学术英语视听说1-13讲课稿

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学术英语视听说1-13培训资料

3. In spite of his lack of formal education, Lincoln became a well-known lawyer.
4. Books have been written about the strange coincidences in the lives of the two men.
SCRIPT
1. whereas 2. in contrast 3. while
4. however 5. one difference between
Discourse Cues for Comparison and Contrast Listen for language cues
that show that a lecturer is making or is going to make a contrast such as the
Audio Track 1-13-3
NOTETAKING PREPARATION
b Listen to five sentences that contain information from the lecture. As you listen to each
sentence, write the language cue you hear the lecturer use to make a contrast.
BEFORE LISTENING
Audio Track 1-13-1-b
VOCABULARY PREVIEW
a Listen to the following sentences that contain information from the lecture. As you

学术英语视听说Book1Lesson 3

lecture in the order that you hear them. Number them 1 to 5.
SCRIPT
3 Jobs returned to Apple. 4 Jobs introduced the iBook. 2 Jobs began working with Pixar. 1 Jobs started Apple Computer with Wozniak. 5 Jobs introduced the “digital hub” strategy.
3. Who are the two people who you think are as famous as Steve Jobs? Explain why.
BEFORE LISTENING
NOTETAKING PREPARATION
n Time Lines
When you are taking notes about a person’s life, write the dates and years that you hear underneath one another in the left margin of your notes. Then after the lecture, you can easily turn your notes into a time line that will help you organize the events in that person’s life.
VOCABULARY PREVIEW
b Match the words to their definitions.
gb 1. equipment a. in large numbers

专门用途英语课程系列：大学学术英语视听说教程上.pdf

专门用途英语课程系列：大学学术英语视听说教程上Unit 1 Belonging to a GroupChapter 1The Marriage, Family, and the Home•Reading and thinking about the topicB. Answer the questions1、Increased industrialization, greater geographical mobility, higher divorce rates and greater equality for women are among the changes that have affected family structure over the past century.2、In the extended family, many generations live in the same household. In the nuclear family, two married adults live together with their children3、Alternative family structures include single-parent families, couples living together without getting married, divorced couples who remarry, and blended families.•Listening for factual informationA. Fill in the chart1、Egypt2、Niger3、South Africa4、Argentina5、Canada6、the United States7、China8、Japan9、France10、SpainB. Listen and fill in the chart18 29 27 27 31 18 16 34 35 27 32 30 34 33 •Interview 1 -The Stress of Teaching First-Graders Examining vocabulary in context：1、compared to most people2、food prepared at home3、stop fighting4、hardly5、customs6、origins7、protection, a place to live8、competition between brothers and sisters9、telling others what to do10、give up and cooperateListening for details：1、C2、B3、B4、C5、B6、B7、C8、A•Interview 2- Family StoriesExamining vocabulary in context：1、entertained, kept her from paying attention to something2、laughing in an uncontrolled way3、defrost4、really funny5、object that belongs to the family6、distinctive, different7、worth a lot of money8、an object that remains in the family for many years9、a family member with a bad reputationResponding to questions：1、Thanksgivinga big dinner2、plastic packaging3、make them throw the turkey out4、froze5、a bow6、unique and beautifula baby7、pass it on to her children in the future8、uncle9、had a big disagreement with them Listening for stressed words：Expert 1ACExpert 2ACExpert 3BCExpert 4ACExpert 5BC•Before the LectureMain ideas and supporting details:1.22.13.14.25.2•Lecture Part 1-Lecture Part 1 Rewards and Punishments Guessing vocabulary from context:1-5: iacjf6-10: gdbheOrganizing your notes in columns:Main Idea 1·family – the most basic unit of social structure ·how families are changing·nontraditional families: good or bad effect on children Main Idea 2·punishmentsMain Idea 3·eat vegetables – then ice cream·Children get gifts for good behavior.。

学术英语视听说演讲材料

学术英语视听说演讲材料学术英语视听说演讲材料姓名: 郭展学号：0216150 专业：桥梁与隧道⼯程OneNow , let’s begin my presentation . From the Ted talks we can learn that why adults should learn from the kids . In summary , there are three reasons about it . In the same time , I also think that the kids can also learn from the adults . There are also three reasons about it . To begin with , although the kids have a creative thinking , but some of them may be unrealistic . So we kids should learn be more practical from the adults . What’s more , because the adults are older than kids , they are experienced in different aspects such as studying and communicating with others . Last but not least , the kids often be more impulsive , when they are faced with with problems. So I think kids should learn from the adults to handle problems with a cool head .TwoHello , every one ! Today I would like to talk about the classification of robots . Generally speaking , the robots usually are divided into two major categories . One of them calls industrial robots , they are an important automatic equipment which include mechanic , electronic , control , artificial intelligence and other advanced technology . They usually include welding robots , handling robots , assembly robots , spraying robots and so on . One of another calls service robots . They are applied in maintenance ,cleaning , rescue and other works . They can also divide into two categories ,including domestic robots and professional service robots . Domestic robots usually include homework robots , entertainment robots , developmental disability robots and so on . The professional service robots include explosive making robots , medical robots , agricultural robots , military robots and so on .To summarize , no matter what kinds of robots they are , they are playing a more and more important roles in our daily life .。

大学英语视听说说课稿

Interpretation Draft for Chapter 2 Pompeiiof Unit One in Advanced Viewing, Listening & SpeakingToday, I’m really glad to stand here to interpret my lesson. The title of the lesson I’m going to talk about is Pompeii.My interpretation will be divided into the following five parts: analysis of the teaching material, teaching and studying methods, teaching and studying preparation, teaching procedure and blackboard design.P art1 Analysis of the T eaching Material1. Status and Function(1) This is the second chapter of unit one in Advanced Viewing, Listening & Speaking (Book one). So if thestudents/ the freshmen majoring in English can learn this lesson well, it will be helpful for them to practice and enhance their listening and speaking competences.(2) In this chapter, the speaker tells a story about the ancient city of Pompeii, which was destroyed by an eruptionof Mount V esuvius in A.D. 79 and were rediscovered in 1748. The story is told in chronological order, which is important for students to practice their listening for dates and events.(3) This chapter is divided into four class periods. The first class involves the explanation of cultural backgroundknowledge, preview of new vocabulary and expressions and extensive reading. The second class deals with the intensive listening and postlistening comprehension check. In the third class, some listening expansion exercises are practiced and a video named Pompeii the Last D a y is played for students. The fourth class is a summary of the whole chapter. Students are supposed to retell the story to the class and speak out their opinions or experiences related with disaster.Today, I’ll talk about the first class period. I hope that my students can achieve the following aims after this class.2. T eaching Aims and Demands(1) Knowledge Aims·To listen to a story about the ancient city of Pompeii.·To learn some cultural background knowledge.·To understand the chronological order of the story.·To learn some useful skills for note-taking during listening.(2) Ability Aims·To improve students listening and speaking ability.·To develop students effective note-taking ability during listening.·To let students summarize the material and speak it out in each group after extensive listening.·To enable students to get a profitable study in collaboration.(3) Moral Aims·To lead the students to become aware of the horrible disasters and at the same time cherish the happy life we enjoy everyday.3. Important Points·To learn some cultural background knowledge about the ancient city of Pompeii.·To listen for the chronological order, which is helpful to understand the sequence of events in the story.4. Difficult Points·How to enable students to make a good note-taking which effectively helps them to grasp the important information from the listening material.5. T eaching AidsThis class is held in the language lab. Blue Pigeon Classroom Performance System is the applied software. I also designed PPT to assist the teaching.Part 2 T eaching and Studying Methods1.T eaching Methods: Interactive Language T eachingAs we know the main instructional aim of English teaching is to cultivate students’communicative competence, which is related with my class is listening and speaking. So, interactive language teaching method is applied in my class. Interaction is the collaborative exchange of thoughts, feelings, or ideas between two or more people resulting in a reciprocal effect on each other. Two elements play key role during the implementation of interactive language teaching. One is authentic context, the other is questioning.(1) Authentic ContextAuthentic context is the one simulated to everyday or real life experiences, those experiences we have or will experience in social life. Authentic context can motivate students’ interests and promote knowledge construction.(2) QuestioningAppropriate questioning is inevitable in an interactive classroom. It can not only promote the interaction between students and instructor but also give the instructor immediate feedback about students’ comprehension. 2. Studying Methods:·Note-taking: Taking notes help students make sense of the text. Taking notes does not mean writing down every word they hear; they need to actively, decide what is important. Meanwhile, notes help them to maintain a permanent record of what they have listened to. This is useful when revising in the future.·Individual Speaking: Individual speaking is promoted/ encouraged during the whole class.·Collaborative Problem-solving: Cooperative learning enables students to share their knowledge and skills while providing opportunities for them to observe the learning process of others.Part 3 T eaching PreparationTeacher prepares for the lesson, such as collecting cultural background knowledge about Pompeii, designing PPT and writing the teaching plan. Students preview the new vocabulary and sentences on page 9.Part 4 T eaching ProcedureStep 1 Prelistening (13minutes may be used in this step)First, Lead-in Activity.1. At the very beginning of the class, the instructor shows the class a picture selecting from 2008 Wenchuan earthquake. And ask students the following questions:·What’s it?·What’s your experience during it?·How do you think about?2. After the questioning-and-answering activity, brainstorm students with other forms of disaster, such as drought, fires, floods, pests, tornado and man-made disaster.3. After seeing all the above pictures, the teacher plays a video clip named Pompeii the Last Day, which presentsa vivid computer simulation of the volcanic eruption that buried Pompeii.4. After watching the moment of eruption, show students some pictures about the ruins of Pompeii we can see today.During the process ofwhich students will be involved in context simulated to their real life experiences, those experiences they have had or have learned in social life. Constructivism argues that learning/or knowledge construction process is the one that integrating current experiences with our past experiences and what we already know about a given subject.learning can be efficient and permanent. What’s more, situate students in authentic context, the instructor can quickly attract their attention and motivate their interests fluently into the succeeding content.Second, Cultural Background Knowledge ExplanationAfter leading in the city Pompeii, the teacher explains some cultural background knowledge involved in the listening task, such as the ancient city Pompeii( where it is located, why it is forgotten and when it was found), Pliny the Y ounger( who describes the eruption of Mount V esuvius in his book), Mount V esuvius ( the eruption of which destroyed Pompeii) …In this part, the method of lecturing is mainly employed. The students can not only learn some cultural knowledge but also get a lot of useful information that is quite helpful for the following listening comprehension. Third, Preview of Vocabulary and SentencesBefore the class, students are supposed to preview the vocabulary and sentences on Page 9. So in class, the teacher checks their preview work through question-and answer. In addition, the teacher adds some other new words appearing in the listening material.In this section, all the teacher’s explanations are extremely necessary for students to complete the followinglistening task. Educational psychology calls it .Fourth, Rhetorical Listening CuesTeacher tells the class to pay attention to the dates mentioned in the listening material, which help them understand the order of events in the story. Chronology is also the practicing focus in this unit.Functions of Prellistening:Prelistening plays a role of warming-up. It arouses students’interests and provides a large amount of information assisting students in completing the tasks in the following listening comprehension.Step 2, Extensive Listening (23minutes)First, Passage Listening1. Since a lot of preparing work has been done in the above activities, in this section, the teacher just plays the whole passage twice without any stop or direction.2. After listening, teacher asks students some questions to see how much information they can get, especially from their note-taking.3. In chapter one the importance of note-taking has been mentioned. But the times of practicing is not enough. And it’s really a little difficult for the freshmen to grasp adequate information after two times listening. So some directions on note-taking are pretty important for students. This is also the most difficult teaching point in this lesson. That is how to lead the students to make a good note-taking. Some important and effective note-taking strategies will be explained in details, for example:(1) Try to determine the style or the organization of speaking.With regard to this listening material, as what’s mentioned in the above listening cues, it’s a narration, which tells a story of the ancient city of Pompeii. So students should put great importance on the order of events happened in the story.(2) Concentrate on the important words (content words).Content words always give the important information. They usually are nouns, verbs, adjectives and adverbs. Concerning this story, students should pay attention to the content words that shows time, place, person or object, and behavior.(3) Omit unimportant words (form words).Form words do not always have meanings in themselves, such as auxiliary verbs (be, have, do…), determiners (a, the, some …), pronouns (I, he, they, there, it, this, which, whom…) and prepositions (at, on, in…). Students can omit these words.(4) Use abbreviations and symbols.Abbreviations and symbols can be used whenever possible. Teacher list some conventional English symbols and abbreviations, for example,and &; and other things etc.; question Q; answer A;because ; therefore ; right ; wrong X ;And students need specific ones for their own subject.(5) Keep notes short and to the point.Omit descriptions and full explanations. To this story, students can omit the description about the eruption. (“This black cloud rose high into the sky. Rock and ash flew through the air.”)(6) Leave space for later addition.Since students are green hands. It’s natural for them to miss some words. Don’t worry about it. What they should is to leave space for later additions or guessing.Functions of Passage Listening: In passage listening, students listen to the whole passage twice and get quite limited amount of information from their note-taking. According to this, the instructor then gives them some note-taking strategies. After students’former practicing, these strategies will be remarkably impressive on theirgive us information, but receiving it does not necessarily equal learning. Each of us constructs our own meaning and learning about problems.Second, Paragraph ListeningAfter the explanation of note-taking strategies, students come to the practicing section. They are supposed to listen to the story paragraph by paragraph.1. Teacher plays each paragraph one time and asks students some questions to check the outcome/efficiency of their note-taking. For example:Para. 1Q1: What did the wealthy Romans, over 2,000 years ago, do in summer? Where did they spend their summer? A: Two thousand years ago, many wealthy Romans left Rome in the summer. Many of them spent their summer in Pompeii.Q 2: Where was Pompeii located?A: Pompeii was located on the Bay of Naples.Para.2Q: What did Pliny the Y ounger see one day while he was looking up at the sky?A: He saw a very large dark cloud. That was the eruption --- the explosion of the volcano, V esuvius.Para.3Q: How long was Pompeii buried and forgotten?A: The city of Pompeii was buried and forgotten for 1,700 years.Para.4Q: When was Pompeii uncovered? And who uncovered it?A: In 1748 an Italian farmer uncovered a part of Pompeii.2. After each paragraph’s listening, the teacher plays the whole passage again without any stop and has students add more information to their notes.Functions of Paragraph Listening: This part is a practicing one for the listening skill of note-taking. Since the students are freshmen, listening to the story paragraph by paragraph will decrease the difficulty for them. What’s more, students can pick up more information, which will inevitably increase their confidence of note-taking practicing.In educational tells us that exposure to the proper amounts of stress can help someone achieve his or her maximum performance. Bu, too much stress will increase his or her peak performance. So, stress is essential! However, too much stress is harmful. Applying the law to teaching, the teachers should appropriately control the difficulty of the task. The task should be the ones that students can solve跳一跳摘桃子”.in this part. It fulfills a number of different functions, for example:·Teacher’s questions can serve to initiate a chain reaction of students interaction with the instructor. ·Teacher’s questions give the instructor immediate feedback about student comprehension.Step 3 Speaking (7minutes)After the extensive listening, students are engaged in group activity to summarize the main idea of the story.This problem-solving model belongs to collaborative study. In it, students can pick up the material they missed from the other group member’s speaking. At the same time, the teacher can act as an assistant by walking around the class and give help as needed.Functions of Speaking: This section plays a role of consolidation and elevation. The students organize their notes’sstudents will know more about the meaning of life and cherish what they have now.Step 4 Homework (2 minutes)At the end of the class, I design two homework exercises according to this class.1. Recite the new words and expressions on page 109.Functions of Homeworkof newly learned knowledge in a matter of days or weeks unless they consciously review the learned material. So the homework exercises are necessary to urge students to have a timely review of what they have learned in the class and maintain it for a longer time.Part 5 Blackboard DesignMy blackboard design is organized like this：Chapter 2: PompeiiI. PrelisteningII. Extensive Listeningand other things —etc.; question —Q; answer —A;because —; therefore—; right —;III. SpeakingIV. HomeworkFunctions of the Blackboard Design: It shows students a clear outline of the teaching process and the key points of explanation.Self-analysisIn this lesson’s teaching design, I put emphasis on interactive foreign language teaching method; try all means to construct an authentic context for students and motivate their interests. I value a lot on students’ listening and speaking competences, especially the listening one, I explain in detail the strategies about note-taking andpractice it in class. I attach great importance to students’collaborative study. My teaching design is student-centered and some related educational psychology theories are applied to promote students’ study such constructivism and Y erkes-Dobson. But time limited, I know there is much place for improvement. I will appreciate a lot for your precious suggestions.That's all for my interpretation, thank you for your attention!。

医学英语视听说Unit 13

Unit 13
passage 2
General view

1. 2. 3. 4. 5.
background knowledge focal words and expressions translation chunks assignment
Background knowledge
The function of Chinese Consulate

Chinese Consulate is authorized to help the poor and needy in China and extradite (引渡) them if required New Chinese Consulate exercises its legal and nautical （海上的）rights whenever and wherever needed Consulates and Embassies are more or less the same, with similar responsibilities and functions. Consulate in China mainly looks after the foreign policy of the country and other related issues that are essential for smooth functioning of Chinese administration.
The Committee of 100

The Committee of 100 is an international, non-profit, non-partisan （无党派的） membership organization that brings a Chinese American perspective to issues concerning Asian Americans and U.S.-China relations. Our organization draws upon the collective experience, knowledge and resources of our members - Chinese Americans who have achieved prominence in a variety of fields and work in partnership towards our mission.

医学英语视听说1教师版

医学英语视听说1教师版Medical English: Listening and Speaking 1 (Teacher's Edition)IntroductionIn today's globalized world, the importance of mastering English in the field of medicine cannot be overstated. Medical professionals from around the world need to communicate effectively in English to provide quality healthcare and collaborate with colleagues internationally. This article presents an overview of the "Medical English: Listening and Speaking 1" textbook for teachers, guiding them on how to effectively teach the course and help students develop their English language skills in the medical context.Course ObjectivesThe primary objective of "Medical English: Listening and Speaking 1" is to enhance students' proficiency in English by focusing on improving their listening and speaking skills. The course aims to:1. Improve students' listening skills to enable them to understand medical lectures, patient histories, and medical discussions.2. Enhance students' speaking skills to enable them to communicate effectively with patients, colleagues, and healthcare professionals in various medical settings.3. Expand students' medical vocabulary and their ability to use specialized medical terms accurately.4. Familiarize students with common medical scenarios and develop their ability to respond appropriately in different clinical situations.Course Structure"Medical English: Listening and Speaking 1" is divided into ten units, each covering different medical topics. The course is designed to progressively increase the level of difficulty, allowing students to build upon their knowledge and skills throughout the semester. Each unit consists of the following components:1. Listening Exercises: This section includes authentic medical audio recordings, such as patient interviews, doctor-patient dialogues, and medical lectures. Students are exposed to a range of accents and medical terminology, helping them improve their listening comprehension skills.2. Speaking Practice: In this section, students engage in conversation activities to practice using medical vocabulary and structures. They are encouraged to participate actively, ask questions, and express their opinions on various medical topics. The teacher plays a crucial role in facilitating discussions and providing feedback.3. Vocabulary Expansion: This component focuses on key medical vocabulary and terminology. Students learn new words, their definitions, and how to use them accurately in medical contexts. The teacher can employ various techniques, such as flashcards, matching exercises, and role-playing, to reinforce vocabulary acquisition.4. Role-Play: Role-plays simulate real-life medical scenarios, allowing students to practice their speaking skills in a practical context. Students takeon different roles, such as doctors, nurses, or patients, and interact using appropriate medical language.5. Pronunciation Drills: Pronunciation exercises help students improve their pronunciation and intonation by practicing medical terms, phrases, and sentences. The teacher guides students in correct pronunciation and provides individualized feedback.6. Listening Strategies: This section equips students with essential listening strategies, such as identifying main ideas, understanding context, and recognizing specific details. Students learn how to effectively comprehend medical audio materials independently.7. Guided Discussions: Guided discussions promote critical thinking and develop students' ability to express their opinions on medical topics. The teacher facilitates discussions, encourages students to provide justifications for their viewpoints, and fosters a supportive learning environment.8. Review and Assessment: Regular review and assessment tasks allow students to consolidate their learning and evaluate their progress. The teacher administers quizzes, tests, and assignments to assess students' understanding and provide constructive feedback for improvement.Conclusion"Medical English: Listening and Speaking 1" equips students with the necessary language skills to effectively communicate in English within the medical field. Through a comprehensive curriculum, including listening exercises, speaking practice, vocabulary expansion, role-plays, pronunciation drills, and guided discussions, students develop theconfidence and proficiency required to succeed in their medical careers. By following the provided guidelines, teachers can facilitate an engaging and interactive classroom environment, fostering continuous learning and growth in medical English proficiency.。

研究生学术英语视听说教程听力原文

研究生学术英语视听说教程听力原文《研究生学术英语视听说教程听力原文》Unit 1 Lecture 1Good morning everyone, and welcome to our first lecture on academic listening and note-taking. In this course, we will focus on developing your listening skills in an academic context, as well as improving your note-taking abilities.Today, we will start by discussing the importance of effective listening in an academic setting. As graduate students, you will be expected to attend lectures, participate in discussions, and conduct research in English. Therefore, it is crucial to be able to understand and process complex academic language.To improve your listening skills, it is important to actively engage with the speaker. This means maintaining eye contact, staying focused, and avoiding distractions such as texting or browsing the internet. It is also helpful to use strategies such as predicting the main points, identifying key vocabulary, and noting down any questions or uncertainties you may have.In addition, effective note-taking is essential for retaining and recalling the information presented during lectures. We will be discussing various note-taking methods throughout the course, but for now, I encourage you to practice writing down the main ideas and supporting details as you listen to the lecture.Finally, I would like to emphasize the importance of self-reflection and feedback in improving your listening skills. After each lecture, take some time to review your notes and identify any areas for improvement. Additionally, seek feedback from your peers and instructors to further enhance your listening abilities.I hope you find this lecture helpful, and I look forward to exploring various listening and note-taking strategies with you in the upcoming sessions. Thank you for your attention, and I wish you all the best in your academic pursuits.。

专门用途英语课程系列：大学学术英语视听说教程上(2020年整理).pptx

a big dinner 2、plastic packaging 3、make them throw the turkey out
学海无涯
4、froze 5、a bow 6、unique and beautiful
a baby 7、pass it on to her children in the future 8、uncle 9 、 had a big disagreement with them Listening for stressed words： Expert 1 A C Expert 2 A C Expert 3 B
·First role models are often parents ·Peter likes to study because his mother studies with him. Main Idea 8
·do as I tell you
学海无涯 ·Studies: If you smoke, probably ineffective to tell a child not to smoke. Main Idea 9 ·family members, friends Main Idea 10 ·from TV: 80% of programs contain violent behavior Main Idea 11 ·grow up in environment with fair rules that are followed Chapter 2
The Power of the Group •Reading and thinking about the topic B. Answer the questions: 1、People can belong to different groups: families, friends, groups at work, at school, and in religious settings, and societies and nations. 2、Peer pressure is pressure put on others of the same age or in the same situation. 3、The groups we belong to may influence our opinions, interactions, and decisions.

新时代大学学术英语视听说教程

新时代大学学术英语视听说教程1. 简介本教程是针对大学学生的学术英语视听说能力的提升而设计的。

随着全球化的发展和高等教育的普及，学术英语已经成为学生综合能力的重要组成部分。

本教程通过多媒体教学的方式，帮助学生提高在学术场景中的听说能力，并培养他们的学术阅读和写作能力。

2. 教学目标本教程的主要教学目标如下：•培养学生在学术场景中的听力理解能力，提高听力技巧和速度；•培养学生在学术场景中的口语表达能力，提高发音准确性和流利度；•帮助学生提高在学术阅读中的阅读理解能力，提高阅读速度和理解深度；•培养学生在学术写作中的写作技巧，提高写作能力和文笔表达。

3. 教学内容本教程分为四个模块，分别是听力理解、口语表达、阅读理解和写作技巧。

每个模块包含多个单元，每个单元通过多媒体教学的形式进行讲解和练习。

具体内容如下：模块一：听力理解•单元一：学术演讲听力•单元二：学术讲座听力•单元三：学术研讨会听力模块二：口语表达•单元一：学术演讲口语•单元二：学术讲座口语•单元三：学术研讨会口语模块三：阅读理解•单元一：学术论文阅读•单元二：学术论文分析•单元三：学术文献综述模块四：写作技巧•单元一：学术论文写作•单元二：学术报告写作•单元三：学术文章写作4. 教学方法本教程采用多媒体教学和互动式教学相结合的方式，充分利用现代科技手段提供丰富的学习资源和实践机会。

具体教学方法如下：•视频教学：通过精心制作的学术英语视频来进行教学，包括学术演讲录像、学术讲座录像等，以帮助学生提高听力理解能力和口语表达能力。

•听力练习：提供大量的听力练习材料，包括听力理解题、听力填空题等，帮助学生训练听力技巧和速度。

•口语练习：通过模拟学术场景的口语练习，提高学生的口语表达能力，包括学术演讲、学术讨论等。

•阅读练习：提供学术论文和文献阅读材料，帮助学生培养阅读理解能力和阅读速度。

•写作练习：提供学术论文和报告写作的练习题，帮助学生提高写作能力和文笔表达。

视听说听力原文lesson1-13[精品文档]

视听说听力原文lesson1-13

Lesson 1 NapoleonToday, I ' m going to talk to you about one of the most important historical figures in European history: Napoleon Bonaparte. Let by talking about his early life. Napoleon was born in 1769 on the island of Corsica. When he was only 10 years old, his father sent him to military school in France. Napoleon was not a very good student in most of his classes, but he excelled in mathematics and military science. When he was 16 years old,he joined the French army. In that year 1785,he began the military career that would bring him fame ,power,riches and finally defeat. Napoleon became a general in the French army at the young age of 24. Napoleon had many victories on the battlefield but he also became involved in French law and politics. And in 1804, at the age of 35,he became the first emperor of the France.Napoleon was many things. He was, first of all, a brilliant military leader. His soldiers were ready to die for him. As a result, N.won many military victories. At one time he controlled most of Europe, but some countries, including England, Russia, and Austria fought fiercely against him. His defeat —“ his end ” came when he decided to attack Russia. In this military campaign against Russia, he lost most of his army.The great French conqueror died alone -deserted by his family and friends in 1821. Napole on was only 51 years old whe n he died.Less on 2 PompeiiThe lecture for this class is about the city of Pompeii. A n atural disaster occurred there almost 2000 years ago.Today many rich people who live in large metropolitan areas such asBeiji ng, Paris and New York leave the city in the summer. They go to the mountains or to the seashore to escape the city no ise and heat.2,000 years ago, wealthy Roma ns did the same thin g.They left the city of Rome in the summer. Many of these wealthy Roma ns spe nt their summers in the city of Pompeii, a beautiful city, located on the Bay of Naples.In the summer of the year 79 C.E., a young Roma n boy who later became a very famous Roman historian was visiting his uncle in P.. The boy n ame was Pli ny the Youn ger. One day Pli ny was look ing up at the sky.He saw a frighte ning sight. It was a very large dark cloud. This black cloud rose high into the sky. What Pliny saw was the eruption of the volca no called Mount Vesuvius.Rock and ash flew through the air. The city of P . was at the foot of Mt. V.. When the volcano first erupted, manypeople were able to get out of the city and to escape death. In fact, 18,000 people escaped the terrible disaster. Unfortun ately, there was not eno ugh time for every one to escape. More tha n 2,000 people died. These uni ucky people were buried alive under the volcanic ash.The eruption lasted for about 3 days. When the eruption was over, P . was buried under 20 feet of volca nic rock and ash. The city of P . was forgotte n for almost 1,700 years. In the year of 1748 an Italian farmer was digging on his farm. As he was digg ing, he un covered a part of a wall of the an cie nt city of P.. Soon archaeologists bega n to dig in the area. As time went by, much of the ancient city of P. was uncovered. Today tourists come from all over the world to see the ruins of the famous city of Pompeii.Lesson 4 Roller CoasterLet's talk about the physics involved in a ride on a roller coaster. I'm sure many of you have take n a ride on a roller coaster. A simple roller coaster con sists of a frame with a track on it. The track is very much like a train track, this track goes over a series of hills and around curves. It follows a path that ends at the same place it started. A train of carstravels around on this track, very fast. The cars have two sets of wheels. One set of wheels rolls on top of the track, and the others set of wheels rolls below the track. The wheels below the track keep the fast moving cars from coming off the track, roller coaster cars as you probably know don't have any motors or engines. Instead, a chain pulls the cars up the first, tallest and steepy staff hill, this is how the ride begins. Then, at the top of the hill the chain comes off the cars and gravity takes over. gravity pushes the cars down the other side of the hill. the taller and steeper the first hill is, the faster the ride will be. And the farther the cars will travel. as the cars rolled downhill they gained speed. the cars have enough speed and energy to send them up the next hill. as the cars near the top of the second hill they begin to slow down. but then, the cars reached the top of that hill, and start down the other side. gravity again pushes them toward the ground. this process repeats on each hale. Okay, so let's go over this process again. first, the cars are pulled by a chain up the first highest hill. then they go down a very steep slope, at this point, there is enough energy to pull the cars up and over the next hill. when they reached the bottom of that hill, there is enough energy to climb the next hill, the roller coaster cars lose energy as the ride continues. so, the hills have to be smaller toward the end of the track, finally we roll to a stop on ground level right where we began.Lesson 5 Language: How Children Acquire TheirsWhat I 'lie to talk to you about today is the topic of child Ian guage development. I know that you all are trying to develop a second Ianguage, but for a moment, let ' s think about a related topic, and that is:How childre n develop their first Ian guageWhat do we know about how babies develop their Ianguage and com muni cati on ability? Well, we know babies are able to com muni cate as soon as they are born,even before they learn to speak their firstIan guage. At first, they com muni cate by crying. This crying lets thei parents know when they are hungry, or unhappy, or uncomfortable. However, they soon begi n the process of acquiri ng their Ian guage. The first state of Ianguage acquisition begins just a few weeks after birth. At this stage, babies start to make cooing no ises whe n they are happy. Then, around four mon ths of age they beg in to babble. Babies all over the world beg in to babble around the same age, and they all beg in to make the same kinds of babbli ng no ises. Now, by the time they are ten mon ths old, however, the babbling of babies from different Ianguage backgro unds sounds differe nt. For example, the babbli ng of a baby in a Chin ese-speak ing home sounds differe nt from the babbli ng of a baby in an English-speaking home. Babies begin a new stage of Ianguage developme nt when they beg in to speak their first words. At first, they invent their own words for things. For example, a baby in an English-speaking home may say —baba II for the word —bottle II or —kiki II for —cat. I In the n ext few mon ths, babies will acquire a lot of words. These words are usually the names of things that are in the baby's en vir onment, words for food or toys, for example. They will begi n to use these words to com muni cate with others. For example, if a baby holds up an empty juice bottle and then says —juice, I to his father the baby seems to be saying, —I want more juice, Daddy II or —May I have more juice, Daddy? I This word — juice II is really a one-word senten ce.Now, the n ext stage of Ian guage acquisiti on begi ns around the age of 18 mon ths, whe n the babies begi n to say two-word senten ces. They begi n to use a kind of grammar to put these words together. The speech they produce is called —telegraphic I speech because the babies omit al but themost essential words. An English-speaking child might say something like —Daddy, up II which actually could mean —Daddy, pick me up, please.I Then, betwee n two and three years of age, young childre n beg in to lear n more and more grammar. For example, they begi n to use the past tense of verbs. The childre n beg in to say things such as —I walked home II and —I kissed Mommy. II They also beg in to overgeneralize this new grammar rule and make a log of grammar mistakes. For example, children often say such thins as —I goed to bed II in stead of — I went to bed, I or — I eated ice cream II in stead of —I ate ice cream. I In other words, the children have learned the past tense rule for regular verbs such as —walk II and —kiss, I but they haven' t learned that they cannot use this rule for all verbs. Some verbs like —eat II are irregular, and the past tense forms for irregular verbs must be lear ned in dividually. Any way, these mistakes are no rmal, and the childre n will soon lear n to use the past tense for regular and irregular verbs correctly. The children then continue to learn other grammatical structures in the same way.If we stop to think about it, actually it ' s quite amazing how quickly ba and childre n all over the world lear n their Ian guage and how similar the process is for babies all over the world.Do you remember any thi ng about how you lear ned your first Ian guageWhat was your first word? Was it ——mama II or maybe ——papa I ?Now think also about the process of learning English as a second Ianguage. Can you remember the first word you learned in English? I doubt that it was ——mama. II Now, think about some of the similarities and differences invoIved in the processes of child and adult Ianguage learning. We' ll talk about some similarities and differences in the first and sec ond Ianguage lear ning processes tomorrow. See you the n.Lesson 7 RobotsWhe n people thi nk about a robot, they ofte n picture a machi ne that look s something like a human being. However, tha' not always the case. Mo st robots do not look much like a human being at all, they look like machi nes becausethat 'what most of them are- in dustrial machi nes.Today, ' m oing to talk mostly about in dustrial robots used in in dustry. These are robots that do work that for huma ns would be physically dema nding, repetitive, dan gerous or very bori ng. Most in dustrial robots work on in an assembly line in a factory. For example, a robot might put liz on j ars of fruits or start boxesfor shaping. In a car factory, robotic arms on an assembly line join the parts of a car together; other robots tighten the bo atson the car 'w h eelsor paint the car. There are thousands of robots put ting cars together in ______ pla n. These robots are very precise whe n repeat ing a task. For example, they always tighten boats with the same exact a mount of force. They always move a heavy engine to exactly where it sho uld be and they always put ahold in the exact same place in every car do or hour after hour. These are examples of robots doing the work humans could do but the robots are doing the work more efficiently and preciselySo, just how do robots work? To do its job a robot first needs a control s ystem. This control system directs the robots mechanical parts. The contr ol system of a robot is sort of speak--a robot brain. So how does a robot l earn which action to do first and which of its moving part needs to do th at action?A robot learns its job with the help and guidance of a human b eing. To teach an industrial robot to do something, first a person must us e a hand-held computer. The computer is used to guide therobot 'a s rm a nd hand through the motions it needs to do. Then, the robot stores exact movement in its computer memory. The robot has sensors to gather info rmation, so now the robot will use its sensors to direct its actions. The ro bot tells its moving part what to do and then it performs the action. For e xample, to pick up and move a box, the robot first finds the box, next it d ecides the weight of the box. Then it decides how much force is needed t o lift and move thebox, and finally, it finds the correct place to put the b ox down. It repeats the process over and over until it's turned off. It does the same job until it is given the job and new program to follow. Some sc ientists think that robots of the future will be smarter than today's robot s. They may also look more human like or even animal like. In fact, they may work and think more like humans do. The industrial robots we've be en talking about so far today are automatic robots.They are known as automatic robots because they have program to follo w a specific series of movement. Usually, they have parts that move but t hey really don't travel around. On the other hand, an autonomous machi ne can change itsbehavior in relation to its surroundings. For example, an autonomous robot with wheelsor legs to move around can change direc tion when it senses that there are something in its way. A robot suchas …candetect the moveme nt of people n earby. It can move to avoid bump ing into sb. coming toward it. Asthma can even learn to dance by followi ng the movements of a dancer next to it. I don't know whether or when people would welcome autonomousmachines or human like robots. I gu ess that we will not only think about that in the future. We need to think about how we will interact with our global doctor: robal teacher, robal p et, or even our robal friend.Lesson 8 A Tidal WaveA tidal wave is a very large and very destructive wall of water that rushesin from the ocean towards the shore. Many scientists call these waves tsunami. InJapanesetsunami means “ stormwave. ”But do you know that tidal are not caused by storms and that they are not true tidal at all? A true tidal is the regular rise a waves and fall of ocean waters, at definite times each day, but a tidal wave comes rushing in suddenly and unexpectedly. A tidal wave is caused by an underwater earthquake. Theword “ seaquake ” is made up of two words, the word “seawhich me “ ocean a”nd the word “ quake ”“.Toquake ”means “ toshake ”or “totremble. ” When a seaquake takes place at the bottom of the ocean, the ocean floorshakes and trembles, and sometimes the ocean floor shifts. It is this shaking thatproduces the tidal wave. The tidal wave begins to move across the sea at great speed.Tidal waves have taken many human lives in the past. Today scientists can predict when a tidal wave will hit land. They use a seismograph to do this. A seismograph is an instrument that records the strength, the direction, and the length of time of an earthquake or seaquake. It is not possible to hold back a tidal wave, but it is possible to warn people that a tidal wave is coming. This warning can save many lives.Lesson 9 Levels of LanguageToday I want to talk about levels of language usage. You probably have noticed that people express similar ideas in different ways, depending on the situation they are in. This is very natural. All languages have two general, broad categories, or levels ofusage: a formal level and an informal level. English is no exception. I ' m not talking about correct anincorrect English. What I ' m talking about are two levels of correct English. The difference in these two levels is the situation in which you use a particular level. Formal language is the kind of language you find in textbooks, reference books such as encyclopedias, and in business letters.For example, a letter to a university would be in formal style. You would also use formal English in compositions and essaysthat you write in school. People usually use formal English when they give classroom lectures or speeches and at ceremonies such as graduations. We also tend to use formal language in conversations with persons we don' t know well or with people we have a formal relationship with, such as professors, bosses, doctors, friends of our parents 'str,angers, etc. Informal language is used in conversations with colleagues, family and friends, and when we write personal notes or letters to close friends, as well as in diaries, etc.Formal language is different from informal language in several ways.However, today I ' m going to talk only about a couple of ways. First of all,formal language tends to be more polite. Interestingly, it usually takesmore words to be polite. For example, I might say to a friend or family member, "Close the door, please", but to a stranger or someone in authority I probably would say "Would you mind closing the door" or "Excuse me, could you please close the door" Using words like "could" and "would" makes my request sound more polite, but alsomore formal. Another difference between formal and informal language is some of the vocabulary. There are some words and phrases that belong in formal language and others that are informal. Let me give you a couple of examples of what I mean. Let ' s say "I ' m just crazy about soccer!" But if Iwere talking to my supervisor or a friend of my parents 'I w, ould probably say "I really enjoy soccer" or "I like soccer very much". LetI ' mtelling someone some news I heard about the police arresting a criminal. To my friend I might say "The cops bagged the crook". To my parents ' friend I might say "The police arrested thhi e f"t.Although the line between formal and informal language is not always clear and although people are probably less formal today than in the past, it is useful to be aware that these two levels, or categories, do exist. The best way for a non-native speaker of English to learn the difference is to observe the different ways English speakers speak or write in different situations. Television newscasters, your college professors in class, your doctors in their offices, etc, will usually speak rather formally. However, your classmates, teammates, family members, friends, etc. will generallyspeak in an in formal fashi on. The differe nee can be lear ned over time by observ ing and in teract ing with n ative speakers.Lesson 10 Power: The Kinds People Use and AbuseJoh n Mack, who is the author of a book about power, says that the n eed for a sense of pers onal power is one of the primary forces in huma n life. On the other hand, he also says that a feeli ng of powerless ness is one of the most disturb ing of huma n emotions —a feeling to be avoided at all costs. Just what is power?Psychologists defi ne power as the ability to determ ine or to cha nge the acti ons or behavior of other people. Psychologists are trying to ide ntify differe nt kinds of power so that they can better un dersta nd how people use these differe nt kinds of power to gain con trol over other people. They are tryi ng to un dersta nd how people mani pulate other people for good and evil purposes. Psychologi sts have identified five basic types of power, and I to talk about each of these briefly in the n ext few mi nutes.The first type of power is called in formatio n power. Some psychologist believed like that in formati on power is one of the most effective types of power and con trol. The pers on who has in formati on that other people want and n eed, but do not have, is in a position of power. Why is this? Well, most people like to receive and have in formatio n. Havi ng in formatio n in creases a pers on ' sown sense of power. People who provide in formatio n can man ipulate those who donot have in formati on. Often, whe n people receive information, they do not know that they are being mani pulated by those who provided the in formati on. The psychologist n amed Edwards says, for example, that n ewspapers provide a lot of information to their readers, and that these n ewspaper readers gen erally believe the in formati on they read.Readers do not questio n the accuracy of the reports about world eve nts they read in the n ewspapers.A sec ond type of power is called referent power. For example, a person may want to behave like the members of a particular group, such as a soccer team ( or a group of classmates), or a pers on may identify with and want to be like a certain teacher, a friend, or say , a rock star. If you identify with another person, that person has power over you, and that pers on can in flue nee your acti onsand behavior. Many people imitate and are con trolled by the people they ide ntify with. Let me give you a sad example of the use of this type of power for evil purposes. In the 1970s in Jon estow n, Guya na, more tha n 900 people committed suicide when their religious leader Jim Jones told them to kill themselves. They did what he told them to do because he had referent power over them. They identified with him; they believe him, and they did what he told them to do. More rece ntly a man n amed David Koresh con trolled the lives and dest inies of a small com mun ity of men, wome n, and childre n in Waco, Texas. Most people in his community died in a fire, along with their leader, during a confron tati on with U.S. gover nment age nts.A third kind of power is classified as legitimate power. Government officials, according to Edwards, have a lot of legitimate power. When the gover nment decides to raise taxes or make people go to war, most people will do what their gover nment officials tell them to do. One psychologist reported on an experime nt that showed an example of this type of power. In this experiment, a researcher asked people on the street to move away from a bus stop. Whe n he was dressed as a civilia n, few people moved away from the bus stop. Whe n the researcher was dressed as a guard, mostpeople moved away from the bus stop. The guard ' s uniformseemed to give the researcher a look of legitimate power.A fourth kind of power is called expert power. An expert is apers on who is very skilled in some area, such as sports, or who knows a lot about somethi ng, such as computers. Most people are impressed by the skills or kno wledge of an expert. Some of these“ experts ” use their skills at playing sports or knowing about computers to gain power and in flue nee —and to gain money oradmirati on, accord ing to Edwards. In other words, they use their expertise to gain power.Fin ally, reward or coercive power is used by people who have the power to reward or punish another person ' s actions or behavior.Giving a reward will change people ' s behavior because it offerspeople a cha nee for gain. Giving a puni shme nt may or may not cause the people to do what the powerful pers on wants them to do, but the cha nges may not last for a long time. The pers on who uses coercive power may also have to carefully watch thatthe less powerful pers on does, in fact, cha nge his or her acti ons or behavior.To sum up, the n, power may be gained in many ways. It may come from having information that other people want or need; it may come from being a referent for other people to ide ntify with or to imitate; it may come from having an official, or legitimate, position of authority; it may come from having skills or expertise; or it may come from having the power to reward or punish people.We all exercise one or more of these various kinds of power over other people, and other people will try to exercise one or more of these kinds of power over us throughout our lives.Lesson 11 Asian and African Elephants: Similarities and Diffe rencesThe African and the Asian elephants are the largest land animals in the w orld. They are really enormous animals. The African and the Asian elepha nts are alike, or similar, i n many ways, but there are differe nces betwee n the 2 types of elepha nts, too.What are some of the similarities between the African and the Asian elep hant? Well, for one thi ng, both ani mals have long no ses, called trun ks. A n elephant sometimes uses its trunk like a third hand. Both kinds of elep hants use their trunks to pick up verysmall objects and very large, heavy objects. They can even pick up trees with their trunks. For another thing, both the African and the Asian elephants have very large ears, although t he African elephant 'ea s rs are considerably larger.In addition, both animals are intelligent. They can be trained to do heavy work. They can also be trained to do tricks to entertain people. In other words, they both work for people, and they entertain people also.As I said before, the African and Asian elephants are alike in many ways, but they are also quite different, too. Let me explain what I mean. The Af rican elephant is larger and heavier than the Asian elephant. Asian eleph ants reach a height of about 10 feet, and African elephants reach about 13 feet tall.The African male elephant weighs between 12,000 and 14,000 pounds. I n contrast, the average Asian male elephant weighs between 7,000 and 1 2,000 pounds. So one is bigger than the other, but as you can see,both are still enormous animals.Another difference between the 2 kinds of elephants is the size of the ea rs. Asian elephants have smaller ears than African elephants . The Africa n elephant has 2 very large teeth. These teeth are called tusks. The Asian elephanthowever sometimes does not have any tusks at all. The elephants differ i n color, too. The African elephant is dark gray in color while the Asian ele phant is light gray. Occasionally an Asian elephant is even white ! The last big difference between the 2 typesof elephants is their temperament. The Asian elephant is tamer than the African elephant, orin another way, the African elephant is much wilder than the Asian eleph ant. As a result,it 'm s ore difficult to train the African elephant to perfor m tricks to entertain people. That 'w s hy the elephants you see in the circ us are probably Asian elephants and not African elephants.Yes, there certainly are differences between the African and the Asian ele phants, but as I mention at the start of mytall, there is one big similarity between the 2 animals: they are both fasci nating and enormous animals.Lesson 13 Lincoln and KennedyJohn F. Kennedy and Abraham Lincoln lived in different times and had very different family and educational backgrounds. K ennedy lived in the 20th century; Lincoln lived in the 19th cen tury. Kennedy was born in 1917, whereas Lincoln was born m ore than a hundred years earlier, in 1809. As for their family b ackgrounds, Kennedy came from a rich family, but Lincoln 'f samily was not wealthy. Because Kennedy came from a wealthy family, he was able to attend expensive private schools. He graduated from Harvard University. Lincoln, on the other hand, had only one year of formal schooling. In spite of his lack of f ormal schooling, he became a well-known lawyer. He taught himself law by reading law books. Lincoln was, in other words, a self-educated man.In spite of these differences in Kennedy and Lincoln 'b s ackgr ounds, some interesting similarities between the 2 men are ev ident. In fact, books have been written about the strange coin cidences in the lives of these 2 men. Take for example ,their political careers. Lincoln began his political car eer in congress. Similarly, Kennedy also began his political car eer in congress. Lincoln was elected to the U.S. House of Repr esentatives in 1847, and Kennedy was elected to the House in 1947. So they were elected to congress exactly 100 years apart. Another interesting coincidence is that each man was e lected president of the United States in a year ending with the number 60. Lincoln was elected president in 1860, and Kenne dy was elected in 1960; furthermore, both men were presiden t during years of civil unrest in the country. Lincoln was presid ent during the American Civil War. At the time Kennedy became president,African-Americans were fighting for their21 /22civil rights , un rest took the form of civil rights dem on strati ons. Times change and it s just over 15 more years,the United States elected its first Africa n-America n preside nt Barack Obama . Preside nt Obama was elected in 2008 and get back to talk about Lincoln and Kenn edy. Another striking similarity between these 2 men was that, as y ou probably know, n either preside nt lived to complete his ter m in office. Li ncol n and Kenn edy were both assass in ated whil e in office. Kenn edy was assass in ated in 1963 inDallas, Texas, after only 1,000 days in office. Lincoln was assas sinated in 1865 a few days after the end of the American Civil War. It ' rather curious to note that both presidents were sh ot while they were sitting next to their wives.These are only a few examples of the unusual similarities in th e desti nies of these 2 America ns — men who had a treme ndou s impact on the social and political life in the United States an d the imagination of the American people.…,but let me。

新时代交互英语视听说1级Unit_1-13_Script

Unit 1 The First DayEmi:Oh, no… it’s ten o’clock! I’m late.Emi:Is this English with Prof. Brown?Prof. Brown: Yes. This is it.Emi: I’m nervous.Prof. Brown:Don’t be nervous. This class is easy.Emi:Really? It’s easy?Prof. Brown:Yes. And the instructor is really nice.Emi: He is? Wait … Are you a student?Prof. Brown:No, I’m not. I’m the instructorEmi: You’re Professor Brown?! I’m so embarrassed.Prof. Brown:Don’t be. Welcome to the class.Jin: Hi.Emi: Hi.Jin: I’m a student too. My name’s Jin.Emi: Hi. I’m Emi … Emi Okada.Jin: Oh, you’re Japanese!Emi:That’s right. And you’re …?Jin: I’m Korean. This is my first class here. I’m a little nervous, too.Emi:Well, it’s nice to meet you. Your name’s Jean?Jin: Jin. Jin Koh.Prof. Brown:OK, everyone. Good morning. I’m Eric Brown. Let’s get started.Unit 2 A Great PlaceKate:Yes…OK. Mm-hmmm. OK. Goodbye. Bye-bye.Chris: Good morning.Kate: Good morning. Can I help you?Chris: Yes, I need a hotel reservation.Kate:OK. What city?Chris: New York. Manhattan.Kate:OK. When?Chris: Next week. Three nights. The 7th, 8th, and 9th.Kate:OK. Let’s see. How about the Wellington? Excellent location, it has large rooms, nice views. It’s a little expensive, but very nice.Chris: Um… I don’t think so…Kate:Here’s one. The Northgate. It’s very convenient, and it’s not expensive. It’s a great place.Chris: OK. Sounds good.Kate:And it’s avail able for the nights of the 7th through the 9th.Chris: Good. Can you reserve it for me?Kate: Sure. Single room, for the 7th, three nights. Can I have your credit card, please?Chris: Here.Kate:OK. That takes care of that… You’re all set. Here’s your confirmation.Chris: Great, thanks.Kate: Is there anything else I can do for you?Chris: Nope, that’s it.Kate: All right. Well, have a great time in New York.Chris: Thanks, I will.Unit 3 Whose StuffLaura:Hi, Emi.Emi: Hi, Mrs. Arnello. How are you?Laura:Good. Oh, Emi… Is this your shirt?Emi: The blue one? No, that's not mine. It's Maggie's.Laura:How about this sweater?Emi: The yellow sweater? Yes, that's mine.Laura:It's cute.Emi: Oh, thanks.Laura:And… these are your soc ks, right?Emi: No, but those are mine.Laura:Well, here's your stuff.Emi: Thanks, Mrs. Arnello. I really appreciate it.Laura:Oh, Emi, you forgot this.Emi: Mrs. Arnello, you know, you really don't need to do my laundry.Laura:Don’t be silly. It's my pleasure.Emi: Well, I would feel better if you would…Laura:No, no, no. I know you're so busy with school and everything.Emi:But you're busy, too.Laura:Really, it's OK. I have to do the laundry for Paul and the kids anyway.Emi:Please let me help so metime…Laura:You know, if you really want to help, Emi… you can get Maggie to clean her room!Unit 4 Lunch at the RockAna:Chris, what do you want?Chris:Mmm, I don't know.Ana: How about grilled Mahi-Mahi?Chris: What's that? A kind of fish?Ana:Yes. It's good. Why don’t you try it?Chris:No, I don't like seafood.Ana:(Surprised) You don’t like sea-food?Chris:No, not really.Ana:All right. How about a Caesar salad?Chris: A salad? No, I don't really like salads.Ana: (Asking in a quizzical 嘲弄的, 探询的tone) What do you like?Chris:Well, I like hamburgers.Ana: Oh, Chris, everybody likes hamburgers.Chris:So?Dave (waiter) approaches the table.Dave:Hi. Ready to order.Ana: Yes. I'll have a grilled Mahi-Mahi sandwich …and a small house salad …and some iced tea. Dave:Sure.Chris:I'll have a hamburger, with French fries …and a Coke.Dave:Would you like anything on the hamburger? Cheese, onions, mushrooms, avocado, sprouts? Chris:No. Um …yeah …avocado.Dave:OK, anything else?Ana:No, nothing else.Chris:Nope.Ana:Whoa, Chris, very original. (As Dave walks away, Ana teases Chris for his lack of originality) Chris: Thank you!Unit 5 A Busy LifeKate: Dave, you’re so busy all the time. Do you have any free time?Dave:Hah! I work every day.Kate: Every day? No days off?Dave:No way. I’m here every day. I get here at six in the morning.Kate: You get up at six in the morning? I never get up that early.Dave:No, I get here at six. I always get up around five.Kate:Oh, wow! That’s early. When do you go home?Dave:Around nine.Kate:Nine, at night?Dave:Oh, yeah.Kate:Dave, that’s crazy!Dave:I know.How about you? What’s your schedule like?Kate: Well, I work every day, from Monday to Friday, usually from 8:30 to 5:30.Dave: Sounds like a good schedule to me. Very relaxing!Kate: And I always do something fun on the weekends.Dave: Fun? What do you mean, fun?Kate: You know-----camping, hiking, the beach.Dave: Oh, I never do that kind of stuff.Kate: Dave, you need to get out more often. You need to have some fun! You need to get a life! Dave: Mmm. I don’t know, Kate. This is fun for me. This is my life.Unit 6 Shopping TripClerk: Looking for a TV?Emi: Yes. I need a ...Clerk: How about this one? MultiVision. Only $1,999.Emi: It’s a little big.Clerk: Well, big is good.Emi: But...Clerk: Well, look over here. We have the Vista. It’s on sale. Only $999.Emi: $999? That’s kind of expensive. Do you have anything …?Clerk: Well, we have the ViewTrix4200.Emi: This is perfect! How much is this TV?Clerk: That one? The MiniView? That’s $199.Emi: Great. I’ll take it.Clerk: Are you sure? Let me show you a couple of others.Emi: Um… no, this is the one I want.Clerk: OK. Would you like a three-year warranty with that? It’s a great deal…Emi: No, no warranties.Clerk: OK. How about a satellite dish or a DVD player?Emi: Um …no, just the TV.Clerk: But at least you’ll need a TV stand. We have some great TV stands.Emi: Maybe later. Today, just the TV.Clerk: OK. Well, great. Right this way, I’ll get one for you.Unit 7 Having a SnackKate: Be right back.Luis: Hello.Chris: Luis? This is Chris.Luis: Hi, Chris. What’s up?Chris: Not much. What are you doing?Luis: Right now, I’m taking a break. I have so much work to do tonight.Chris: Oh.Luis: What are you doing?Chris: I’m at the Rock right now. I’m having a snack with Kate.Luis: Oh, cool. Can I join you?Chris: Sure. Come on down.Kate: Who’s that?Chris: I t’s Luis.Kate: Oh, Luis. Can I talk to him?Chris: Sure. Hang on a second. Kate wants to say something.Kate: Luis?Luis: Yes. Hi, Kate.Kate: Hi. What are you doing?Luis: Oh, you know me. Work, work, work.Kate: Well, why don’t you take a break? Chris and I are having a bite to eat here at the Rock. luris: I know. I’m planning to…Kate: Why don’t you come and join us?luis: Yeah, sure. I’m on my way.Kate: OK. Bye.Unit 8 Ana’s FamilyChris: Hi.Ana: Hi.Chris: Oh, pictures.Ana: Mmm-hmm.Chris: Who’s that?Ana: That’s my brother, Marcelo.Chris: How old is he?Ana: He’s 22.Chris: Is he a student?Ana: Yeah, he goes to the University of Maryland.Chris: What’s he studying?Ana: He’s studying engineering, but at night, he’s a musician.Chris: What does he play? The guitar?Ana: No, the piano.Chris: That’s great. What kind of music does he play?Ana: Jazz, mostly. He’s actually really good. He even sent me a tape.Chris: A tape of him playing?Ana: I think so.Chris: I’d like to listen to it sometime.Ana: Sure.Chris: Ah, so, Ana, can I talk to you after lunch? It’s about the Civic Center project.Ana: Oh, sure. I’ll stop by in about half an hour.Chris: Thanks.Ana: See you.Chris: Bye.Unit 9 Lunch with the StarsAna: Hello!Emi: Hi. Where are we going?Ana: There’s a great restaurant in this area.Emi: Oh?Ana: It’s called Enrico’s. We’re gonna have lunch there.Emi: Oh, great.Ana: It’s a famous place. You’ll love it.Emi: Look! There’s Tom Cruise!Ana: Shh…I know.Emi: Oh my gosh! Is that…? It’s not!Ana: Shh. Yes, it is.Emi: Wow! There are a lot of famous people here!Ana: Mm-hmmm.Emi: Oh, my gosh! I don’t believe it!Ana: What?Emi: Look! There’s Cher!Star: Oh! Are you OK, miss?Emi: Yes…Can I have your autograph?Star: My autograph? You want my autograph?Emi: Yes, please.[PAUSE]Emi: Thanks.Star: There you go.Emi/Ana: Lillian Mortimer?Ana: Who on earth is that?Emi: I thought it was Cher!Unit 10 A Birsthday PresentEmi: Hey, Kate! Happy birthday!Kate: Thanks, Emi.Emi: There are a lot of people here.Kate: I know. What a surprise! Is Luis here yet?Emi: Yes, he was here. I talked to him a minute ago. Oh, there he is.Kate: Where?Emi: He’s by the door. Do you see him?Kate: No, I don’t.Emi: Over there. Between Sam and Ana.Kate: Yes… Excuse me…Kate: Luis! (Someone bumps her arm; her drink spills on Luis) Oh, I’m sorry! I spilled it all over you! …Oh, Luis, I’m sorry. I ruined your shirt!Luis: (looking down at orange juice spilled on his shirt, then pulling a present out of his pocket while Kate tries to wipe it off) No, no, it’s OK…Don’t worry about it. I brought you this…happy birthday. Kate: Oh, Luis. How thoughtful! Thank you.Luis: You’re welcome. (I) hope you like it…(Kate starts to give Luis a hug. Luis realizes his shirt is dripping with orange juice. He stops Kate from hugging him.) (You’d) better not!Unit 11 Looking for a JobRich: Dave, you know I’m between jobs right now…Dave: Yeah?Rich: Maybe I can help you out around here.Dave: Oh, you can? What can you do?Rich: Anything.Dave: Can you wash dishes?Rich: Sure. I can do that.Dave: Can you wait on tables?Rich: Yes. I can do that too.Dave: Well, you can’t cook. I know that.Rich: Maybe you’re right. But I can learn.Dave: Hmmm. Can you work on weekends?Rich: Dave, I can work anytime!Dave: All right, Rich. You’re hired. Can you start tomorrow?Rich: No problem.Dave: Great. I’ll see you tomorrow, at 7:00 a.m.Rich: I’ll be here.Dave: All right, Rich. Ready to get started?Rich: Sure. What are we going to do first?Dave: Let’s see. What should we do first? You want to learn how to cook?Rich: Yeah.Dave: OK, see that apron over there?Rich: Ye ah…Dave: Well, put it on. You can start by washing these dishes.Unit 12 Do I Know You?Chris: Taxi!Sam: Yeah.Chris: 989 Union Street, please.Sam: Sure. Wait, you’re …the guy from the travel office.Chris: Pardon me?Sam: You came into our office last week …to I-Travel.Chris: Right, I did. You look familiar, too.Sam: Yeah, I work there part-time.Chris: Oh, right. Now I remember you…So you work at I-Travel and drive a taxi? Sam: Yeah, I have two part-time jobs.Chris: Wow, two jobs. Sounds busy.Sam: So …how was your trip?Chris: My trip to New York? Fine.Sam: Do you travel often?Chris: Yeah, I have to travel for work. I work for Silica Communications. I’m in sales. Sam: Ah. Well, here you are.Chris: Thanks…You can keep the change.Sam: Thanks.Chris: What’s your name again?Sam: Sam. Sam Weiss.Chris: I’m Chris Redmond. Nice to see you again, Sam. Good luck.Sam: Take care.Unit 13 Somebody NewLaura: Hi.Luis: Hi.Laura: Are you busy?Luis: What’s up?Laura: I’d like you to meet someone. Luis, this is Susan Wu. She’s our new project director for the Star One program. She’s from Singapore.Luis: Oh, the new project director? Glad to meet you.Susan: Nice to meet you, too.Laura: Luis is very talented; he’s a great guy to work with.Luis: Thanks, Laura.Laura: Susan has a lot of experience with the company. I’m sure you’ll enjoy working with her.Luis: Yes, I’m looking forward to working with you.Susan: Same here, Luis.Luis: Which office will you be in?Laura: She’ll be in the office across the hall.Luis: The corner office?Laura: Right.Luis: Oh. Oh, OK. When will you be moving in?Susan: Tomorrow.Luis: So soon? Good! Well, please let me know if you need any help with anything.Susan: I appreciate that. Thanks.Laura: Well, sorry for the interruption.Luis: No problem. See you later.。

英语视听说讲课稿模板

英语视听说讲课稿模板英语视听说课程是培养学生综合运用英语能力的重要环节，特别是听力和口语能力。

以下是一个英语视听说讲课稿的模板，教师可以根据自己的教学内容和学生的需求进行调整和补充。

课程名称：英语视听说课程目标：1. 提高学生的英语听力理解能力。

2. 增强学生的口语表达能力。

3. 培养学生的跨文化交际意识。

教学内容：1. 听力材料的选择与分析。

2. 听力技巧的介绍与练习。

3. 口语表达的策略与实践。

教学方法：1. 多媒体教学。

2. 小组讨论。

3. 角色扮演。

教学步骤：一、导入（5分钟）- 问候学生，简要介绍课程目标和内容。

- 通过一个简单的英语听力练习，激发学生的兴趣。

二、听力材料分析（15分钟）- 播放一段英语听力材料，可以是新闻报道、电影片段或播客。

- 暂停播放，让学生分享他们听到的关键信息。

- 讨论材料的主题、语言特点和文化背景。

三、听力技巧讲解（10分钟）- 介绍几种常见的听力技巧，如预测、关键词捕捉、主旨概括等。

- 通过示例演示这些技巧的应用。

四、听力练习（15分钟）- 分发听力练习材料，让学生独立完成。

- 播放听力材料，学生边听边做笔记。

- 练习结束后，组织学生讨论答案和听力策略。

五、口语表达策略（10分钟）- 讲解口语表达的基本策略，如清晰发音、逻辑组织、有效使用肢体语言等。

- 通过角色扮演或模拟对话，让学生实践这些策略。

六、口语实践（15分钟）- 分组进行口语练习，每组选择一个话题进行讨论。

- 每组选出一名代表，向全班展示他们的讨论结果。

七、跨文化交际意识培养（10分钟）- 讨论听力材料中的文化差异和交际策略。

- 分享跨文化交流中可能遇到的挑战和应对方法。

八、总结与反馈（10分钟）- 总结本节课的主要内容和学习点。

- 收集学生的反馈，了解他们的学习感受和建议。

九、作业布置（5分钟）- 布置相关的听力和口语作业，鼓励学生在课外继续练习。

十、结束语（2分钟）- 鼓励学生积极参与课堂活动，期待他们在下节课的表现。

学术英语视听说Lesson1

3. A person’s race is partly determined by skin color and type of hair as well as other physical characteristics.
4. The majority of the U.S. population is of European origin .
3. Would you guess that the U.S. population has increased or decreased since the census in 2010? Why?
BEFORE LISTENING
NOTETAKING PREPARATION
n Number Notation During a lecture, you will sometimes need to write down many numbers. They may be expressed as whole numbers, percentages, fractions, or ratios. Here are some ways to write them as numerals when you are taking notes.
n Answer the following questions with a partner or your classmates.
1. Do the people you see in the picture here match your idea of the kinds of people who live in the United States? In what ways?
BEFORE LISTENING

英语TED演讲视听说1

1
UNIT GOALS
1. Talking about likes and interests. 2. Mastering basics of syllable stress. 3. Watching a TED Talk about the joy of performing music. 4. Learning of public speaking and public presentation skills.
1
WARM UP
1.1 Watch part of Sleepy Man Banjo Boys’ TED Talk. Answer the questions with a partner.
1
WARM UP
Watch part of Sleepy Man Banjo Boys’ TED Talk. Answer the questions with a partner.
LISTENING
SPEAKING
VOCABULARY Music and movie genres
1
EXTENSION ACTIVITY
Have students move around the room asking each other 1A questions about movie and music interests until they find
LISTENING
SPEAKING
LISTENING My passion for music
B 1.2 Watch the video again. Complete the sentences. 1. “I love listening to music, but I also like _w_r_i_ti_n_g__ and recording my own songs.” 2. “I’m a member of an Irish ___fo__lk__ band.”

unit 1大学英语视听说课件第一册

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Book 1 – Unit 1
Section One
Intensive Listening
Conversation 1
Hi! George, how are you? you. Fine, thank you. And you? thanks. Very well, thanks. George, I’d like you to meet my roommate, Cathy. friend. Cathy. (To Cathy) Cathy, this is George, my friend. He is marketing. studying marketing. George: you. George: How do you do, Cathy? It’s nice to meet you. Cathy: too. Cathy: How do you do? Nice to meet you, too. George: George: Cathy, you and Linda are in the same department, aren’t you? Cathy: Department. Cathy: Yes, both of us are in the English Department. Linda: Mr. lecture. Linda: Oh, Cathy, we’ll be late for Mr. Jones’ lecture. Let’s hurry up! Cathy: OK. Cathy: OK. George: then. George: See you later, then. Cathy: you. Linda & Cathy: See you.

学术英语视听说1听力原文

学术英语视听说1听力原文Lesson1、1-1-4Lecturer:Today, I am going to talk to you about one of the most im portant historical figures in European history-Napoleon BonaparteLet's start by talking about his early life. Napoleon was born in 1769 on the island of Corsica. When he was only 10 years old, his father sent him to military school in France. Napoleon was not a very good student in most of his classes, but he excelled in mathematics and in military scienceWhen Napoleon was 16 years old, he joined the french army In that year, 1785，he began the military career that would bring him fame, power, riches, and finally, defeat. After eight years in the army, Napoleon became a general. He was only 24.Napoleon had many victories on the battlefield but he also became involved in French law and politics. And in 1804 at the age of 35，he became the first emperor of france.Napoleon had many victories on the battlefield, but he also became involved in French law and politics. And in 1804 at the age of 35，he became the first emperor of france Napoleon was many things. He was, first of all, a brilliant military leader. his soldiers were ready to die for him. as a result, Napoleon won many military victories. At one time hecontrolled most of Europe, but some countries, including England, Russia, and Austria, fought fiercely against Napoleon His defeathis end- came when he decided to attack russia In this military campaign against Russia, he lost most of his army .The great French conqueror died alone, deserted by his famil and his friends. The year was 1821，and Napoleon was only 51Lesson2、1-2-4Lecturer:The lecture for th is class is a b out the city of pom peii and the natural disaster that occurred there almost 2,000 years ago .Today many rich people w ho live in large m etropolitan areas such as beijing, Paris, and new york leave the city in the summer. They go to the m ountains or to the seashore to escape the city noise and heat. two thousand years ago, wealthy Rom ans did the sa me thing. They left the city of rom e in the summer. many of these wealthy rom ans spent their sum mers in the city of Pom peii, a beautiful city located on the bay of Naples, on the mediterranean Sea.In the sum mer of the year 79 Ce, a young rom an boy w ho later became a very fa m ous rom an historian w as visitin g h is uncle in Pompeii. The boy's name was pliny the younger.One day pliny w as loo king up at the sky. He saw a frightening sight. It w as a very large dark cloud. This b lack cloud rose hig h into the sky.What Pliny saw was the eruption of the volcano called Mount vesuvius. Rock and ash flew through the air. the city of Pom peii was at the foot of mount vesuvius When the volcano first erupted, many people were a ble to get out of the city and escape death. In fact, 18,000 people escaped the terrible disaster. U nfortunately, there was not enough time for everyone to escape. More than 2,000 people died. These unlucky people were buried alive under the volcanicash. The eruption lasted for about three days.When the eruption w as over, Pom peii w as buried under 20 feet of volcanic rock and ash. the city of Pom peii w as forgotten for alm ost 1,700 years.In the year 1748 an Italia n farmer was digging on his farm. As he was digging, he uncovered a part of a wall of the an cient city of Pompeii. Soon, archaeologists began to dig in the area. as time went by, much of the a ncient city of Pompeii w as uncovered. today tourists come from all over the world to see the ruins of the fa m ous city of pompeii. Lesson3、1-3-4Lecturer:I'd like to talk to you today about Steve Jobs. Jobs was someone who changed the world, because he changed the way people act every single day.Jobs was born in 1955. He grew up in California, in an area that later became known as the Silicon valley. When he was about 14 years old, hebecame friends with Stephen Wozniak Wozniak was what people in those days called an electronics whiz kid. He liked to design and build his own electronic equipment.In 1975，Wozniak started designing a personal computer. This at a time when nobody owned personal computers in their homes. Jobs was young. He was only 20. But even then he had a sharp business brain. Jobs convinced Wozniak that they could build these personal computers in his garage and sell them. a year later, Jobs and wozniak founded the apple computer Company, and started building and selling personal computers.When their apple ii computer went on the market in 1977，it became a huge success Suddenly there was a mass market for a computer that people could buy at a store and use sitting in their own homes The apple ll became the world's first mass produced personal computer, and by the age of 25，Steve Job was a millionaire.Jobs was brilliant in many ways, but he was not always very good at working with other people. He needed everything to be perfect, and this caused problems at Apple. In 1985，then, Jobs left Apple and started a new computer company and soon after he also went into business with a company called Pixar Pixar was a company trying to develop a system for using CGI-computer-generated imagery to be used in animated films And Jobs was just the person to help them.In 1995. Pixar released the movie tov story It was the first full-length, computer-generated, animated film. It was a big hit and Pixar became a very, very profita ble company and steve Jobs became a very, very rich man a billionaire in fact.In the 10 years after leaving apple jobs learned a lot about working with people and running a company. So when he returned to apple in 1995. he made many changes.Without Jobs, Apple was not doing so well. But Jobs had a also wanted them to be beautiful objects that people would e vision. He didn t only want personal computers to be useful, h enjoy looking at and using. In 1998，Apple introduced the imac a new desktop computer and the next year, the iBook, a new laptop computer. People thought both were very attractive and they immediately became very popular, and apple became profitable company again.But Steve Jobs wasnt finished. He had an even bigger vision He believed that personal computers would become the center the hub, of people's digital lives. So in 2001 Jobs introduced Apple's"digital hub"strategy He told the world that the computer would become the hub of all their electronic equipment. You could connect your camera, your music player and your video recorder to the computer and manage all your videos, photos, and music using iTunes, iMovie, iPhoto, and other apple programs, or"apps "Over the next 10 years, apple createdproducts that made jobs vision a reality. In 2001，the company introduced the iPod, which quickly became the most popular digital music player. In January 2007，Jobs introduced the iPhone and suddenly your phone became like a mini computer. It was like having an iPod, a camera, and a phone all in one device that you could hold in your hand. Then three years later he released the iPad onto the market. This really was a small, light computer that you could hold in your hand.And to use it all you had to do was touch the screen.Jobs'final vision before he died in Octo ber 2011 was Apple iCloud This is a system that allows apple users to store and manage their data and applications, not in their computer, but over the internet.Jobs may be gone, but there is no question that his vision lives on Jobs was someone who changed the world, not just for our own time, but maybe, who knows, for all time.Lesson4、1-4-4Lecturer:Let's talk a little today a out how roller coasters work and thephysics in volved in a ride on aroller coaster. I'm sure many of you have taken a ride on a roller coaster Person ally, I don't ever want to ride on one again. When i was young, my sister took me on a roller coaster, and I never forgot that frigh te n in g experience.A simple roller coaster consists o f a frame with a track on it .The track is very much like a train track. Th is track goes over a serie s of hillsand around curves following a path that ends at the sam e p lace it started, a train of cars travels around on th is track, very fast. the cars have two sets of w heels. 0 ne set of w heels rolls on top of the track and the other set of w heels rolls below the track the w heels below the track are there to keep the fa stm oving cars fro m co m in g o ff th e track. Roller- coaster cars, as you prob ably know, d on't have any m otors or es In stead, a ch ain pulls the cars up the first, tallest and steepest, h ill. A nd th isis how the ride begin s then at the top of the hill, the ch ain com es off th e cars, and gra v ity takes over. Gravity pushes the cars dow n the other sid e of th e h ill. T he taller a nd steeper the first h ill is, the fa ste r th e rid e willbe, and the farther the cars willtrave l.As the cars roll downhill, they gain speed. When they reach the botto m of the first h ill, the cars have enough speed a d e nergy to send the m up the next hill. A s th e cars n ear the top of the second hill, they begin to slow down. but then, th e cars reach the top of th at hill and start down the other sid e, a n d gravity again pushes them tow ard the ground. T his process repeats on each hill.OK, so let's go over th is process a g ain. First, the cars are u led b y a ch ain up th e first, h ig h est h ill. Then they go d ow n a very steep slope At th is point, there is enough energy to pull the cars up and over the next hill. a gain, w hen they reach the bottom of that hill, there is enough energy to clim b the next h ill. T he roller-coaster cars lose energy as therid e contin ues so the hills have to be sm aller toward the end of the track F in ally, we roll to a stop on ground level, rig ht w here we began. Tom orrow we will talk about the forces that press on our bod ies and keep us in our seats w hen the cars of a roller coaster travel in a loop th at puts us up side down.Lesson5、1-5-4Lecturer:What I'd like to talk to you about today is child language development i know that you all are trying to learn a second language, but for a moment, lets think about a related topic:How children learn their first language What do we know about how babies develop their language and communication ability？Well, we know babies are able to communicate as soon as they are bom-even before they learn to speak. At first, they communicate by crying. This crying lets their parents know when they are hungry, or unhappy, or uncomfortable. However, they soon begin the process of acquiring language The first stage begins a few weeks after birth. At this stage babies start to make cooing noises when they are happy. Then, at around four months they begin to babble Babies all over the world begin to babble around the same age and they all begin to make the same kinds of babbling noises. by the time they are ten months old however the babbling of babies from different language backgrounds sounds different. For example, the babbling of a baby in a Chinese-speaking home sounds different from the babbling of a baby inan English-speaking home.Babies begin a new stage of language development when they start to speak their first words. At first, they invent their own words for things. For example, a baby in an english speaking home may say"baba"for the word ball or" kiki"for These words are usually the names of things that are in the cat. In the next few months, babies will acquire a lot of words baby s environment, words for food or toys, for example.They will begin to use these words to communicate with others. For example, if a baby holds up an empty juice cup and says "juice, the baby seems to be saying, I want more juice"or May i have more juice？This word juice is really a one-word sentence.The next stage of language acquisition begins around 18months, when babies begin to say two-word sentences. They produce what is called"telegraphic" gether. The babies use a kind of grammar to put words speech, meaning they leave out all but the most essential words. an English-speaking child might say something like"Daddy, up, which actually means"Daddy, pick me up, please. Then, between two and three years of age, children learn more and more grammar. For example, they begin to use the past tense of verbs. In other words, they learn the rule for making the past tense of many verbs. The children begin to say things such as "I walked home" and"I kissed Mommy. They also overgeneralize this new grammar rule and make a lot of mistakes.For example children often say such things as"i goed to bed"instead of"I went to bed, or"leated ice cream" instead of"I ate ice cream In other words, the children have learned the past-tense rule for regular verbs such as walk and kiss, but they haven t learned that they cannot use this rule for all verbs Some verbs like eat are irregular and the past tense forms for irregular verbs must be learned individually. anyway these mistakes are normal. The children will soon learn to use the past tense for regular and irregular verbs correctly. They then continue to learn other grammatical structures in the same way.If we stop to think about it, it' s quite amazing how quickly children all over the world learn their language. It's also amazing how similar the process is for babies all over the world. You probably dont remember anything about how you learned your first language. But now that you' ve learned learning a first and secon d language may be similar and ss of something about the process, think about how the proc different. After class, why not make a list of some similarities and differences in the processes of child and adult lar learning. Then we'll talk about it next time we meed .Lesson7、1-7-4Lecturer:When people think about a robot, they often picture a machine that looks something like a human being. However, that' s not always the case！Most robots do not look much like a human being at all.They look like machines, because that's what most of them are industrial machines. Today, I'm going to talk mostly about industrial robots used in industry. These are robots that do work that for humans would be physicall demanding, repetitive, dangerous, or very boring.Most industrial robots work on an assembly line in a factory.For example, a robot might put lids on jars of fruit or stack boxes for shipping. In a car factory, robotic arms on th assembly line join the parts of the car together Other robots tighten the bolts on the cars wheels or paint the car. There are thousands of robots putting cars together in auto assembly plants. These robots are very precise when repeating a task. For example, they always tighten bolts with the same exac amount of force. They always move a heavy engine to exactly where it should be. and they always put a hole in the exact same place in every car door, hour after hour. These areexamples of robots doing the work humans could do, but the robots are doing the work more efficiently and precisely.So, just how do robots work？To do its job, a robot first needs a control system. This control system directs the robots mechanical parts. The control system of a robot is, so to speak, the robot' s"brain "So how does a robot "learn"which action to do first and which of its moving parts needs to do that action？The robot learns its job with the help and guidance of a human being.To teach an industrial robot to do something, first a person must use a handheld computer The computer is used to guide the robot's"arm and hand"through the motions it needs to do. Then the rob ot stores the exact movements in its computer memory. The robot has sensors to gather information. So now, the robot will use its sensors to direct its actions. The robot"tells"its moving parts what to do and then it performs the action. For example, to pick up and move a box, the robot first finds the box. next it decides the weight of the box. Then it decides how much force is needed to lift and move the box. and finally, it finds the correct place to put the box down. It repeats the process over and over until it is turned off It does the same job until it is given a new job and new program to follow.Some scientists think that rob ots of the future will be smarter than todays robots. They may also look more human like, or even animal-like. In fact, they may work and"think more like humans do. The industrial robots we've been talkin about so far today are automatic robots. They are known as automatic robots because they are programmed to follow a specific series of movements. Usually, they have parts that move, but they really don t travel around On the other hand, an autonomous machine can change its behavior in relation to its surroundings. For example, an autonomous robot with wheels or legs to move around can change direction when it senses that there is something in its way. arobot such as Hondas famous asIMo can detect the movements of people nearby. It can move to avoid bumping into someone coming toward it. asimo can even learn to dance by following themovements of a dancer next to it i don t know whether or when people will welcome autonomous machines or human-like robots. i guess that we will need to think about that in the robo-doctor, robo-teacher, robo-pet, or even our robo-Rriend future, Well need to think about how we will interact with or Think about that when you're doing your homework this evening. Would a robo-friend help you do your homework？。

学术英语视听说Book1Lesson 3

c. made by filming many slightly different pictures so they appear to move
d. making a lot of money for you or your company
e. to start a business
f. to make a product available for sale
LESSON
3
Steve Jobs
A Man with a Vision
TOPIC PREVIEW
BEFORE LISTENING
LISTENING
EXPANSION
AFTER LISTENING
Steve Jobs
TOPIC PREVIEW
n Answer the following questions with a partner or your classmates.
3. Who are the two people who you think are as famous as Steve Jobs? Explain why.
BEFORE LISTENING
NOTETAKING PREPARATION
n Time Lines
When you are taking notes about a person’s life, write the dates and years that you hear underneath one another in the left margin of your notes. Then after the lecture, you can easily turn your notes into a time line that will help you organize the events in that person’s life.

(完整word版)视听说听力原文lesson1-13

Lesson 1 NapoleonToday, I’m going to talk to you about one of the most important historical figures in European history: Napoleon Bonaparte. Let ’s start by talking about his early life. Napoleon was born in 1769 on the island of Corsica. When he was only 10 years old, his father sent him to military school in France. Napoleon was not a very good student in most of his classes, but he excelled in mathematics and military science. When he was 16 years old,he joined the French army. In that year 1785,he began the military career that would bring himfame ,power,riches and finally defeat. Napoleon became a general in the French army at the young age of 24. Napoleon had many victories on the battlefield but he also became involved in French law and politics. And in 1804, at the age of 35,he became the first emperor of the France.Napoleon was many things. He was, first of all, a brilliant military leader. His soldiers were ready to die for him. As a result, N.won many military victories. At one time he controlled most of Europe, but some countries, including England, Russia, and Austria fought fiercely against him. His defeat —“his end”came when he decided to attack Russia. In this military campaign against Russia, he lost most of his army.The great French conqueror died alone – deserted by his family and friends in 1821. Napoleon was only 51 years old when he died.=========================================================== Lesson 2 PompeiiThe lecture for this class is about the city of Pompeii. A natural disaster occurred there almost 2000 years ago.Today many rich people who live in large metropolitan areas such as Beijing, Paris and New York leave the city in the summer. They go to the mountains or to the seashore to escape the city noise and heat.2,000 years ago, wealthy Romans did the same thing.They left the city of Rome in the summer. Many of these wealthy Romans spent their summers in the city of Pompeii, a beautiful city, located on the Bay of Naples.In the summer of the year 79 C.E., a young Roman boy who later became a very famous Roman historian was visiting his uncle in P.. The boy’s name was Pliny the Younger. One day Pliny was looking up at the sky. He saw a frightening sight. It was a very large dark cloud. This black cloud rose high into the sky. What Pliny saw was the eruption of the volcano called Mount Vesuvius.Rock and ash flew through the air. The city of P . was at the foot of Mt. V.. When the volcano first erupted, manypeople were able to get out of the city and to escape death. In fact, 18,000 people escaped the terrible disaster. Unfortunately, there was not enough time for everyone to escape. More than 2,000 people died. These unlucky people were buried alive under the volcanic ash.The eruption lasted for about 3 days. When the eruption was over, P . was buried under 20 feet of volcanic rock and ash. The city of P . was forgotten for almost 1,700 years.In the year of 1748 an Italian farmer was digging on his farm. As he was digging, he uncovered a part of a wall of the ancient city of P.. Soon archaeologists began to dig in the area. As time went by, much of the ancient city of P. was uncovered. Today tourists come from all over the world to see the ruins of the famous city of Pompeii.===========================================================Lesson 4 Roller CoasterLet's talk about the physics involved in a ride on a roller coaster. I'm sure many of you have taken a ride on a roller coaster. A simple roller coaster consists of a frame with a track on it. The track is very much like a train track, this track goes over a series of hills and around curves. It follows a path that ends at the same place it started. A trainof cars travels around on this track, very fast. The cars have two sets of wheels. One set of wheels rolls on top of the track, and the others set of wheels rolls below the track. The wheels below the track keep the fast moving cars from coming off the track, roller coaster cars as you probably know don't have any motors or engines. Instead, a chain pulls the cars up the first, tallest and steepy staff hill, this is how the ride begins. Then, at the top of the hill the chain comes off the cars and gravity takes over. gravity pushes the cars down the other side of the hill. the taller and steeper the first hill is, the faster the ride will be. And the farther the cars will travel. as the cars rolled downhill they gained speed. the cars have enough speed and energy to send them up the next hill. as the cars near the top of the second hill they begin to slow down. but then, the cars reached the top of that hill, and start down the other side. gravity again pushes them toward the ground. this process repeats on each hale. Okay, so let's go over this process again. first, the cars are pulled by a chain up the first highest hill. then they go down a very steep slope, at this point, there is enough energy to pull the cars up and over the next hill. when they reached the bottom of that hill, there is enough energy to climb the next hill, the roller coaster cars lose energy as the ride continues. so, the hills have to be smaller toward the end of the track, finally we roll to a stop on ground level right where we began.======================================================== Lesson 5 Language: How Children Acquire TheirsWhat I’d lie to talk to you about today is the topic of child language development. I know that you all are trying to develop a second language, but for a moment, let’s think about a related topic, and that is: How children develop their first language.What do we know about how babies develop their language and communication ability? Well, we know babies are able to communicate as soon as they are born,even before they learn to speak their first language. At first, they communicate by crying. This crying lets their parents know when they are hungry, or unhappy, or uncomfortable. However, they soon begin the process of acquiring their language. The first state of language acquisition begins just a few weeks after birth. At this stage, babies start to make cooing noises when they are happy. Then, around four months of age they begin to babble. Babies all over the world begin to babble around the same age, and they all begin to make the same kinds of babbling noises. Now, by the time they are ten months old, however, the babbling of babies from different language backgrounds sounds different. For example, the babbling of a baby in a Chinese-speaking home sounds different from the babbling of a baby in an English-speaking home. Babiesbegin a new stage of language development when they begin to speak their first words. At first, they invent their own words for things. For example, a baby in an English-speaking home may say ―baba‖for the word ―bottle‖or ―kiki‖for ―cat.‖In the next few months, babies will acquire a lot of words. These words are usually the names of things that are in the baby’s environment, words for food or toys, for example. They will begin to use these words to communicate with others. For example, if a baby holds up an empty juice bottle and then says ―juice,‖to his father, the baby seems to be saying, ―I want more juice, Daddy‖or ―May I have more juice, Daddy?‖This word ―juice‖is really a one-word sentence.Now, the next stage of language acquisition begins around the age of 18 months, when the babies begin to say two-word sentences. They begin to use a kind of grammar to put these words together. The speech they produce is called ―telegraphic‖speech because the babies omit all but the most essential words. An English-speaking child might say something like ―Daddy, up‖which actually could mean ―Daddy, pick me up, please.‖Then, between two and three years of age, young children begin to learn more and more grammar. For example, they begin to use the past tense of verbs. The children begin to say things such as ―I walked home‖and ―I kissed Mommy.‖They also begin toovergeneralize this new grammar rule and make a log of grammar mistakes. For example, children often say such thins as ―I goed to bed‖instead of ―I went to bed,‖or ―I eated ice cream‖instead of ―I ate ice cream.‖In other words, the children have learned the past tense rule for regular verbs such as ―walk‖and ―kiss,‖but they haven’t learned that they cannot use this rule for all verbs. Some verbs like ―eat‖are irregular, and the past tense forms for irregular verbs must be learned individually. Anyway, these mistakes are normal, and the children will soon learn to use the past tense for regular and irregular verbs correctly. The children then continue to learn other grammatical structures in the same way.If we stop to think about it, actually it’s quite amazing how quickly babies and children all over the world learn their language and how similar the process is for babies all over the world.Do you remember anything about how you learned your first language during the early years of your life? Think about the process for a minute. What was your first word? Was it ―mama‖or maybe ―papa‖? Now think also about the process of learning English as a second language. Can you remember the first word you learned in English? I doubt that it was ―mama.‖Now, think about some of the similarities anddifferences involved in the processes of child and adult language learning. We’ll talk about some similarities and differences in the first and second language learning processes tomorrow. See you then.===========================================================Lesson 7 RobotsWhen people think about a robot,they often picture a machine that look s something like a human being.However,that’s not always the case.Mo st robots do not look much like a human being at all,they look like machi nes because that’s what most of them are-industrial machines.Today,I’m going to talk mostly about industrial robots used in industry. These are robots that do work that for humans would be physically dema nding,repetitive,dangerous or very boring.Most industrial robots work on in an assembly line in a factory.For example,a robot might put liz on j ars of fruits or start boxesfor shaping.In a car factory,robotic arms on an assembly line join the parts of a car together;other robots tighten the b oats on the car’s wheelsor paint the car.There are thousands of robots p utting cars together in___plan.These robots are very precise when repe ating a task.For example,they always tighten boats with the same exact amount of force.They always move a heavy engine to exactly where it should be and they always put ahold in the exact same place in every car d oor hour after hour.These are examples of robots doing the work human s could do but the robots are doing the work more efficiently and precise ly.So,just how do robots work?To do its job a robot first needs a control s ystem.This control system directs the robots mechanical parts.The contr ol system of a robot is sort of speak--a robot brain.So how does a robot learn which action to do first and whi ch of its moving part needs to do that action?A robot learns its job with the help and guidance of a human being.To teach an industrial robot to do something,first a person must use a hand-held computer.The computer is used to guide the robot’s arm and hand through the motions it needs to do.Then,the robot stores exact movem ent in its computer memory.The robot has sensors to gather information ,so now the robot will use its sensors to direct its actions.The robot tells its moving part what to do and then it performs the action.For example, to pick up and move a box,the robot first finds the box,next it decides t he weight of the box.Then it decides how much force is needed to lift an d move the box,and finally,it finds the correct place to put the box dow n.It repeats the process over and over until it's turned off.It does the sa me job until it is given the job and new program to follow.Some scientists think that robots of the future will be smarter than today's robots.They may also look more human like or even animal like.In fact,they may wo rk and think more like humans do.The industrial robots we've been talki ng about so far today are automatic robots.They are known as automatic robots because they have program to follo w a specific series of ually,they have parts that move but t hey really don't travel around.On the other hand,an autonomous machi ne can change itsbehavior in relation to its surroundings.For example,an autonomous robot with wheelsor legs to move around can change direc tion when it senses that there are something in its way.A robot such as …can detect the movement of people nearby.It can move to avoid bump ing into ing toward it.Asthma can even learn to dance by followi ng the movements of a dancer next to it.I don't know whether or when people would welcome autonomousmachines or human like robots.I gu ess that we will not only think about that in the future.We need to think about how we will interact with our global doctor:robal teacher,robal p et,or even our robal friend.===========================================================Lesson 8 A Tidal WaveA tidal wave is a very large and very destructive wall of water that rushesin from the ocean towards the shore. Many scientists call these waves tsunami. In Japanese tsunami means “storm wave.” But do you know that tidal are not caused by storms and that they are not true tidal at all? A true tidal is the regular rise a waves and fall of ocean waters, at definite times each day, but a tidal wave comes rushing in suddenly and unexpectedly. A tidal wave is caused by an underwater earthquake. The word “seaquake” is made up of two words, the word “sea” which means “ocean” and the word “quake”. “To quake” means “to shake” or “to tremble.” When a seaquake takes place at the bottom of the ocean, the ocean floor shakes and trembles, and sometimes the ocean floor shifts. It is this shaking that produces the tidal wave. The tidal wave begins to move across the sea at great speed.Tidal waves have taken many human lives in the past. Today scientists can predict when a tidal wave will hit land. They use a seismograph to do this.A seismograph is an instrument that records the strength, the direction, and the length of time of an earthquake or seaquake. It is not possible to hold back a tidal wave, but it is possible to warn people that a tidal wave is coming. This warning can save many lives.===========================================================Lesson 9 Levels of LanguageToday I want to talk about levels of language usage. You probably have noticed that people express similar ideas in different ways, depending on the situation they are in. This is very natural. All languages have two general, broad categories, or levels of usage: a formal level and an informal level. English is no exception. I’m not talking about correct and incorrect English. What I’m talking about are two levels of correct English. The difference in these two levels is the situation in which you use a particular level. Formal language is the kind of language you find in textbooks, reference books such as encyclopedias, and in business letters. For example, a letter to a university would be in formal style. You would also use formal English in compositions and essays that you write in school. People usually use formal English when they give classroom lectures or speeches and at ceremonies such as graduations. We also tend to use formal language in conversations with persons we don’t know well or with people we have a formal relationship with, such as professors, bosses, doctors, friends of our parents’, strangers, etc. Informal language is used in conversations with colleagues, family and friends, and when we write personal notes or letters to close friends, as well as in diaries, etc. Formal language is different from informal language in several ways. However, today I’m going to talk only about a couple of ways. First of all, formal language tends to be more polite. Interestingly, it usually takes more words to be polite. For example, I might say to a friend or familymember, "Close the door, please", but to a stranger or someone in authority I probably would say "Would you mind closing the door" or "Excuse me, could you please close the door" Using words like "could" and "would" makes my request sound more polite, but also more formal. Another difference between formal and informal language is some of the vocabulary. There are some words and phrases that belong in formal language and others that are informal. Let me give you a couple of examples of what I mean. Let’s say "I’m just crazy about soccer!" But if I were talking to my supervisor or a friend of my parents’, I would probably say "I really enjoy soccer" or "I like soccer very much". Let’s say I’m telling someone some news I heard about the police arresting a criminal. To my friend I might say "The cops bagged the crook". To my parents’ friend I might say "The police arrested the thief".Although the line between formal and informal language is not always clear and although people are probably less formal today than in the past, it is useful to be aware that these two levels, or categories, do exist. The best way for a non-native speaker of English to learn the difference is to observe the different ways English speakers speak or write in different situations. Television newscasters, your college professors in class, your doctors in their offices, etc, will usually speak rather formally. However, your classmates, teammates, family members, friends, etc. will generally speak in an informal fashion. The difference can be learned over time byobserving and interacting with native speakers.===========================================================Lesson 10 Power: The Kinds People Use and Abuse John Mack, who is the author of a book about power, says that the need for a sense of personal power is one of the primary forces in human life. On the other hand, he also says that a feeling of powerlessness is one of the most disturbing of human emotions ―a feeling to be avoided at all costs. Just what is power?Psychologists define power as the ability to determine or to change the actions or behavior of other people. Psychologists are trying to identify different kinds of power so that they can better understand how people use these different kinds of power to gain control over other people. They are trying to understand how people manipulate other people for good and evil purposes. Psychologists have identified five basic types of power, and I’d like to talk about each of these briefly in the next few minutes.The first type of power is called information power. Some psychologist believe that information power is one of the mosteffective types of power and control. The person who has information that other people want and need, but do not have, is in a position of power. Why is this? Well, most people like to receive and have information. Having information increases a person’s own sense of power. People who provide information can manipulate those who do not have information. Often, when people receive information, they do not know that they are being manipulated by those who provided the information. The psychologist named Edwards says, for example, that newspapers provide a lot of information to their readers, and that these newspaper readers generally believe the information they read. Readers do not question the accuracy of the reports about world events they read in the newspapers.A second type of power is called referent power. For example, a person may want to behave like the members of a particular group, such as a soccer team ( or a group of classmates), or a person may identify with and want to be like a certain teacher, a friend, or say , a rock star. If you identify with another person, that person has power over you, and that person can influence your actions and behavior. Many people imitate and are controlled by the people they identify with. Let me give you a sad example ofthe use of this type of power for evil purposes. In the 1970s in Jonestown, Guyana, more than 900 people committed suicide when their religious leader Jim Jones told them to kill themselves. They did what he told them to do because he had referent power over them. They identified with him; they believe him, and they did what he told them to do. More recently a man named David Koresh controlled the lives and destinies of a small community of men, women, and children in Waco, Texas. Most people in his community died in a fire, along with their leader, during a confrontation with U.S. government agents.A third kind of power is classified as legitimate power. Government officials, according to Edwards, have a lot of legitimate power. When the government decides to raise taxes or make people go to war, most people will do what their government officials tell them to do. One psychologist reported on an experiment that showed an example of this type of power. In this experiment, a researcher asked people on the street to move away from a bus stop. When he was dressed as a civilian, few people moved away from the bus stop. When the researcher was dressed as a guard, most people moved away from the bus stop.The guard’s uniform seemed to give the researcher a look of legitimate power.A fourth kind of power is called expert power. An expert is a person who is very skilled in some area, such as sports, or who knows a lot about something, such as computers. Most people are impressed by the skills or knowledge of an expert. Some of these “experts” use their skills at playing sports or knowing about computers to gain power and influence ―and t o gain money or admiration, according to Edwards. In other words, they use their expertise to gain power.Finally, reward or coercive power is used by people who have the power to reward or punish another person’s actions or behavior. Giving a reward will change people’s behavior because it offers people a chance for gain. Giving a punishment may or may not cause the people to do what the powerful person wants them to do, but the changes may not last for a long time. The person who uses coercive power may also have to carefully watch thatthe less powerful person does, in fact, change his or her actions or behavior.To sum up, then, power may be gained in many ways. It may come from having information that other people want or need; it may come from being a referent for other people to identify with or to imitate; it may come from having an official, or legitimate, position of authority; it may come from having skills or expertise; or it may come from having the power to reward or punish people. We all exercise one or more of these various kinds of power over other people, and other people will try to exercise one or more of these kinds of power over us throughout our lives.==================================================Lesson11 Asian and African Elephants:Similarities and Diff erencesThe African and the Asian elephants are the largest land animals in the w orld.They are really enormous animals.The African and the Asian elepha nts are alike,or similar,in many ways,but there are differences between the2types of elephants,too.What are some of the similarities between the African and the Asian ele phant?Well,for one thing,both animals have long noses,called trunks. An elephant sometimes uses its trunk like a third hand.Both kinds of ele phants use their trunks to pick up very small objects and very large,heavy objects.They can even pick up trees with their trunks.For another thin g,both the African and the Asian elephants have very large ears,althoug h the African elephant’s ears are considerably larger.In addition,both animals are intelligent.They can be trained to do heavy work.They can also be trained to do tricks to entertain people.In other words,they both work for people,and they entertain people also.As I said before,the African and Asian elephants are alike in many ways, but they are also quite different,too.Let me explain what I mean.The Af rican elephant is larger and heavier than the Asian n eleph ants reach a height of about 10 feet, and African elephants reach about 13 feet tall.The African male elephant weighs between12,000and14,000pounds.I n contrast,the average Asian male elephant weighs between7,000and1 2,000pounds.So one is bigger than the other, but as you can see,both are still enormous animals.Another difference between the2kinds of elephants is the size of the ea n elephants have smaller ears than African elephants.The Africa n elephant has2very large teeth.These teeth are called tusks.The Asian elephanthowever sometimes does not have any tusks at all.The elephants differ i n color,too.The African elephant is dark gray in color while the Asian ele phant is light gray.Occasionally an Asian elephant is even white!The lastbig difference between the2 typesof elephants is their temperament.The Asian elephant is tamer than the African elephant, orin another way,the African elephant is much wilder than the Asian eleph ant.As a result,it’s more difficult to train the African elephant to perfor m tricks to entertain people.That’s why the elephants you see in the circ us are probably Asian elephants and not African elephants.Yes,there certainly are differences between the African and the Asian el ephants,but as I mention at the start of mytall,there is one big similarity between the2animals:they are both fasci nating and enormous animals.===========================================================Lesson 13 Lincoln and KennedyJohn F. Kennedy and Abraham Lincoln lived in different times and had very different family and educational backgrounds. K ennedy lived in the 20th century; Lincoln lived in the 19th cen tury. Kennedy was born in 1917, whereas Lincoln was born m ore than a hundred years earlier, in 1809. As for their family b ackgrounds, Kennedy came from a rich family, but Lincoln’s f amily was not wealthy. Because Kennedy came from a wealthy family, he was able to attend expensive private schools. He graduated from Harvard University. Lincoln, on the other hand, had only one year of formal schooling. In spite of his lack of f ormal schooling, he became a well-known lawyer. He taught himself law by reading law books. Li ncoln was, in other words, a self-educated man.In spite of these differences in Kennedy and Lincoln’s backgr ounds, some interesting similarities between the 2 men are ev ident. In fact, books have been written about the strange coin cidences in the lives of these 2 men. Take forexample ,their political careers. Lincoln began his political car eer in congress. Similarly, Kennedy also began his political car eer in congress. Lincoln was elected to the U.S. House of Repr esentatives in 1847, and Kennedy was elected to the House in 1947. So they were elected to congress exactly 100 years apart. Another interesting coincidence is that each man was e lected president of the United States in a year ending with the number 60. Lincoln was elected president in 1860, and Kenne dy was elected in 1960; furthermore, both men were presiden t during years of civil unrest in the country. Lincoln was presid ent during the American Civil War. At the time Kennedy became president,African-Americans were fighting for theircivil rights ,unrest took the form of civil rights demonstrations.Times change and it’s just over 15 more years,the United States elected its first African-American president Barack Obama. President Obama was elected in 2008 and…,but let me get back to talk about Lincoln and Kennedy.Another striking similarity between these 2 men was that, as y ou probably know, neither president lived to complete his ter m in office. Lincoln and Kennedy were both assassinated whil e in office. Kennedy was assassinated in 1963 inDallas, Texas, after only 1,000 days in office. Lincoln was assas sinated in 1865 a few days after the end of the American Civil War. It’s rather curious to note that both presidents were sh ot while they were sitting next to their wives.These are only a few examples of the unusual similarities in th e destinies of these 2 Americans – men who had a tremendou s impact on the social and political life in the United States an d the imagination of the American people.。

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Words and Phrases
for one thing 首先 anything but 决不，一点也不 on the other hand 另一方面 self-educated a. 自学成才的 in spite of 虽然，尽管 fight for 为⋯⋯而战 civil right 公民权 unrest n. 不安的状态，动荡局面 destiny n. 命运，定数
3. In spite of his lack of formal education, Lincoln became a well-known lawyer.
4. Books have been written about the strange coincidences in the lives of the two men.
2. Do you know when Lincoln or Kennedy lived? What was happening in the United States at those times?
3. Both men met a sad end. Do you know what it was? Can you describe what happened to each man?
BEFORE LISTENING
VOCABULARY PREVIEW
Proper Names
Abraham Lincoln 亚伯拉罕·林肯 John F. Kennedy 约翰·肯尼迪 Dallas 达拉斯 Texas 得克萨斯州 House of Representatives 众议院 Congress 美国国会 American Civil War 美国内战
7. t the time Kennedy took office, African Americans were being denied their civil rights.
8. Unrest took the form of civil rights demonstrations.
9. Neither president lived to complete his term in office.
e 2. right
b. the things that happen to someone
h 3. coincidence c. usual or official
d 4. career
d. a person’s work
f 5. demonstration e. something such as equality that all people have
SCRIPT
assassinated fates
career formal
coincidences demonstrations elected
rights
term
5. Lincoln began his political career in Congress.
6. Lincoln and Kennedy were elected to Congress 100 years apart.
LISTENING
EXPANSION
AFTER LISTENING
TOPIC PREVIEW
n Answer the following questions with a partner or your classmates.
1. What do you know about Abraham Lincoln and John F. Kennedy? Talk about how you think the two men are similar and how they are different.
SCRIPT
assassinated fates
career formal
coincidences demonstrations elected
rights
term
1. I’ll say a few words about Lincoln’s and Kennedy’s tragic fates.
2. Both Lincoln and Kennedy were assassinated while in office.
BEFORE LISTENING
Audio Track 1-13-1-b
VOCABULARY PREVIEW
a Listen to the following sentences that contain information from the lecture. As you
listen, write the word or phrase from the box that completes the sentence.
BEFORE LISTENING
VOCABULARY PREVIEW
b Match the words to their definitions.
g 1. assassinate a. a set length of time for something, from start to finish
LESSON
13
Lincoln and Kennedy
Different Times, Similar Destinies
Abraham Lincoln, Lincoln Memorial, Washington, DC
John F. Kennedy
TOPIC PREVIEW
BEFORE LISTENING
BEFORE LISTENING
Audio Track 1-13-1-a
VOCABULARY PREVIEW
a Listen to the following sentences that contain information from the lecture. As you
listen, write the word or phrase from the box that completes the sentence.