综合教程 第三册听写文本

Unit 1
There are generally two educational methods: / the lecture method and the group learning method. / In a lecture classroom, / the teacher dominates the class / by doing most of the talking. / Students listen and take notes. / This method is best at passing on content to students. / It prepares students for a society / that values discipline and self-control. / The problem is that students forget most of the facts / that they have mechanically memorized. / In contrast, / the teacher of a group learning classroom / appears to have no definite role at all, / wandering about from group to group. / Students do not memorise information, / but they actively generate their own ideas, / each contributing insights for the success of the group. / This method prepares students for a society / that values creative ideas. / The disadvantage is that / students have not memorised enough basic facts.
Unit 2
Everyone is under some pressure / in the workplace. / Some external pressures / can be a positive factor, / helping us to be more productive. / Some people actually thrive / under short-term added pressure, / and our bodies are designed to meet these short-term demands. / Hormones are released to prepare us / for a “fight or flight” response / to demanding situations. / However, excessive and prolonged stress / can take its toll, / producing a range of physical and emotional health problems, / which have come to be grouped as “work-related stress”. / The experience of stress is different for every person. / Some people are affected more than others, / so what is stressful for one person / may not be stressful for another. / It can depend on your personality type / and on how you have learned to respond to pressure.
Unit 3
Recently in the United States, / there has been a debate / concerning old drivers. / There have been a series of accidents / committed by elderly drivers / and they have given rise to new debates on the old issue: / how old is too old to drive? / Some people point to statistics/ showing that older drivers are safer than teenagers, / at least until they reach seventy-five. / Moreover, elderly drivers are less likely to drive drunk / than other drivers. However, at least twenty-one states / have special requirements on older drivers: /those over sixty-five and older/ are required to renew their driving license every year / and undertake vision tests. / Taking away a license can rob older people of their independence / and force them to rely on others/ for trips to the grocery store or doctor’s office. / Some people argue / whether someone continues to drive or not / should be based on performance / not just simply age.
Unit 4
The first of April / is commonly known as April Fools Day / and it’s a custom on this day / to play a trick on a friend. / You do this / by causing your friend to believe something / that isn’t true. / If your friend falls into the trap, / then he or she is an April fool. / This strange custom has been observed / by both children and adults for centuries. / Its origin is uncertain / and may once have been cruel. / But today the tricks and practical jokes are harmless/ and played mostly for fun. / Usually April jokes are played on friends and colleagues/ but sometimes they are played on a wider scale. / One serious national newspaper / reported on a new machine/ to transport passengers from London to Australia in ten minutes. /Another published a four-page survey / of a
nonexistent island in the Pacific. / And even on BBC television news/ there was an item / which showed a kind of an Italian noodle / being harvested from trees.
Unit 5
Childhood is less clear to me than to many people: / when it ended I turned my face away from it / for no reason that I know about, / certainly without the usual reason of unhappy memories. / For many years that worried me, / but then I discovered/ that the tales of former children are seldom to be trusted. / Some people supply too many past victories or pleasures / with which to comfort themselves, / and other people cling to pains, real and imagined, / to excuse what they have become. / I think I have always known about my memory. / I know when it is to be trusted/ and when some dream or fantasy entered on the life, / and the dream, the need of dream, / led to distortion of what happened.
Unit 6
Poetry as an art form may have predated literacy. / Some of the earliest poetry / is believed to have been orally recited or sung. / Following the development of writing, / poetry has since developed into increasingly structured forms, / though much poetry since the late 20th century / has moved away from traditional forms / towards the more vaguely defined free verse / and prose poem formats.
Poetry is often closely related to musical traditions, / and much of it can be attributed to religious movements. / Many of the poems surviving from the ancient world / are a form of recorded cultural information / about the people of the past, / and their poems are prayers or stories /about religious subject matter, / histories about their politics and wars, / and the important organizing myths of their societies.
Unit 7
Rumor is the most primitive way of spreading stories / by passing them on from mouth to mouth. / But civilized countries in normal times / have better sources of news than rumor. / They have radio, television, and newspapers. / In times of stress and confusion, however,/ rumor emerges and becomes widespread. /At such times the different kinds of news are in competition: / the press, television, and radio versus the grapevine. /
Rumors are often repeated / even by those who do not believe the tales. / There is a fascination about them. / The reason is that the cleverly designed rumor / gives expression to something deep in the hearts of the victims: / the fears, suspicions, forbidden hopes, / or daydreams which they hesitate to voice directly. / Pessimistic rumors about defeat and disasters show / that people who repeat them are worried and anxious. / Optimistic rumors about record production or peace / are soon coming point to complacency or confidence / — and often to overconfidence.
Unit 8
Science, especially twentieth-century science, / has provided us with a glimpse of something / we never really knew before, / the revelation of human ignorance. We have been used to the belief, / down one century after another, / that we more or less comprehend everything, / and that we have never lacked for explanations / of the world and its ways. / Now we are being brought up short, / and this has been the work of science. / We have a wilderness of mystery to make our way /
through in the centuries ahead,/ and we will need science for this / but not science alone. / We shall also need minds at work from all sorts of brains / outside the fields of science, / most of all the brains of poets, of course, / but also those of artists, musicians, philosophers, historians, writers in general.
Unit 9
In the Chinese culture, / the whole process of preparing food / from raw ingredients to morsels ready for the mouth / is highly distinctive when compared with other food traditions. / At the base of this process/ is the division between fan, grains and other starch foods, / and ts’ai, vegetable and meat dishes. / To prepare a balanced meal, / it must have an appropriate amount of both fan and ts’ai, / and ingredients are readied alo ng both tracks. / Grains are cooked whole or as flour, / making up the fan half of the meal in various forms. / Vegetables and meats are cut up and mixed / in various ways into individual dishes / to constitute the ts’ai half. / Even in meals in which fan and ts’ai are joined together, / such as in wonton, / they are in fact put together but not mixed up, / and each still retains its due proportion and own distinction. /
Unit 10
College writing, also called academic writing, / is assigned to teach you the critical thinking and writing skills / needed to communicate in classes and in the workplace. / To acquire and practice these skills, / you are asked to write many different types of assignments / under different circumstances. / Sometimes your teacher will assign a topic / and define the audience; / sometimes you will be called on / to define and limit the topic and audience yourself. / In any case, / college writing teaches you about the series of decisions you must make / as you forge the link between your information and your audience.
Unit 11
A study of art history might be a good way / to learn more about a culture / than is possible to learn in general history classes. / Most typical history courses concentrate on politics, economics, and war. / But art history focuses on much more than this/ because art reflects not only the political values of a people, / but also religious beliefs, emotions, and psychology. / In addition, / information about the daily activities of our ancestors / — or of people very different from our own — / can be provided by art. / In short, / art expresses the essential qualities of a time and a place, / and a study of it clearly offers us a deeper understanding / than can be found in most history books.
Unit 12
Envision an ideal place / to live or run a business, / a friendly, safe and secure community / with large areas of open space / and extensive entertainment and recreational facilities. / Finally, picture this community continually moving around the world. / You are beginning to understand the Freedom Ship concept of / a massive ocean-going vessel. / With a design length of 4,500 feet, / a width of 750 feet, / and a height of 350 feet, / Freedom Ship would be more than 4 times longer / than the Queen Mary. / The design concepts include a mobile modern city / featuring luxurious living, / an extensive duty-free international shopping mall, / and a full 1.7 million-square-foot floor / set aside for various companies / to showcase their products.
Unit 13
How is it that hard work and greater efficiency / do not necessarily result in a sense of achievement? / Social scientists drew a crucial distinction / between two words often used as synonyms: / “efficient” and “effective”. / “Efficient” emphasizes the means of production, / the degree of economy with which it is carried out, / while “effective” focuses on the result or purpose /for which the activity is carried out.
It is noted that / by using a minimum amount of energy and time, / we can be very efficient / in performing a certain task. / Yet our work is actually effective / only when it contributes to our goals. / True effectiveness is not a matter of doing things right / but of doing the right things, / and we shouldn’t let the apparent success of being more efficient / mask the mistake of performing an activity / that is not important.
Unit 14
Families with children / comprise 34% of the homeless population of the United States, / and this number is growing. / Within a single year, nearly all homeless children have moved, / at least 25% have witnessed violence, / and 22% have been separated from their families. / About half of all school-age children experiencing homelessness / have problems with anxiety and depression, / and 20% of homeless preschoolers have emotional problems / that require professional care. / Their education is often disrupted / and challenges in school are common.。