 2-3 hrs: 1 hrToday I’d like to give you some idea about how life at an American university or college might be different from the way it is in your country. To be sure, the student body on a U. S. campus is a pretty diverse group of people. First of all, you will find students of all ages. Although most students start college at around the age of 18, you will see students in their 30s and 40s and even occasionally in their 60s and 70s. Students on a U.S. campus come from a wide variety of socioeconomic backgrounds. Many students work at least part-time, some of them work full-time. Many students live in dormitories on campus, some have their own apartments usually with other students, and others live at home. Some colleges and universities have a very diverse student population with many racial and ethnic minorities. Some schools have a fairly large foreign student population. So you can see that one meets all kinds of people on a U.S. college or university campus. Now that you have some general idea of differences in the student population, I’d like to talk a few minutes about what I think an average student is and then discuss with you what a typical class might be like.Let’s begin my talking about an average student entering his or her freshman year. Of course, such a person never really exists, but still it’s convenient to talk about an “average” student for our purposes. Foreign students are often surprised at how poorly prepared 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. 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.What kind of academic experiences will this so-called “average” student have? The average undergraduate student takes five classes a semester and is in class for 15 hours a week. If her or she takes a class that has a laboratory, this will require tow or three more hours. Many introductory undergraduate classes are given in large lectures of 100 or more students. However, many of these classes will have small discussion groups of 15 to 20 students that meet once a week. In these smaller groups, a teaching assistant will lead a discussion to help classify points in the lectures. Other kinds of classes – for example, language classes – will be much smaller so that students can practice language. In general, American professors are informal and friendly with their students, and, as much as possible, they expect and invite participation in the form of discussion. A large amount of reading and other work is often assigned to be done outside class, and students are expected to take full responsibility for completing these assignments and asking questions in class about those areas they don’t understand. As a rule of thumb, students spend two to three hours preparing for each hour they spend in class. American professors often encourage their students to visit them during office hours, especially if the students are having problems in the class.A2 II. Examinations / quizzesIII. Graduate school / Seminars / some area of interest / a research paperLet’s move on now to discuss student obligations in a typical American class. These obligations are usually set down in the course syllabus. A syllabus is generally handed out to students on the first or second class meeting. A good syllabus will give students a course outline that mentions all the topics to be covered in class. It will also contain all the assignments and the dates they should be completed by. An average university course of one semester might have three examinations or two examinations and a paper. The dates of the examinations and what the examinations will cover should be on the syllabus. If a paper id required, the date it is due should also be in the syllabus. The professor may also decide that he or she will be giving quizzes during the semester, either announced or unannounced. For students coming from a system where there is one examination in each subject at the end of the year, all this testing can be a little surprising at first. By the by, maybe this would be a good place for me to mention the issue of attendance. Another real difference in our system is out attendance policies. Perhaps you come from a system where attendance is optional. Generally speaking, American professors expect regular attendance and may even grade you down if you are absent a lot. All this information should be on your syllabus, along with the professor’s office number and office hours.I have only a couple of hours left, and I’d like to use them to talk about how graduate school is somewhat different from undergraduate school. Of course, it’s much more difficult to entergraduate school, and most students are highly qualified and high motivated. Students in graduate school are expected to do much more independent work than those in undergraduate schools, with regularly scheduled exams, etc. some classes will be conducted as seminars. In a seminar class, there may be no exams, but students are expected to read rather widely on topics and be prepared for thorough discussion of them in class. Another possibility in graduate classes is that in addition to readings done by all students, each student may also be expected to work independently in some area of interest and later make a presentation that summarizes what her or she has learned. Usually each student then goes on to write a paper on what he or she has researched to turn in to the professor for a grade.I hope that today’s lecture has given you some idea about student life on an American campus and that you have noticed some difference between our system and yours.B2 to make mistakes / every new thing / the language/ Working outside the classroom Passive / the teach / stick his neck out / more likely to be right than himselfHow would you describe a good student or a bad student, sort of things they do or don’t do in the classroom?He’s eager to experiment with every new thing that he learns, whether it be a structure of a function or a new word, he immediately starts trying to use it.He’s interested in the mistakes he makes, he’s not afraid to make them.He’s not simply interested in having it corrected and moving on?He plays with language.I’ve done this chapter I know this, without trying to experiment at all, without really testing himself.He’s usually passive, he won’t speak up much in the classroom. He’ll rarely ask you why this …Just sort of accepts what you give him and doesn’t do anything more with it.… and in a test he’s the one person who’s likely to suddenly realize that he wasn’t too sure about that after all.And peep over at his neighbor’s paper.An alternative learning strategy.He invariably decides that the other person is more likely to be right than himself. That’s the result of this sort of unwillingness to make mistakes and stick his neck out.That characterizes the good or bad learner?He’ll do more off his own bat as well, he won’t rely entirely on the teacher.He’ll work outside the classroom as well as in it.Students who make most progress are first of all those who experiment and secondly those who read books.Part IV University Campus A2. the History Department3. the Psychology Department4. the Library5. the Education Department6. the Philosophy Department7. the Geography Department8. the Sports Ground9. the Foreign Languages Department 10. the Chinese Department11. the Physics Department 12. the Mathematics Department 13. the Chemistry Department 14. the Clinic 15. the Auditorium 16. the Administration BuildingLook at the map. At the bottom of the page, fine the gate (1). Now locate 16. It is between the river and the lake, close to the Main Road. The building behind the Administration is 15. Where is 4? It’s on the right-hand side of the Main Road, close to the river. Across the Main road from theLibrary, the building by the river is 5. The first building on the left-hand side of the Main Road is 7. 6 is between the Education and the Geography. The building at the end of the Main Road is 12. on its left is 11 and on its right, near the lake, is 13. Another building behind the like is 14. 10 is facing the lake, across the Main Road. The building between the Chinese Department and the river is 9. 2 is the first building on the right of the Main Road. Next to the History Department is 3. And last, 8 is behind the Education, Philosophy and Geography Departments.B Robert Martin / biology / next fall / six years in a public school in the hometown; two years in a military school, high school in the hometown / science (biology in particular), sportsSo I had to earn a little money to help pay my way.It sounds as if you’re a pretty responsible fellow. I see that you attended two grade schools.I don’t find a transcript among your papers.But it’s hard to keep up with both sports and studies.I’ll hold your application until we get the transcript.What did your guidance counselor tell you?He told me I had a real knack for scientific things. I have been fascinated with science since I was a child. An interest of that kind really signifies something.Unit 2 Colorful lands, colorful people16,998,000 / 64,186,300/ 840,000 / 1,000,000 / 3,320,000 / 143,244 / 32,483 / 2,966,000 / 5,105,700 / 29,028 / -1,312 / 5,315 / 36,198 / 4,145 /The biggest continent in the world is Asia. It covers 16,998,000 square miles.The Pacific Ocean is the largest ocean with 64,186,300 square miles.Which is the biggest island? It’s Greenland. It occupies an area of 840,000 square miles.The Arabia Peninsula is the largest peninsula and has an area of 1, 000,000 square miles.Do you know which is the largest desert? Yes, it’s the Sahara Desert in North Africa. It covers 3,320,000 square miles.The biggest saltwater lake is the Caspian Sea, which is 143,244 square miles large.Lake Superior is the biggest fresh water lake and it covers a total area of 32,483 square miles.The smallest continent is Oceania, with an area of 2,966,000 square miles, and the smallest ocean is the Arctic Ocean with 5,105,700 square miles.You all know the world’s highest peak, don’t you? Mt. Qomolangma (or Mt. Everest) is 29,028 feet above sea level. In contrast, the lowest altitude in the world is the Dead Sea, 1,312 feet below sea level, or you can say -1,312 feet.The deepest lake is Baykal in Russia. The depth is 5,315 feet.Mariana Trench near the Philippines is the deepest oceanic trench, with a depth of 36, 198 feet. The longest river in the world is the Nile in Africa. It is 4, 145 miles long.B1,243,738,000 / 955,220,000 / 267,901,000 / 199,867,000 / 159,884,000 / 147,105,000 / 138,150,000 / 125,638,000 / 122,013,000 / 118,369,000 / 96,400,000 / 82,071,0001.The country with the largest population in the world is China. According to the 1997 census,the total population was 1,243,738,000.2.The second largest in population is India. It listed a population of 955,220,000 in 1997.3.And the third largest is the United States, with its estimated population of 267,901,000 in1997.4.Which country is the fourth largest in population? It’s Indonesia. About 199,867,000 peoplelive there.5.Brazil ranks the fifth in its population. There the population was 159,884,000.6.Next comes the Russian Federation, with a population of 147,105,000.7.The seventh in line is Pakistan, with an estimated population of 138,150,000.8.Japan is the country with the eighth largest population. Its population estimated in 1997reached 125,638,000.9.The next larges country in population is Bangladesh. The estimated population was122,013,000 in 1997.10.Nigeria in Africa ranks the tenth in its population. There are about 118,369,000 people livingthere.11.The eleventh? Mexico. According to statistics, its population was 96, 400, 000 in 1997.12.And last, the twelfth larges is Germany. Its 1997 census showed it had a population of82,071,000.CChinese 1,300 million / Spanish 332 million /English 322 million / 189 million / 182 million / 170 million / Russian 170 million / Japanese 125 million / German 98 million / 75.5 million / Korean 75 million / French 72 million / Vietnamese 67 million / 66 million / 64 million / 63 million / Turkish 59 million / 58 million / 44 million / Polish 44 million / Arabic 42.5 million / 41 millionDo you know which languages are spoken by more than 40 million people?Chinese has the largest number of speakers, more than 1,300 million. Next, Spanish is spoken by 332 million people. The next on the line is English, which has more than 322 million speakers. Number 4, Bengali is spoken by 189 million people. Next comes Hindi, the language spoken chiefly in India, which has 182 million speakers. Portuguese and Russian are next on the line and they are both spoken by 170 million people. Number 8, Japanese is spoken by 125 million. Next, German has 98 million speakers, while Javanese has 75.5 million. We have Korean on the list with 75 million, and it is followed by French, which is spoken by 72 million. Number 13, Vietnamese is spoken by 67 million and Telugu is spoken by 66 million. Next, we have Marathi on the list and it has 64 million speakers. Marathi is followed by Tamil, with 63 million speakers. Next comes Turkish, the language spoken in Turkey, and it has 59 million speakers. Number 18, Urdu is spoken by 58 million people. Gujarati has 44 million speakers, and Polish is also spoken by 44 million people. Number 21, which 42.5 million people speak, is Arabic and last, the number of people who speak Ukrainian is 41 million.Part II1. A baby boy2.social/ ecological/ populations3.longer/ healthierA baby boy born in Bosnia-Herzegovina overnight has officially been named the world’s six billionth inhabitant.Although several other babies are likely to have been born at the same time elsewhere in the world, the United Nations had declared that the first child to be delivered at the Kosovo Hospitalin Sarajevo today would symbolize the passing of the mark.The U Secretary General is visiting the mother and her son as a UN attempt to draw attention to the social and ecological problems of rapidly expanding populationsThe boy who came into the world a short time ago in Bosnia to such international acclaim will be sharing a birthday with a few hundred thousand people and in the next year another eighty million will be joining him on the planet. The earth’s population has doubled since 1960 and with more than a billion young people just entering their productive years. The population growth has plenty of momentum. But birth control programs are beginning to have an impact. Demographers predict that by the middle of the new century the global count will level off at something under ten billion. The UN population agency has presented today’s achievement as a success for humanity, pointing out that people are living longer and healthier lives than any generation in the history.B b c aThe boy will be sharing a birthday with a few hundred thousand people and in the next year, another eighty million will be joining him on the planet.The earth’s population has doubled since 1960 and with more than a billion young people just entering their productive years.Demographers predict that by the middle of the new century, the global count will level off at something under ten billion.Part III Awater/ 70% red or brown/ plant cover snow/ continents islands arms of the ocean connecting a channel valleys plainsB 12 million / 2/ 10 million/ 10/ 3/ 6/ 4/16 million/ 18 million1. Mexico City2. Sao Paulo3. Rio de Janeiro4. Bombay5. Delhi6. Shanghia7. SeoulI-Interview E-ExpertI: In Britain we are often told that people are leaving the big cities to live in the countryside but is this the case worldwide?E: Not at all. If you look at the biggest cities in 1950, seven out of the top ten were in the developed countries but by the year 2000, the developing countries will have eight out of the top ten. New York, which in 1950 was number one with a population of around 12 million, will only be the sixth largest city in the world but with an extra 2 million.I: And London?E: London, which was number two, won’t even be in the top ten. Its population in 1950, by the way, was about 10 million.I: And why is this happening? Why are people moving to the big cities from the country in the developing countries?E: The reasons are complex but many are moving to look for work. And the problems this creates are enormous. It’s estimated that 26 million people will be living in Mexico City by the year 2000, with Sao Paulo in Brazil not far behind.I: It’s difficult to believe.E: I know. Rio de Janeiro will have a population of a mere 13 million. Well, just imagine the kinds of difficulties this is going to cause in terms of health, transport and education.I: Yes. What about the cities of Asia? Will they be experiencing a similar sort of growth?E: In some cases, yes. Calcutta in India which was No. 10 in the league in 1950 is expected to bethe fourth biggest city in the world with a population of 16 million- quadrupling its size in just 50 years. Bombay and Delhi too are expected to be in the top ten.I: What about Japan?E: Ah! Well, Tokyo was number three in 1950 and that’s where it’ll be at the beginning of the next century, although its population will have trebled to about 18 million. Looking at the other major cities in Asia, Shanghai and Seoul will be in the top ten as well but, perhaps surprisingly, not Beijing or Hong Kong.I: Now, if we could turn our attention to home, what about the trend of people moving out of the cities…Part IV skills /the main idea/what/recognize/central / important/direction/ purpose/inform/compare/answer/stated/a topic sentence/ first/ details/ difficult/ persuade/ end/ implied/ hinted at/a wholeUnit 3 Traveling from Place to PlacePartⅠABA912/11:20/17 BA877/11:20/14 BA292/11:25/19 TW695/11:30/16 4 EA831/11:35/24 BA838/9 IB290/11:35/15 LH039/11:40/9 BA666/11:40/18 AI141/6 BA560/22 Last call for British airways flight BA912 for Tokyo. BA912 for Tokyo due to depart at 11:20 boarding at gate 17.British airways flight BA877 to Boston. British airways flight BA877 to Boston duo to depart at 11:20 boarding now at gate 14.British airways flight BA292 for Frankfurt, Athens and Karachi. Flight BA292 for Frankfurt, Athens and Karachi duo to depart at 11:25 now board at gate 19.TWA flight, TW695to New York. TWA flight TW695 to New York departing at 11:30 boarding at gate 16.B Tea, soft drinks, coffee, Egg and tomato, ham and tomato, egg and chips, roast chicken, cheeseburgersTape script:Chief Steward: may I have your attention please, ladies and gentlemen? This is the chief steward speaking. We would like to inform all passengers that the buffet car is now open. The buffet car is situated towards the middle of the train. On sale are tea, coffee and soft drinks, a selection of fresh and toasted sandwiches including egg and tomato, ham and tomato, egg and cress, roast chicken and toasted cheese; cheeseburgers, beef burgers and sausages and a licensed bar. The buffet car is situated towards the middle of the train. Thank you.PartⅡ9:15/10:30 10:30/13:30Quick/beautiful view /frequent service (hourly)/modern/comfortable/lovely view from dining car Have to get Gatwick airport/ expensive quite crowded/quite expensiveA-Annabel C-Charles D-DouglasD: Ah! That’s much better!C: Ah! That’s yours, I think…er…Doug.。
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。
新技能英语高级教程2附答案听力原文U5 电子试题
Unit 5 Do you like green living?Score: Time: 40’Part I. Listening ComprehensionDirection: This part is to test your listening ability. It consists of 4 sections.Section A (4 points)Directions: This section is to test your ability to give proper responses. There are 4 recorded questions in it. After each question, there is a pause. The questions will be spoken two times. When you hear a question, you should decide on the correct answer from the 4 choices marked A, B, C and D.1. A. Yes, I did. B. Yes, I am. C. No, I don’t. D. That’s right.2. A. Yes, we should. B. In the bin. C. You are right. D. My pleasure.3. A. That’s OK. B. Not so good.C. That’s all right.D. Yes, it is.4. A. Yes, I do. B. It’s interesting.C. We do not drive cars that day.D. That’s OK.Section B (4 points)Directions: This section is to test your ability to understand short dialogues. There are 2 recorded dialogues in it. After each dialogue, there is a recorded question. Both the dialogues and questions will be spoken two times. When you hear a question, you should decide on the correct answer from the 4 choices marked A, B, C and D.5. A. Being a teacher. B. Helping the old.C. Something about environmental protection.D. Giving directions for visitors.6. A. V olunteering work. B. Policies.C. Improving people’s environmental awareness.D. Laws.Section C (4 points)Directions:In this section, you will hear a conversation. After the conversation, there are 2 recorded questions. Both the conversation and questions will be spoken two times. When you hear a question, you should decide on the correct answer from the 4 choices marked A, B, C and D.7. A. Using public transport. B. Using sources of renewable energy.C. Recycling.D. Designing environmental projects.8. A. Paper. B. Cardboard. C. Battery. D. Tin cans.Section D (8 points)Directions: In this section, you will hear a recorded short passage. Listen to the passage and fill in each blank with IN NO MORE THAN THREE WORDS. The passage will be read three times.How to keep our environment clean by making an effort to (9) ________________, reuse and recycle plastic grocery bags? Here are some tips. Tip one: hang a bag. Hang a (10) ________________ plastic bag in your kitchen to collect your recyclable plastic bags. Tip two: collect other recyclable plastic bags including, dry-cleaning bags, bread bags, (11) ________________, and produce bags. Tip Three: write down the words, "recycle plastic bags," at the top of every (12) ________________ as to not forget to bring your recyclable plastic bags with you on your next grocery store visit.Part II. Vocabulary & StructureDirections:This part is to test your ability to construct and correct meaningful sentences.It consists of 2 sections.Section A (10 points)Directions: In this section, there are 5 incomplete statements. You are required to complete each by deciding on the most appropriate word or words from the 4 choices marked A,B,C and D.13. The meeting _______ next week is sure to be a great success.A. to holdB. to be heldC. to have heldD. being held14. _______ by Lucy, I try my best to work hard.A. InspiredB. Being inspiredC. To be inspiredD. Inspiring15. It’s no good _______ here. Let’s go home.A. to waitB. waitedC. waitingD. being waited16. I watched the rain, ______ that he would not come tonight.A. thinkingB. to thinkC. thoughtD. being thinking17. As a result of my laziness, I failed ________ my work in time.A. and finishedB. to finishC. and finishingD. to finishedSection B (15 points)Directions:There are 5 incomplete statements here. Fill in each blank with the proper form of the words given in brackets.18.Their biggest ___________ (complain) concerns transport.19.This man-made beauty has an __________ (environment) cost.20. The _______ (neighbour) is a working-class community.21. New regulations are aimed at reducing the vehicle ________ (emit).22. Our neighbourhood police are very ______ (friend).Part III. Reading ComprehensionDirections: This part is to test your reading ability. You will find 2 tasks for you to fulfill. You should read the reading material carefully and do the tasks as you are instructed.Task 1 (10 points)Directions:After reading the following passage, you will find 5 questions or unfinished statements. For each question or statement there are 4 choices marked A,B,C and D. You make the correct choice.An American group developed the rooftop (屋顶) gardening in the early 1980s.The group is known as ECHO. This idea was to help people living in cities who have no land to grow vegetables. And now it is becoming increasingly popular in many other countries.To build a rooftop garden, four things are necessary. You need a roof strong enough and four pieces of wood to build a box. Grass cutting in which to plant your garden and a thin piece of plastic on which to put the cut grass are also necessary.Begin by testing your roof to make sure it is strong enough. Cut and collect some grass. Cover the roof with a thin piece of plastic. Then you build a box from the four piece of wood. The box has no top or bottom. It should be about 8cm deep. It can be as long and as wide as needed. Put the box on the plastic. Then fill in with the cut grass. Water the grass and push it down by walking on it. After about three weeks, the rooftop box is ready for planting.Put the seeds directly into the wet grass. It is important that the grass is kept wet until the plants begin to grow. When the plants are growing, you will need to water them every day unless it rains. And birds must be prevented from eating the seeds or new plants. They will also need some liquid fertilizer (液体化肥). You can make your own liquid fertilizer if you can get waste from chickens. Put the chicken waste in a cloth bag. Then put the bag in a big container (容器) of water. After about one week, the water becomes a good liquid fertilizer.The rooftop garden is a good place for peas, tomatoes and onions. Potatoes and carrots will also grow if the box is deep enough.23. The passage provides a way for people without land in ______.A. growing riceB. planting grassC. growing vegetablesD. planting flowers24. If you want to build a rooftop garden, you should do something except _____.A. testing the roofB. putting the box on the plasticC. cutting and collecting some grassD. putting a bag in a big container25. After planting the seeds, grass must be kept ______.A. wetB. dryC. warmD. cool26. ______ is not necessary if you want to take care of the planted seeds.A. To fill the box with the cut grassB. To water them every dayC. Some liquid fertilizerD. To prevent birds from eating27. The passage is mainly about the way to ______.A. make liquid fertilizerB. make a rooftop boxC. cover the roof with grassD. build a rooftop gardenTask 2 (10 points)Directions: The following is a flyer. After reading it, you are required to answer the following questions.Air Pollution ForumTheme: fight against smogOrganiser: Student UnionTime: 20 April (9:00 am—12:00 am; 2:00 pm—5:00 pm; 7:00 pm—9:00 pm) Place: Student Activity CentreSchedule28. The Air Pollution Forum is hosted by ________.29. The presentation themed air pollution will be start at ________.30. ________ is expected to give a speech at 2:00 pm.31. There is a Q&A round for about _________ minutes.32. To watch movie Stand up And Cheer, you should go to _______.Part IV. Translation (15 points)Directions: This part is to test your ability to translate English into Chinese. Each of the two sentences is followed by three choices of suggested translation marked A、B and C. Make the best choice. For the paragraph numbered 35, write your translation in the corresponding space.33. Just a few changes can make your life more comfortable, and more importantly, save our environment.A. 稍作改变就会让你的生活更加舒适,更加重要的是,还能节约环境。
高级英语听力2
3 killed in train derailment in East ChinaAt least three people were killed and 10 others injured when a passenger train derailed after being hit by a landslide in east China's Jiangxi Province.The train, a K859,was bound for the tourist city of Guilin in south China's Guangxi Zhuang Autonomous Region. The accident happened in Dongxiang county at around ten minutes after two on Sunday morning.The locomotive plus nine of the 17 carriages of the train came off the tracks. Some carriages flipped over in the mountainous terrain.Soldiers were trying to reach those who remained trapped inside the train.Rescuers have told the Xinhua news agency at least 20 injured passengers have been saved. Four in serious condition were rushed to hospital. It was not immediately known how many passengers were on board.Pilot's miscalculation may causes India plane crashPilot's miscalculation may causes India plane crash05-23-2010 08:43 BJT Special Report: Plane crash in South India |Text:A A A |Email Share |So far 146 bodies of 158 victims of the Saturday's plane crash in southern India have been found. Eight survivors are being treated in hospital.The plane captain was among the victims. The Indian government has declared a two-day national mourning period. This is the worst air disaster in 14 years.The Mangalore airport was re-opened later Saturday and at least three planes took off from the same runway where the crash happened.Speculation is on the rise that the pilot of the doomed Air India passenger plane could have made a mis-calculation of the runway, as one of the plane's wheels failed to touch the runway.One of the wings of the plane then hit a cliff near the runway and burst into a ball of fire, before plunging into a nearby gorge. Only 8 people survived.However, Indian Secretary of Civil Aviation Madhavan Nambiar said earlier Saturday it is too early to speculate on the cause of the crash in the southern city of Mangalore.He says the black box of the doomed plane has yet to be found, contrary to an early report by local TV Times Now that it was found already.The official refused to speculate on any possible cause of the crash, saying that the airfield and runway have seen 32,000 landings since its opening in 2006, and the plane's Serbian pilot had more than 12,000 flight hours.Local media said that most likely the cause of the crash is pilot's error, including his misjudgment of the runway's length, as the plane went out of control after touching the ground.A survivor recalled that the plane spun out of control after a loud thud was heard on the left side of the plane, presumably that of the tyre exploding.On Saturday, Pakistani Prime Minister Yusuf Raza Gilani sent a message of condolence to Indian Prime Minister Manmohan Singh over the crash.Russian President Dmitry Medvedev also expressed condolences to India during this tragedy.。
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Listening Comprehension ExercisesPart Two. Directions:You will hear 26 talks or conversations. Complete the sentences or answer the questions while you listen. Use not more than 3 words for each answer. You will hear the recording twice. You will be given some time to read the questions before each recording begins.1. You will hear a talk about dictionaries.Besides telling you the meaning of a word and giving you examples, a dictionary will tell you how to 1) _______________What will take you a little time but is worthwhile to learn?2) _______________You‟re sure t o find the right spelling through 3) _______________Another thing to help you with your writing, the dictionary will tell you where each syllable of a word 4) _______________With a dictionary, you can find out if you‟re separating the word in the5) _______________2. You will hear an introduction about the American musician George Gershwin. What kind of boy was George Gershwin? 1) _______________To what did George Gershwin begin to pay attention through Hambitzer‟s influence?2) _______________What kind of work was La, La, Lucille? 3) _______________What did the first performance of Rhapsody in Blue bring to George Gershwin in 1924? 4) _______________George Gershwin had enriched American popular music with 5) _______________ 3. You will hear a lecture on language problems facing learners of English.Students who learn the language in their own countries had very little everyday opportunity to 1) _______________Every-day spoken English is different from English used for 2) _______________ What does the speaker suggest students should use as much as possible?…3) _______________According to the speaker, most English people will respond if a foreign student has the courage to 4) _______________What will the speaker talk about in other talks? 5) _______________4. You will hear an extract from a talk about ways to avoid headaches.What‟s the principal cause for headaches according to one study?1) _______________What creates the conditions for a headache for most people? 2) _______________ How will you feel when working in a bad light? 3) _______________What does the speaker suggest you should do before bed? 4) _______________ Smoky places encourage headaches, and the smoke may do you quite5) _______________5. You will hear a talk about the country of Switzerland.Besides its beautiful scenery and excellent manufactured products, Switzerland isalso famous for its 1) _______________What is the total area of Switzerland? 2) _______________What eye colors do typical Swiss people have? 3) _______________The Swiss are known all over the world for their devotion to work, their efficiency, and their 4) _______________Where is the official language of German spreading into? 5) _______________ 6. You will hear n conversation about popular music.Like any other product in present-day society, music for entertainment is manufactured, 1) _______________Who took a form of light-hearted street Song, frottola, in the early 1500s?2) _______________In the late 19th century, the two traditions of popular music continued to3) _______________What could people get with a radio set in the early 20th century?4) _______________Rock‟n‟roll showed record—makers that a fortune could be earned by5) _______________7. You will hear a talk about Isaac Asimov.When his parents emigrated to the United States, Isaac stowed away1) _______________In what discipline did Isaac get his Ph. D degree? 2) _______________What happened to Isaac‟s first story after it was submitted? 3) _______________ What is the title of the story Isaac wrote in 1941? 4) _______________Isaac is notorious for his devotion to 5) _______________8. You will hear a talk about plague.What countries still suffer an alarming number of plagues? 1) _______________ How many people were killed throughout Europe in the second epidemic?2) _______________When was the plague bacteria of the rat identified? 3) _______________What happened in Algeria in 1930 and 1944? 4) _______________Because of the early use of antibiotics, the plague is no longer5) _______________9. You will hear a talk about psychologists‟ view on the first impression.According to the speaker, what makes up the largest part of a first impression?1) _______________How long does it take to form a first impression when meeting a stranger?2) _______________In countries where looking directly at someone is considered aggressive, it‟s more polite to 3) _______________If standing close to someone is not considered friendly, you are expected to4) _______________When not sure about your first impression, ask yourself the question,“What could I think of someone who 5) _______________ ?”10. You will hear part of a conversation in which two people discuss a holiday plan.How long will the holiday last? 1) _______________If they go to the coast, they can do some 2) _______________Where do they decide to go? 3) _______________What‟s Toshio frightened of? 4) _______________Where does Toshio suggest they should stay? 5) _______________11. You will hear two people talking about how they spend their leisure hours.What did Eric use to do as his hobby? 1) _______________For fresh air and excitement, what does the man do as outdoor hobby?2) _______________As an indoor hobby, why does the man like radio-making? 3) _______________ What does the woman enjoy doing in her spare hours? 4) _______________How did the woman learn the skill for pursuing her hobby? 5) _______________ 12. You will hear a talk about friendship.We do not usually ask questions about the rights and obligations of friendship because friendship is 1) _______________Chinese expect true friends to offer both 2) _______________For Australians, friendship means to help friends to 3) _______________From the talk we have learned that Australians frequently apologize to friends for 4) _______________Chinese may think that in dealing with friends Australians are 5) _______________ 13. You will hear some information about Asian-Americans in the United States. According to the talk, the percentage of Asian population in California is1) _______________According to the talk,“soft’’subjects refer to 2) _______________Hard subjects are those that demand 3) _______________In the Manhattan teacher‟s opinion, for imaginative and creative work, rote learning is 4) _______________Yang Chen Ning and Lee Tsung Dao won the Nobel Prizes in the year5) _______________14. You will hear a conservation about an arrangement for a businessman‟s trip toBombay.Where will the assistant pick the man up for the light? 1) _______________How will the man get to the hotel when he arrives in Bombay?2) _______________When will the man meet the directors? 3) _______________When wilt the Sales Meeting held? 4) _______________The man is going to Bombay from 5) _______________15. You will hear a talk about American slang words.According to the Dictionary of American Slang, how many slang words do the average Americans use? 1) _______________How does the speaker describe slang words? 2) _______________What is the essence of slang? 3) _______________One of the main purposes of using slang is 4) _______________.Among the young and blacks, teenagers, drug-users, criminals, the uneducated,slang is 5) _______________.16. You will hear a talk about tea in Britain.How much tea does one Englishman consume each year? 1) _______________ When did Indian tea begin to find its way into London market?2) _______________During which period was China the sole exporter of tea to Britain?3) _______________What is China‟s ranking position as an exporter of tea to Britain today?4) _______________How much do Englishmen have to pay for a pound of tea now?5) _______________17. You will hear a talk about the change in American diet.What does the American traditional diet include? 1) _______________What are the substitutes for meat as a popular source of protein?2) _______________The healthful change in the American way of eating can be reflected in3) _______________Americans are experimenting with new ways to 4) _______________According to the talk, what is the only way to maintain good health?5) _______________18. You will hear part of a lecture in a language class.At what stage of the course program might this speech be given?1) _______________What will the teacher be like in helping the students? 2) _______________In what respect is this group of students different from those in secondary school?3) _______________Book markers and notepads are provided at 4) _______________Where is the course offered? 5) _______________19. You will hear a talk about how men first started using fire.Before men could make fire, where did they live? 1) _______________How was fire started naturally? 2) _______________What did people do with the burning fire since they couldn‟t start another fire?3) _______________What is the principle involved in rubbing two pieces of wood together or knocking two pieces of stone together? 4) _______________Compared with matches, what is handier and more useful? 5) _______________ 20. You will hear a radio talk about marriage customs in some parts of the world. What is the marriage pattern still found in India and Japan? 1) _______________ In India, the young couple can‟t meet until 2) _______________In Japan, who should the intermediary approach before the young couple are introduced to each other? 3) _______________Most people think that the Western style of courtship and marriage will most possibly result in 4) _______________What does African style of marriage show about the society? 5) _______________21. You will hear an interview about how to keep in shape.What‟s the most important factor that contributes to Patty‟s beauty secrets?1) _______________Why did Patty give up jogging? 2) _______________How often does she swim a week? 3) _______________What‟s her major sport now? 4) _______________What are the other three aspects that help her keep in shape? 5) _______________ 22. You will hear a story about how umbrella came into use as something to ward offrain.According to the talk, what was umbrella first used as? 1) _______________In Egypt and Babylon, using umbrella was a symbol of 2) _______________Who first used umbrella against rain in Europe? 3) _______________Where did the umbrella reappear in the late 16th century? 4) _______________ What is this passage mainly about in terms of umbrella? 5) _______________ 23. You will hear a person interviewing an actor.Before Mike became an actor, what kind of school did he go to?1) _______________How often did the small theater company do a new play? 2) _______________ What is the television drama Mike did last year about? 3) _______________What enables him to earn a lot of money? 4) _______________What does Mike plan to do from next week? 5) _______________24. You will hear a TV program viewing.What kind of program is Regional Special? 1) _______________When can we watch episode 16 of the extremely popular series High Society?2) _______________What program immediately comes after the cartoons? 3) _______________What will be presented at 11:15? 4) _______________The 1ast of the whole day‟s programs will be 5) _______________.25. You will hear a talk about how to stay healthy.If you suffer from sleeplessness, before going to bed, try to put your feet in1) _______________.If you have difficulty falling sleep, try to avoid 2) _______________.The“high protein” diet includes meat, fish and eggs boiled, grilled or fried in a3) _______________.The ingredients of “orange and milk” diet consist of orange juice, eggs, milk and a4) _______________.In terms of exercise, you‟d better do it a little regularly rather than a lot5) _______________.26. You will hear a lecture.The students the speaker is referring to are those who take academic courses by using English 1) _______________Some of the common psychological problems involve fear of 2) _______________. Arranging satisfactory accommodation is an example of what kind of problem? 3) _______________The biggest problem for every foreign learner seems to be 4) _______________. Foreign learners can think in English when their use of English becomes5) _______________.。