全新版大学英语听力及答案

全新版大学英语听力及答案 Unit 1 Parents Part B Listening Tasks Passage 1 Dating with My Mother (Part One) Exercise 1 Listen to the recording and choose the right answers to the questions you hear. After 22 years of marriage,I have discovered the secret to keep love alive in my relationship with my wife, Peggy. I started dating with another woman. It was Peggy's idea. One day she said to me, "Life is too short, you need to spend time with the people you love. You probably won't believe me, but I know you love her and I think that if the two of you spend more time together, it will make us closer." The "other" woman my wife was encouraging me to date is my mother, a 72-year-old widow who has lived alone since my father died 20 years ago. Right after his death, I moved 2,500 miles away to California and started my own life and career. When I moved back near my hometown six years ago, I promised myself that I would spend more time with mom. But with the demands of my job and three kids, I never got around to seeing her much beyond family get-togethers and holidays. Mom was surprised and suspicious when I called and suggested the two of us go out to dinner and a movie. "What's wrong?" she asked. "I thought it would be nice to spend some time with you," I said. "Just the two of us." "I would like that a lot," she said. When I pulled into her driveway, she was waiting by the door with her coat on. Her hair was curled, and she was smiling. "I told my lady friends I was going out with my son, and they were all impressed. They can't wait to hear about our evening," Mother said. Question 1. What would make the speaker closer to his wife, Peggy? 2. What do you know about the speaker's mother? 3. Which of the following adjectives best describes Peggy? Exercise 2 Listen again and complete the answers to the following questions.After 22 years of marriage, I have discovered the secret to keep love alive in my relationship with my wife, Peggy. I started dating with another woman. It was Peggy's idea. One day she said to me, "Life is too short, you need to spend time with the people you love. You probably won't believe me, but I know you love her and I think that if the two of you spend more time together, it will make us closer." The "other" woman my wife was encouraging me to date is my mother, a 72-year-old widow who has lived alone since my father died 20 years ago. Right after his death, I moved 2,500 miles away to California and started my own life and career. When I moved back near my hometown six years ago, I promised myself that I would spend more time with mom. But with the demands of my job and three kids, I never got around to seeing her much beyond family get-togethers and holidays. Mom was surprised and suspicious when I called and suggested the two of us go out to dinner and a movie. "What's wrong?" she asked. "I thought it would be nice to spend some time with you," I said. "Just the two of us." "I would like that a lot," she said. When I pulled into her driveway, she was waiting by the door with her coat on. Her hair was curled, and she was smiling. "I told my lady friends I was going out with my son, and they were all impressed. They can't wait to hear about our evening," Mother said. Passage 2 Dating with My Mother (Part Two) Exercise 1 Listen to the recording and choose the right answers to the questions you hear. We didn't go anywhere fancy, just a neighborhood place where we could talk. Since her eyes now see only large shapes and shadows, I had to read the menu for both of us. "I used to be the reader when you were little," she said. "Then it is time for you to relax and let me return the favor," I said. We had a nice talk over dinner, just catching up on each other's lives. We talked for so long that we missed the movie. "I'll go out with you again," my mother said as I dropped her off, "but only if you let me buy dinner next time." I agreed. "How was your date?" my wife asked when I got home that evening. "Nice … nicer than I thought it would be," I said. Mom and I get out for dinner a couple of times a month. Sometimes we take in a movie, but mostly we talk. I tell her about my trails at work and brag about the kids and Peggy. Mom fills me in on family gossip and tells me about her past. Now I know what it was like for her to work in a factory during the Second World War. I know how she met my father there, and know how they went through the difficult times. I can't get enough of these stories. They are important to me, a part of my history. We also talk about the future. Because of health problems, my mother worries about the days ahead. Spending time with my mom has taught me the importance of slowing down. Peggy was right. Dating another woman has helped my marriage. Questions 1. What does the story mainly tell us? 2. Which of the following is true? 3. What can you learn from the story? Exercise 2 Listen to the recording once again. Then complete the answers to the following questions. We didn't go anywhere fancy, just a neighborhood place where we could talk. Since her eyes now see only large shapes and shadows, I had to read the menu for both of us. "I used to be the reader when you were little," she said. "Then it is time for you to relax and let me return the favor," I said. We had a nice talk over dinner, just catching up on each other's lives. We talked for so long that we missed the movie. "I'll go out with you again," my mother said as I dropped her off, "but only if you let me buy dinner next time." I agreed. "How was your date?" my wife asked when I got home that evening. "Nice … nicer than I thought it would be," I said. Mom and I get out for dinner a couple of times a month. Sometimes we take in a movie, but mostly we talk. I tell her about my trails at work and brag about the kids and Peggy. Mom fills me in on family gossip and tells me about her past. Now I know what it was like for her to work in a factory during the Second World War. I know how she met my father there, and know how they went through the difficult times.I can't get enough of these stories.They are important to me, a part of my history.We also talk about the future.Because of health problems,my mother worries about the days ahead. Spending time with my mom has taught me the importance of slowing down. Peggy was right. Dating another woman has helped my marriage. Speaking TasksPair Work Reflections on the texts You have just heard a story about a son's date with his mother. Discuss the following questions with your partner and then give an oral presentation on your personal reflections about the story. You may organize your presentation by linking up your answers to the questions. Guiding Questions 1. How do you feel after hearing the story? 2. What do you think of Peggy and her husband? 3. Do you admire Peggy and her husband for what they have done? Why or why not? 4. Do you think as children we have the moral responsibility to return our parents' love and care for us when we grow up? If so, how? 5. In what ways do you think the date has changed the lives of both the mother and the son? Part C Test Your Listening Listen to five short conversations between two speakers and choose the right answers to the questions you hear. 1. W: You know, many American parents are now wondering why they can't keep their teenage children from drinking. 2. M: I know. To my mind, it's the permissive attitude of the parents that is to blame. Q: What can you learn from the man's response? 2. M: Don't you think it's good to give our children a monthly allowance? W: I think so. It can teach them the value of money. With a monthly allowance they can learn to budget their expenses wisely. Q: What are they talking about? 3. M: Mom, I've got a part-time job at a supermarket.Three hours a day weekdays and all day Saturday. W: Congratulations, Tom. But are you sure you can handle it? What about your homework and your piano lessons? Q: How does the mother feel about Tom's part-time job at the supermarket? 4. M: Hey, Mary, you look so upset. What happened? W: My father had an accident the other day. He is now in hospital and will have an operation tomorrow. You see, his heart is rather weak. I really don't know whether he can survive it. Q: What's the woman worried about? 5. W: Mother's Day is coming soon. Could you tell me what sons and daughters do in your country on that day? M: Well, they send their mothers flowers and cards to celebrate the occasion. Besides, it is a common practice for them to wear pink carnations on that day. Q: Which of the following is true of the customs of Mother's Day in the man's country? Unit 2 Coincidence Part B Listening Tasks Passage 1 What a Coincidence! (Part One) Exercise 1 Listen to the story and choose the right answers to the questions you hear. Andrew had always wanted to be a doctor. But the tuition for a medical school in 1984 was 15,000 dollars a year, which was more than his family could afford. To help him realize his dream, his father, Mr. Stewart, a real estate agent, began searching the house-for-sale ads in newspapers in order to find extra business. One advertisement that he noted down was for the sale of a house in a nearby town. Mr. Stewart called the owner, trying to persuade him to let him be his agent. Somehow he succeeded and the owner promised that he would come to him if he failed to get a good deal with his present agent. Then they made an appointment to meet and discuss the thing. As good things are never easy to acquire, the time for the appointment had to be changed almost ten times. On the day when they were supposed to meet at 3 o'clock in the afternoon, Mr. Stewart received another call from the owner. His heart sank as he feared there would be another change of time. And so it was. The owner told him that he couldn't make it at three but if he would come right then, they could talk it over. Mr. Stewart was overjoyed. Leaving everything aside, he immediately set out to drive to the house. As he approached the area, he had a strange feeling of having been there before. The streets, the trees, the neighborhood, all looked familiar to him. And when he finally reached the house, something clicked in his mind. It used to be the house of his father-in-law! The old man had died fifteen years ago but when he was alive, he had often visited him with his wife and children. He remembered that, like his son Andrew, his father-in-law had also wanted to study medicine and, failing to do so, had always hoped that one of his two daughters or his grandchildren could someday become a doctor. Questions 1. Who are the two main characters in the story you have just heard? 2. How did Mr. Stewart get to know the owner of the house? 3. What problem did Mr. Stewart have? 4. What is the coincidence in the story you have just heard? Exercise 2 Listen to the story again and fill in the blanks with the missing information. Andrew had always wanted to be a doctor. But the tuition for a medical school in 1984 was 15,000 dollars a year, which was more than his family could afford. To help him realize his dream, his father, Mr. Stewart, a real estate agent, began searching the house-for-sale ads in newspapers in order to find extra business. One advertisement that he noted down was for the sale of a house in a nearby town. Mr. Stewart called the owner, trying to persuade him to let him be his agent. Somehow he succeeded and the owner promised that he would come to him if he failed to get a good deal with his present agent. Then they made an appointment to meet and discuss the thing. As good things are never easy to acquire, the time for the appointment had to be changed almost ten times. On the day when they were supposed to meet at 3 o'clock in the afternoon, Mr. Stewart received another call from the owner. His heart sank as he feared there would be another change of time. And so it was. The owner told him that he couldn't make it at three but if he would come right then, they could talk it over. Mr. Stewart was overjoyed. Leaving everything aside, he immediately set out to drive to the house. As he approached the area, he had a strange feeling of having been there before. The streets, the trees, the neighborhood, all looked familiar to him. And when he finally reached the house, something clicked in his mind. It used to be the house of his father-in-law! The old man had died fifteen years ago but when he was alive, he had often visited him with his wife and children. He remembered that, like his son Andrew, his father-in-law had also wanted to study medicine and, failing to do so, had always hoped that one of his two daughters or his grandchildren could someday become a doctor. Passage 2 What a Coincidence! (Part Two) Exercise 1 Listen to the recording and write down the coincidences mentioned in the text. When he entered the house, Mr. Stewart was even more amazed to find that the house was decorated exactly as he had remembered it. He told the owner about this and the latter became intrigued too. However, they were in for even greater surprises. It so happened that in the middle of their discussion, a postman came to deliver a letter. And the letter was addressed to Mr. Stewart's father-in-law! Were it not for Mr. Stewart's presence there and then, the letter would be returned as no person of that name lived in the house any longer. As the postman demanded a signature on the receipt slip, Mr. Stewart signed for his long-deceased father-in-law. Mystified, the owner urged Mr. Stewart to open the letter and see what it contained. The letter was from a bank. When he opened it, two words immediately met his eye — "For education". It was a bank statement of an amount his father-in-law had put in years ago for his grandchildren's education needs. With the interest it had earned over the years, the standing value of the amount came to a little over $15,000, just enough money to cover the tuition of Andrew's first year at a medical college! Another thing that is worth mentioning is about the postman. The original postman, who had worked in this neighborhood, called in sick that day. So the postman, who was new to the area, came to deliver mail in his place. Had it been the old postman, the letter would undoubtedly have been returned to the sender, as he knew full well that no person bearing that name lived in that house any longer. The miracle was a blessing for Andrew. With the money given to him by his grandfather he was able to study medicine. Now he is a doctor in Illinois. Exercise 2 Listen to the recording again and write down answers to the following questions. When he entered the house, Mr. Stewart was even more amazed to find that the house was decorated exactly as he had remembered it. He told the owner about this and the latter became intrigued too. However, they were in for even greater surprises. It so happened that in the middle of their discussion, a postman came to deliver a letter. And the letter was addressed to Mr. Stewart's father-in-law! Were it not for Mr. Stewart's presence there and then, the letter would be returned as no person of that name lived in the house any longer. As the postman demanded a signature on the receipt slip, Mr. Stewart signed for his long-deceased father-in-law. Mystified, the owner urged Mr. Stewart to open the letter and see what it contained. The letter was from a bank. When he opened it, two words immediately met his eye — "For education". It was a bank statement of an amount his father-in-law had put in years ago for his grandchildren's education needs. With the interest it had earned over the years, the standing value of the amount came to a little over $15,000, just enough money to cover the tuition of Andrew's first year at a medical college! Another thing that is worth mentioning is about the postman. The original postman, who had worked in this neighborhood, called in sick that day. So the postman, who was new to the area, came to deliver mail in his place. Had it been the old postman, the letter would undoubtedly have been returned to the sender, as he knew full well that no person bearing that name lived in that house any longer. The miracle was a blessing for Andrew. With the money given to him by his grandfather he was able to study medicine. Now he is a doctor in Illinois. Speaking Tasks Pair Work Debating — Arguments for or against believing in the supernatural A Sample People hold different views toward coincidences. Some think that they are mere chance while those who believe in the supernatural search for some higher order behind them. What's your view? Express and defend your view from the perspectives given in the card below. Topic: Are there mysterious forces at work when coincidences occur? Perspectives: 1. From the perspective of a person who believes in the supernatural (positive) 2. From the perspective of a person who believes in science (negative) Possible Arguments (for reference) From the point of view of a person who believes in the supernatural (positive) A lot of strange coincidences happen around us. And so far science hasn't been able to provide answers to them. For example, a friend of mine told me that he dreamed that his uncle had died and the death was confirmed by a phone call he received the next morning immediately after he woke up. Wasn't that odd? There was no way he could have known about his uncle's death beforehand. My friend believed that it was his uncle coming to bid him farewell before he left the world for good. And I don't know whether he is right or not. It couldn't be just a coincidence, I think. There seems to be some mysterious forces at work. If not, how can we explain it? From the point of view of a person who believes in science (negative) I don't think there are mysterious forces at work when coincidences occur. Most coincidences are simply the result of pure chance. And some coincidences, unusual though they may be, can actually be explained. Take coincidental birth dates for example. An experiment mentioned in an article by a professor at the University of Virginia shows that if you randomly select a group of 23 persons, there is a 50 per cent chance that at least two of them celebrate the same birth date. Unbelievable, isn't it? Few people would have guessed that could be so common. If that's the case with birth dates, isn't it likely that many other coincidences are probable as well? This experiment proves that it is possible to calculate the probabilities of some seemingly coincidental happenings. In real life, however, we tend to give coincidences a lesser probability than they deserve. ***** ***** ***** ***** Now use the above sample as a model Part C Test Your Listening Listen to the passage three times and supply the missing information. First Reading One of the best-known collections of parallels is between the careers of Abraham Lincoln and John F. Kennedy. Both were shot on a Friday, in the presence of their wives; both were succeeded by a Southerner named Johnson; both their killers were themselves killed before they could be brought to justice. Lincoln had a secretary called Kennedy; Kennedy a secretary called Lincoln. Lincoln was killed in the Ford Theater; Kennedy met his death while riding in a Lincoln convertible made by the Ford Motor Company — and so on. Similar coincidences often occur between twins. A news story from Finland reported of two 70-year-old twin brothers dying two hours apart in separate accidents, with both being hit by trucks while crossing the same road on bicycles. According to the police, the second victim could not have known about his brother's death, as officers had only managed to identify the first victim minutes before the second accident. Connections are also found between identical twins who have been separated at birth. Dorothy Lowe and Bridget Harrison were separated in 1945, and did not meet until 1979, when they were flown over from Britain for an investigation by a psychologist at the University of Minnesota. They found that when they met they were both wearing seven rings on their hands, two bracelets on one wrist, a watch and a bracelet on the other. They married on the same day, had worn identical wedding dresses and carried the same flowers. Dorothy had named her son Richard Andrew and her daughter Catherine Louise; Bridget had named her son Andrew Richard and her daughter Karen Louise. In fact, she had wanted to call her Catherine. Both had a cat called Tiger. They also had a string of similar mannerisms when they were nervous. How can we explain the above similarities? Second Reading One of the best-known collections of parallels is between the careers of Abraham Lincoln and John F. Kennedy. Both were shot on a Friday, in the presence of their wives; both were succeeded by a Southerner named Johnson; both their killers were themselves killed before they could be brought to justice. Lincoln had a secretary called Kennedy; Kennedy a secretary called Lincoln. Lincoln was killed in the Ford Theater; Kennedy met his death while riding in a Lincoln convertible made by the Ford Motor Company — and so on. Similar coincidences often occur between twins. A news story from Finland reported of two 70-year-old twin brothers dying two hours apart in separate accidents, with both being hit by trucks while crossing the same road on bicycles. According to the police, the second victim could not have known about his brother's death, as officers had only managed to identify the first victim minutes before the second accident. Connections are also found between identical twins who have been separated at birth. Dorothy Lowe and Bridget Harrison were separated in 1945, and did not meet until 1979, when they were flown over from Britain for an investigation by a psychologist at the University of Minnesota. They found that when they met they were both wearing seven rings on their hands, two bracelets on one wrist, a watch and a bracelet on the other. They married on the same day, had worn identical wedding dresses and carried the same flowers. Dorothy had named her son Richard Andrew and her daughter Catherine Louise; Bridget had named her son Andrew Richard and her daughter Karen Louise. In fact, she had wanted to call her Catherine. Both had a cat called Tiger. They also had a string of similar mannerisms when they were nervous. How can we explain the above similarities? Final Reading One of the best-known collections of parallels is between the careers of Abraham Lincoln and John F. Kennedy. Both were shot on a Friday, in the presence of their wives; both were succeeded by a Southerner named Johnson; both their killers were themselves killed before they could be brought to justice. Lincoln had a secretary called Kennedy; Kennedy a secretary called Lincoln. Lincoln was killed in the Ford Theater; Kennedy met his death while riding in a Lincoln convertible made by the Ford Motor Company — and so on. Similar coincidences often occur between twins. A news story from Finland reported of two 70-year-old twin brothers dying two hours apart in separate accidents, with both being hit by trucks while crossing the same road on bicycles. According to the police, the second victim could not have known about his brother's death, as officers had only managed to identify the first victim minutes before the second accident. Connections are also found between identical twins who have been separated at birth. Dorothy Lowe and Bridget Harrison were separated in 1945, and did not meet until 1979, when they were flown over from Britain for an investigation by a psychologist at the University of Minnesota. They found that when they met they were both wearing seven rings on their hands, two bracelets on one wrist, a watch and a bracelet on the other. They married on the same day, had worn identical wedding dresses and carried the same flowers. Dorothy had named her son Richard Andrew and her daughter Catherine Louise; Bridget had named her son Andrew Richard and her daughter Karen Louise Unit 3 Courage Part B Listening Tasks Passage 1 Krimali (Part One) Exercise 1 Listen to the passage and choose the right answers to the questions you hear. On the morning of the devastating earthquake that struck India in 2001, Krimali, a girl of 17, had just left home to go to an interview for a position of a sales clerk. She was pleased with her green and yellow flowered dress, but felt something wasn't quite right about her hair. She returned home, removing her shoes and leaving them at the door. Moments later, the earthquake struck. Ceilings and walls in the building shook in the deafening noise. Then everything began crashing down. Krimali and her immediate family escaped serious injury but were unable to make their way out. The ceiling of an entire room towered above the only possible escape route. Completely detached on three sides, the huge slab clung to an outside wall on its fourth side. To an observer, it could drop at any moment. People were screaming and didn't know what to do. Krimali decided to act. Carefully she climbed barefoot up and down the debris until she reached a point just beneath the swaying ceiling. About four meters below were uneven pieces of concrete, broken glass and smashed furniture, all mixed with sharp spikes of iron. She knew if she could manage to get down to the ground level, she could make her way to safety. She paused to figure out the best way down. As there wasn't any good place to jump, she just jumped. Luckily, she landed in a crouch, her feet missing any sharp edges. Emboldened by her good fortune, Krimali knew it was up to her to persuade others to follow. Questions 1. What does the passage mainly tell us? 2. What can be said about Krimali? Exercise 2 Listen again and decide whether the statements you hear are true (T) or false (F). On the morning of the devastating earthquake that struck India in 2001, Krimali, a girl of 17, had just left home to go to an interview for a position of a sales clerk. She was pleased with her green and yellow flowered dress, but felt something wasn't quite right about her hair. She returned home, removing her shoes and leaving them at the door. Moments later, the earthquake struck. Ceilings and walls in the building shook in the deafening noise. Then everything began crashing down. Krimali and her immediate family escaped serious injury but were unable to make their way out. The ceiling of an entire room towered above the only possible escape route. Completely detached on three sides, the huge slab clung to an outside wall on its fourth side. To an observer, it could drop at any moment. People were screaming and didn't know what to do. Krimali decided to act. Carefully she climbed barefoot up and down the debris until she reached a point just beneath the swaying ceiling. About four meters below were uneven pieces of concrete, broken glass and smashed furniture, all mixed with sharp spikes of iron. She knew if she could manage to get down to the ground level, she could make her way to safety. She paused to figure out the best way down. As there wasn't any good place to jump, she just jumped. Luckily, she landed in a crouch, her feet missing any sharp edges. Emboldened by her good fortune, Krimali knew it was up to her to persuade others to follow. Statements 1. Krimali wanted to make a good impression at the job interview. 2. Krimali returned home because her interview was cancelled. 3. Krimali came home only to find it destroyed by a powerful earthquake. 4. Fortunately, no one was seriously injured when the building collapsed. 5. The entire ceiling of a room fell down and blocked the only escape route. 6. It was especially risky for Krimali to jump because she was not wearing shoes. 7. It was by mere luck that Krimali landed onto the ground level without hitting any sharp edges. 8. Krimali knew if she could make a safe escape, others would be only too willing to follow her. Passage 2 Krimali (Part Two) Exercise 1 Listen to the passage and choose the right answers to the questions you hear. Krimali planned to rescue her family first, but just then she heard a woman from two storeys above screaming for someone to save her two-month-old baby. "Throw the baby to me," Krimali shouted. "I can catch her!" The woman refused. Krimali told the woman to wrap the baby in bed sheets and then toss her down. Crying uncontrollably, the mother wrapped the little girl but still would not part with her baby. As the mother tried to decide what to do, Krimali intently watched the concrete ceiling hanging above her. Finally the mother tossed the baby. Krimali made a clean catch. A bright smile lit up the woman's face. "I'll be back!" Krimali called out, hugging the child to her as she hurriedly picked her way out to where survivors had gathered. She gave up the baby, then asked if any of the men there would come back with her to help others trapped in the building. No one came forward, for they were all afraid of that swaying ceiling. But for Krimali, a small girl of 154 centimeters in height and weighing about 50 kilos, her fears had been lifted by what she had accomplished. On her way back into the ruins, she saw part of a large door. It was extremely heavy but she managed to drag it to the spot just below the hanging ceiling. By placing it on the ruins, she created something like a sliding board. With Krimali coaching her, the baby's mother partly jumped and partly rolled down the board to the ground level. Krimali led her through the debris to her baby. In the hours that followed Krimali made countless rescue missions into the building, each time in the shadow of the huge ceiling. Thanks to her courage, about two dozen men, women and children were saved. Questions 1. Which of the following can be a proper title for the passage? 2. How would you describe the speaker's attitude toward Krimali? Exercise 2 Listen to the passage again and answer the following questions. Krimali planned to rescue her family first, but just then she heard a woman from two storeys above screaming for someone to save her two-month-old baby. "Throw the baby to me," Krimali shouted. "I can catch her!" The woman refused. then toss her down. Crying uncontrollably, the mother wrapped the little girl but still would not part with her baby. As the mother tried to decide what to do, Krimali intently watched the concrete ceiling hanging above her. [09:04.05]Finally the mother tossed the baby. Krimali made a clean catch. A bright smile lit up the woman's face. "I'll be back!" Krimali called out, hugging the child to her as she hurriedly picked her way out to where survivors had gathered. She gave up the baby, then asked if any of the men there would come back with her to help others trapped in the building. No one came forward, for they were all afraid of that swaying ceiling. But for Krimali, a small girl of 154 centimeters in height and weighing about 50 kilos, her fears had been lifted by what she had accomplished. On her way back into the ruins, she saw part of a large door. It was extremely heavy but she managed to drag it to the spot just below the hanging ceiling. By placing it on the ruins, she created something like a sliding board. With Krimali coaching her, the baby's mother partly jumped and partly rolled down the board to the ground level. Krimali led her through the debris to her baby. In the hours that followed Krimali made countless rescue missions into the building, each time in the shadow of the huge ceiling. Thanks to her courage, about two dozen men, women and children were saved. Speaking Tasks Pair Work Reflections on the texts You have just heard a story about how Krimali, a girl of 17, showed unusual courage and single-handedly saved about two dozen people trapped in an earthquake-devastated building. Discuss the following questions with your partner and then give an oral presentation of your reflections on the story. You may organize your presentation by linking up your answers to the questions. Guiding Questions About Krimali and her courage 1. Do you think Krimali is a hero? 2. What quality did she show immediately after the earthquake struck? 3. What did she decide to do while others screamed and did not know what to do? 4. What were the dangers that Krimali faced in order to make her way to safety? 5. Did the dangers intimidate her? 6. What quality did Krimali show in her decision to help others trapped in the building? 7. Do you think Krimali had the responsibility to go back to the ruins and rescue the others? 8. How many lives were saved thanks to her courage? 9. Do you admire her? Why? About the men who refused to help with Krimali's rescue effort 1. How did the men outside respond to Krimali's call for help? 2. Do you think they were cowards? 3. Did the courage of a 17-year-old motivate them to help? 4. What can be said about them judging from their actions? 5. What quality did they lack that Krimali had? 6. Do you think their behavior was justifiable? 7. Do you think their behavior should be encouraged? Part C Test Your Listening Listen to the passage and choose the right answers to the questions you hear. When the first plane slammed into the World Trade Center's north tower, I was already at my desk on the 88th floor. Then I felt the whole building bouncing, shaking. My instinct told me that there was an explosion above us and that we should try to get out, but the corridors were full of flames. Knowing that the furniture and the carpets were fire-resistant, I figured that everything wasn't going to burn. Then I heard someone yell that the stairwells were gone. So about 40 of us escaped into a corner office. We put papers and rags under the door to keep out the smoke as best we could. We stayed calmly in the office for about 10 minutes, thinking we were safe and secure. Then someone came in to tell us that he had found a stairwell open but we had to move fast. We all filed out orderly and headed for the stairwell.Going down the stairs was not easy for me for I had lost a leg to cancer when I was 16 and wore an artificial limb. More or less, I used my arms to get down. When we reached the 40th floor, we came to a complete stop. There was a jam of people. The firemen were coming up the stairs, carrying their equipment. Some 100 firefighters must have walked past us. Some of them looked so young that they seemed hardly out of high school. But they were great, assuring us that they would take care of everything. Eventually we kept moving and got out. The journey down took about 40 minutes. Questions 1. Where was the speaker's office? 2. Why did the speaker and others escape into a corner office? 3. What happened to the speaker and others when they reached the 40th floor? 4. What can be inferred from the passage? Unit 4 Marriage Part B Listening Tasks Conversation 1 A Marriage Agreement (Part One) Exercise 1 Listen to the conversation and choose the right answers to the questions you hear. (Tom and Linda have signed a marriage agreement. Both agree not to break the rules outlined in the agreement. John, a reporter, is talking to them about the agreement )John: Tom, Linda, first I'd like to ask you why you decided to write this unusual agreement.Tom: We found that many problems are causedwhen a person has different expectations from his or her spouse. We wanted to talk about everything openly and honestly before we started living together. Linda: Also we both know how important it is to respect each other's pet peeves. Like, I can get very annoyed if others leave stuff — clothing, papers, everything! — lying around on the floor. It really bugged me, so we put that in the agreement. John: This is mentioned in Article 1: Cleaning Up, isn't it? It says, "Nothing will be left on the floor overnight. Everything must be cleaned up and put away before going to bed." Tom: Then I'll know clearly what Linda's expectations are. John: I see. What about Article 2: Sleeping? It says, "We will go to bed at 11 p.m. and get up at 6:30 a.m. except on weekends." I'm sure some people hearing this will think that this agreement isn't very romantic. Tom: Well, we disagree. We think it's very romantic. This agreement shows that we sat down and talked, and really tried to understand the other person. A lot of problems occur in a marriage when people don't talk about what they want. Linda: That's right. When we disagreed about something, we worked out a solution that was good for both of us. I would much rather have Tom really listen to me and understand my needs than give me a bunch of flowers or a box of candy. Questions 1. Which statement best summarizes the marriage agreement between Tom and Linda? 2. According to Tom, what will give rise to problems in a marriage? 3. What can be inferred about Linda from the conversation? Exercise 2 Listen to the conversation again and complete the answers to the following questions. (Tom and Linda have signed a marriage agreement. Both agree not to break the rules outlined in the agreement. John, a reporter, is talking to them about the agreement.) John: Tom, Linda, first I'd like to ask you why you decided to write this unusual agreement. Tom: We found that many problems are caused when a person has different expectations from his or her spouse. We wanted to talk about everything openly and honestly before we started living together. Linda: Also we both know how important it is to respect each other's pet peeves. Like, I can get very annoyed if others leave stuff — clothing, papers, everything! — lying around on the floor. It really bugged me, so we put that in the agreement. John: This is mentioned in Article 1: Cleaning Up, isn't it? It says, "Nothing will be left on the floor overnight. Everything must be cleaned up and put away before going to bed." Tom: Then I'll know clearly what Linda's expectations are. John: I see. What about Article 2: Sleeping? It says, "We will go to bed at 11 p.m. and get up at 6:30 a.m. except on weekends." I'm sure some people hearing this will think that this agreement isn't very romantic. Tom: Well, we disagree. We think it's very romantic. This agreement shows that we sat down and talked, and really tried to understand the other person. A lot of problems occur in a marriage when people don't talk about what they want. Linda: That's right.When we disagreed about something, we worked out a solution that was good for both of us. I would much rather have Tom really listen to me and understand my needs than give me a bunch of flowers or a box of candy. Conversation 2 A Marriage Agreement (Part Two) Exercise 1 Listen to the conversation and choose the right answers to the questions you hear. John: Linda, do you spend a lot of time checking to see if the other person is following the rules? Arguing? Linda: No, not at all. Tom: A lot of couples argue because they don't understand each other's expectations. I think we spend less time arguing than most couples because we both know what the other person expects. John: What happens if one of you breaks a rule? Tom: Well, that's in Article 13 of our agreement. John: Is it? Oh yes, Article 13: Breaking Rules. "If you break a rule, you must apologize and do something nice for the other person to make it up." Linda: Yeah, like last time Tom broke the rule of driving. John: What's the rule? Linda: The rule is we must ask for directions if we are driving and get lost for more than five minutes. John: What happened? Tom: We were driving to a friend's wedding, and we got lost. Linda wanted to stop at a gas station to ask for directions, but I thought I could figure it out. Linda: Then we drove forty miles in the wrong direction and ended up being late for the wedding. Tom: So I took her out to dinner. I knew what I should do to apologize. John: That's very important, I think, knowing how to apologize. By the way, do you plan to update your agreement at all? What if things change in your life and a rule doesn't work anymore? Linda: We've thought about that too. Article 14 states that we must review this agreement once a year and make necessary changes. John: Well, it was really nice talking to you both. Thank you very much for your time. Tom & Linda: Thank you. Questions 1. How many articles are probably in Tom and Linda's marriage agreement? 2. How do Tom and Linda feel about their marriage agreement? 3. What will happen to their marriage agreement in a year's time? Exercise 2 Listen to the conversation again and complete the answers to the following questions. John: Linda, do you spend a lot of time checking to see if the other person is following the rules? Arguing? Linda: No, not at all. Tom: A lot of couples argue because they don't understand each other's expectations. I think we spend less time arguing than most couples because we both know what the other person expects. John: What happens if one of you breaks a rule? Tom: Well, that's in Article 13 of our agreement. John: Is it? Oh yes, Article 13: Breaking Rules. "If you break a rule, you must apologize and do something nice for the other person to make it up." Linda: Yeah, like last time Tom broke the rule of driving. John: What's the rule? Linda: The rule is we must ask for directions if we are driving and get lost for more than five minutes. John: What happened? Tom: We were driving to a friend's wedding, and we got lost. Linda wanted to stop at a gas station to ask for directions, but I thought I could figure it out. Linda: Then we drove forty miles in the wrong direction and ended up being late for the wedding. Tom: So I took her out to dinner. I knew what I should do to apologize. John: That's very important, I think, knowing how to apologize. By the way, do you plan to update your agreement at all? What if things change in your life and a rule doesn't work anymore? Linda: We've thought about that too. Article 14 states that we must review this agreement once a year and make necessary changes. John: Well, it was really nice talking to you both. Thank you very much for your time. Tom & Linda: Thank you. Speaking Tasks Pair Work Debating — Arguments for or against giving first priority to economic status in choosing a spouse A Sample Nowadays, some young people give first priority to economic status in choosing a spouse. Are you for or against this standard in choosing a spouse? Express and defend your views from the perspectives given in the card below. Topic: Is it right to give first priority to economic status in choosing a spouse? Perspectives: 1. From the perspective of a student (positive) 2. From the perspective of a social worker (negative) Possible Arguments (for reference) From the point of view of a student (positive) I think it is very natural for people to give first priority to economic status in choosing a spouse. We all know how important money is. Without money, we can hardly do anything. Lack of money in a marriage will cause problems to the couple. Even though the couple may have married for love, being always hard-pressed for money, love will soon be replaced by quarrels and endless worries over money matters. If this happens, can they live happily together? So I think it is very important to first consider if your future spouse is able to share the responsibility of supporting a family. If not, just wait. From the point of view of a social worker (negative) Nowadays, some young people consider economic status the most important factor when they choose a spouse. They think money can bring everything they want, like a big apartment, a car, or a trip abroad. However, can these material things really ensure happiness? I don't think so. A marriage based solely on material wealth will not necessarily be a happy one. Countless examples have shown that rich people often have unsuccessful marriages. A happy marriage is built on a deep love and affection between husband and wife, which cannot be bought by money. ***** ***** ***** ***** Now use the above sample as your model and carry on similar activities with your partner. Part C Test Your Listening Listen to the conversation and choose the right answers to the questions you hear. M: Ah, come in, Barbara. Take a seat. How have things been? W: Oh, much the same. I still seem to have quarrels with my husband all the time. M: What do you quarrel about? W: Oh, everything. You see, he never thinks of my feelings. M: Go on. W: Well, I'll give you an example. You know, when the children started school, I wanted to go back to work again, too. So I got a job. Well anyway, by the time I've collected Gary and Lucy from school, I only get home about half an hour before he comes back ... M: Yes? W: Well, when he gets home, he expects me to run around and get his tea. He never does anything in the house. M: Mm. W: And last Friday he invited three of his friends to come around for a drink. He didn't tell me to expect them, and I'd had a long and difficult day. I don't think that's right, do you? M: Well, I'm not here to pass judgment. I'm here to listen. W: Sorry. And he's so untidy. He's worse than the kids. I always have to remind him to pick up his clothes. He just throws his clothes on the floor. After all, I'm not his servant. I've got my own career. Actually, I think that's part of the trouble. You see I earn as much money as he does. Questions 1. Which of the following is true of the woman's husband? 2. What do you know about the woman? 3. What does the man think of the woman's complaints? Unit 5 Youth Part B Listening Tasks Passage 1 Ashley Exercise 1 Listen to the passage and choose the right answers to the questions you hear. While reading a magazine, Ashley, a sixteen-year-old girl, came across an article which said that antibiotics and other drugs were discovered in European rivers and tap water. This led her to think that such drugs might also be present in the waters near her home in West Virginia. Ashley feared that antibiotics in the waters could lead to resistant bacteria, or supergerms. They can kill countless people. She began testing her area's river — the Ohio. With a simple device she herself had designed, she collected 350 water samples from the Ohio over ten weeks. She taught herself to analyze the samples by reading scientific journals. It was one of the most scientifically sound projects for someone her age. Her experiment was one of the first of its kind in the United States. It showed that low levels of three antibiotics are indeed present in local waters. Ashley's study won the International Stockholm Junior Water Prize, a virtual Nobel Prize for teenagers. She won a $5,000 scholarship and was received by Sweden's Crown Princess Victoria. Her interest in science came from walks in the woods with her mother. But it was the day-to-day stuff — how water comes to the tap, how rain sticks to glass, that most fascinated her. "Science is not a dead thing," she says. "It's happening all around us." By the sixth grade, she was winning at science fairs. She has received $70,000 in prize money, which she has put aside for college. She plans to attend Harvard University. "I want to make my own discoveries, and not just read about what others have done," she said. Her teachers predict that she will one day win a Nobel Prize. Questions 1. What is the story mainly about? 2. Which of the following best describes the way the speaker tells the story? Exercise 2 Read the table first. Then listen to the recording and supply the missing information. While reading a magazine, Ashley, a sixteen-year-old girl, came across an article which said that antibiotics and other drugs were discovered in European rivers and tap water. This led her to think that such drugs might also be present in the waters near her home in West Virginia. Ashley feared that antibiotics in the waters could lead to resistant bacteria, or supergerms. They can kill countless people. She began testing her area's river — the Ohio. With a simple device she herself had designed, she collected 350 water samples from the Ohio over ten weeks. She taught herself to analyze the samples by reading scientific journals. It was one of the most scientifically sound projects for someone her age. Her experiment was one of the first of its kind in the United States. It showed that low levels of three antibiotics are indeed present in local waters. Ashley's study won the International Stockholm Junior Water Prize, a virtual Nobel Prize for teenagers. She won a $5,000 scholarship and was received by Sweden's Crown Princess Victoria. Her interest in science came from walks in the woods with her mother. But it was the day-to-day stuff — how water comes to the tap, how rain sticks to glass, that most fascinated her. "Science is not a dead thing," she says. "It's happening all around us." By the sixth grade, she was winning at science fairs. She has received $70,000 in prize money, which she has put aside for college. She plans to attend Harvard University. "I want to make my own discoveries, and not just read about what others have done," she said. Her teachers predict that she will one day win a Nobel Prize. Passage 2 Young People Say No to Smoking Exercise 1 Listen to the passage and fill in the blanks to complete the answers. On February 16, 2001, the teenagers from a youth group called REBEL launched their advertising campaign at the Liberty Science Center in New Jersey. They worked on various aspects of the campaign and even appeared in the "Not for Sale" commercial on television and the radio against tobacco companies. REBEL stands for Reaching Everybody by Exposing Lies. It is a statewide youth initiative which fights against tobacco companies. The movement began in November last year. It carries the message that teenagers no longer want to be targeted by tobacco companies in their advertisements. The group realized that one of the biggest problems that teenagers face is peer pressure on them to smoke or do drugs. Therefore, the group is working hard to ensure that their message reaches all teenagers at New Jersey schools. When the group was first formed, there were only five members, all eighth grade students. But by this summer the group had grown to close to 90 members. At a recent recruiting party, a pizza and pool party, at the West New York swimming pool, more than 50 new members were attracted to the group. "We don't think that too many people would be interested," said Jackie, one of its founding members. "But everyone knows our message. They know who we are now." Exercise 2 Listen again and choose the right answers to the questions you hear. On February 16, 2001, the teenagers from a youth group called REBEL launched their advertising campaign at the Liberty Science Center in New Jersey. They worked on various aspects of the campaign and even appeared in the "Not for Sale" commercial on television and the radio against tobacco companies. REBEL stands for Reaching Everybody by Exposing Lies. It is a statewide youth initiative which fights against tobacco companies. The movement began in November last year. It carries the message that teenagers no longer want to be targeted by tobacco companies in their advertisements. The group realized that one of the biggest problems that teenagers face is peer pressure on them to smoke or do drugs. Therefore, the group is working hard to ensure that their message reaches all teenagers at New Jersey schools. When the group was first formed, there were only five members, all eighth grade students. But by this summer the group had grown to close to 90 members. At a recent recruiting party, a pizza and pool party, at the West New York swimming pool, more than 50 new members were attracted to the group. "We don't think that too many people would be interested," said Jackie, one of its founding members. "But everyone knows our message. They know who we are now." Questions 1. When did REBEL launch their advertising campaign? 2. How many members did REBEL have by this summer? 3. Who were the first members of REBEL? 4. What did REBEL do for their campaign against tobacco companies? 5. What did REBEL do recently? Speaking Tasks Pair Work Reflections on the texts You have just heard two stories about present-day youth. Discuss the following questions with your partner and then give an oral presentation of your reflections on the stories. You may organize your presentation by linking up your answers to the questions. Guiding Questions For "Ashley" 1. What do you think of Ashley? Do you admire her? 2. Why did Ashley take it upon herself to start the experiment? 3. How did Ashley carry out her experiment? 4. Did Ashley show determination and perseverance in her work? 5. What was the significance of her experiment? Do you think Ashley has the makings of a true scientist? For "Young People Say No to Smoking" 1. What are the similarities between the group REBEL and Ashley? 2. Why did the group REBEL launch a campaign to fight against tobacco companies? 3. How did the group members expose lies about smoking? 4. What were the results of their effort? 5. Is their work important? If yes, why? 6. Why is "no smoking" especially important to young people? Part C Test Your Listening Listen to the conversation and choose the right answers to the questions you hear. Roger: Hi, Jenny, you don't look happy. What's wrong? Jenny: Well, Roger, I've got a problem. Roger: What is it? Jenny: You know my daughter Linda is 16 years old now. And we've begun talking about college. She says she wants to go, but she's let her grades slip and no matter how I urge her to study, all she seems interested in are clothes and boys. We're not wealthy, you know. And it won't be easy for us to afford the tuition if she can't get a scholarship. That seems to be my biggest worry now. But, Roger, is going to college the best choice for her right now? Roger: Do you mean that she doesn't seem ready for college? Jenny: You're right. Roger: Then you'd better have a serious talk with Linda about college. Jenny: A serious talk with her? Roger: Yes. I think it's quite normal for girls her age to be wrapped up in fashion and dating, but as a mother you have a right to expect her to pay attention to her studies too. Jenny: Yes, but how? Roger: Ask her how serious she is about college and how hard she's willing to work for it. Linda may be more committed than you realize. But if not, tell her she should think about putting college off for a while. That could give her the push she needs to take her education seriously. Jenny: Sounds like a good idea. Roger: And if you decide she should wait, she can get a job, take classes at a community college or do an internship to get experience. She may be just one of those who need to see a bit of real life before they settle down. Questions 1. What's Jenny most concerned about now? 2. What does Roger suggest Jenny do? 3. What do you know about Linda? 4. Which of the following is true? Unit 6 Stress Part B Listening Tasks Conversation 1 Being a Police Officer Is a Stressful Job Exercise 1 Listen to the conversation and choose the right answers to the questions you hear. Interviewer: Welcome to our program, Sam. Sam: Thank you. Interviewer: Sam, how long have you been a police officer? Sam: I've been a police officer for thirty years. Interviewer: Thirty years. And you've had different types of assignments on the police force, I guess. Sam: Yeah, I've done everything from patrol to undercover work to detective work, and now I'm supervising investigations. Interviewer: Sam, I think most people would say that being a police officer is a very stressful job. Would you agree? Sam: Yes, it's definitely a stressful job. But it depends on your assignment. Interviewer: So, what's probably the most stressful assignment you can have? Sam: I'd say patrol is the most stressful assignment. Interviewer: That's interesting! In what way? Sam: Well, I guess the biggest part of the stress is the fear factor — the fear of the unknown. Interviewer: What do you mean, Sam? Sam: Well, in patrol work, you don't know from moment to moment who you are talking to or what their reaction is going to be to justify your presence. Let's say, for example, a patrol officer stops someone for a traffic violation. It seems as though that would be a very low-stress situation. Interviewer: Yes, it is a very low-stress situation. Sam: But the truth is, there are more police officers injured during a routine stop. Interviewer: Really? Sam: Really! That's why all police officers are taught from the very beginning to be aware of their surroundings. People back over policemen, people shoot policemen, people jump out at policemen — different kinds of things. So that's probably the most stressful time. Interviewer: I see. Let's take a break and then we'll move on to our next topic. Sam: All right. Questions 1. What's the relationship between the two speakers? 2. What does Sam mainly talk about? 3. What do you know about Sam? Exercise 2 Listen again and fill in the blanks with the missing information about Sam. Interviewer: Welcome to our program, Sam. Sam: Thank you. Interviewer: Sam, how long have you been a police officer? Sam: I've been a police officer for thirty years. Interviewer: Thirty years. And you've had different types of assignments on the police force, I guess. Sam: Yeah, I've done everything from patrol to undercover work to detective work, and now I'm supervising investigations. Interviewer: Sam, I think most people would say that being a police officer is a very stressful job. Would you agree? Sam: Yes, it's definitely a stressful job. But it depends on your assignment. Interviewer: So, what's probably the most stressful assignment you can have? Sam: I'd say patrol is the most stressful assignment. Interviewer: That's interesting! In what way? Sam: Well, I guess the biggest part of the stress is the fear factor — the fear of the unknown. Interviewer: What do you mean, Sam? Sam: Well, in patrol work, you don't know from moment to moment who you are talking to or what their reaction is going to be to justify your presence. Let's say, for example, a patrol officer stops someone for a traffic violation. It seems as though that would be a very low-stress situation. Interviewer: Yes, it is a very low-stress situation. Sam: But the truth is, there are more police officers injured during a routine stop. Interviewer: Really? Sam: Really! That's why all police officers are taught from the very beginning to be aware of their surroundings. People back over policemen, people shoot policemen, people jump out at policemen — different kinds of things. So that's probably the most stressful time. Interviewer: I see. Let's take a break and then we'll move on to our next topic. Sam: All right. Conversation 2 Stress Reducers Exercise 1 Listen to the conversation and then you'll hear five statements based on the conversation. Write "T" for a true statement and "F" for a false one. Interviewer: Sam, you've talked about the police officers' stressful time. Now let's move on to the next topic. So far as I know, there's a connection between stress and illness. Do you think that there's a higher percentage of illness among police officers than in the general population? I mean, do they get more colds or anything? Is this really true? Sam: Yes, it is, and the stress level not only manifests itself in daily health —whether or not you're feeling well on any given day. It also manifests itself in things like ulcers, heart disease — police officers tend to have a higher rate of heart disease and ulcers than people in other professions. Interviewer: Really? That's documented? Sam: Yes, it's documented. And also the divorce rate among police officers is much higher. Interviewer: Is there something that the police department does to help you deal with this stress? Sam: Yes, there are several programs that most police departments have in place. One is an exercise program where some part of your day is spent on some type of physical exercise. They've found that's a great stress reducer. Besides, there's also a psychological program with counseling for officers to help them reduce their stress. And there are several discussion groups as well. They've found that sometimes just sitting around and talking about the stress with other officers helps to reduce it. So, those things are available. Interviewer: And what do you do, personally, [06:36.19]to deal with the stress of your job, Sam? Sam: Well, during the baseball season, I'm the biggest baseball fanatic, and I will either be reading about baseball, or listening to baseball, or watching baseball. Another thing I try to do is to get some sort of exercise every day. And then I work hard at keeping up my personal relationships, especially my relationship with my wife. Fortunately I get along very well with my wife. When I come back home, I can talk about my day with her, and then just forget about it. Statements 1. The conversation is mainly about how police officers can deal with stress. 2. According to Sam, most police officers enjoy good health. 3. According to Sam, the divorce rate among police officers is higher than that among people in other jobs. 4. Counseling is the most effective program to help police officers relieve stress. 5. Sam knows how to reduce his stress. Exercise 2 Listen again and complete the answers to the following questions. Interviewer: Sam, you've talked about the police officers' stressful time. Now let's move on to the next topic. So far as I know, there's a connection between stress and illness. Do you think that there's a higher percentage of illness among police officers than in the general population? I mean, do they get more colds or anything? Is this really true? Sam: Yes, it is, and the stress level not only manifests itself in daily health —whether or not you're feeling well on any given day. It also manifests itself in things like ulcers, heart disease — police officers tend to have a higher rate of heart disease and ulcers than people in other professions. Interviewer: Really? That's documented? Sam: Yes, it's documented. And also the divorce rate among police officers is much higher. Interviewer: Is there something that the police department does to help you deal with this stress? Sam: Yes, there are several programs that most police departments have in place. One is an exercise program where some part of your day is spent on some type of physical exercise. They've found that's a great stress reducer. Besides, there's also a psychological program with counseling for officers to help them reduce their stress. And there are several discussion groups as well. They've found that sometimes just sitting around and talking about the stress with other officers helps to reduce it. So, those things are available. Interviewer: And what do you do, personally, to deal with the stress of your job, Sam? Sam: Well, during the baseball season, I'm the biggest baseball fanatic, and I will either be reading about baseball, or listening to baseball, or watching baseball. Another thing I try to do is to get some sort of exercise every day. And then I work hard at keeping up my personal relationships, especially my relationship with my wife. Fortunately I get along very well with my wife. When I come back home, I can talk about my day with her, and then just forget about it. Speaking Tasks Pair Work Debating — Arguments for or against the view that feeling stressed before job interviews is good A Sample The students are going to have job interviews soon. They are under great stress. Are you for or against stress before job interviews? Express and defend your views from the perspectives given in the card below. Topic: Is it good to feel stressed before a job interview? Perspectives: 1. From the perspective of a student (positive) 2. From the perspective of another student (negative) Possible Arguments (for reference) From the point of view of a student (positive) I'm not against stress before job interviews. When we finish college we'll have to face intense competition in the job market. We all want to give a presentation that demonstrates our abilities and potential before interviewers. And that requires an alert mind to prepare it well. A certain amount of stress is necessary to make us more energetic and therefore more productive. From the point of view of another student (negative) Personally I don't think stress before a job interview is a good thing. If you've made the best of your school years to seek knowledge, if you've prepared your presentation well, there is no need for you to feel stressed. Stress before a job interview will have a negative effect on you. Life becomes very unpleasant, because you put enormous pressure on yourself. You find it hard to get to sleep, have no appetite for food, and are not in a mood for anything interesting. You become so nervous that it will interfere with your performance at the interview. The best policy is relax and face the interview confidently. ***** ***** ***** ***** Now use the above sample as your model and carry on similar activities with your partner. Part C Test Your Listening You're going to hear five short conversations between two speakers. At the end of each conversation a question will be asked about what you've heard. Listen carefully and choose the right answer to each question you hear. 1. M: You look so nervous, Rose. Are you all right? W: Frankly speaking, I'm on pins and needles. I have to give a presentation to a group of important visitors this afternoon. Q: Why does Rose feel nervous? 2. M: You look so upset, Sue. What's worrying you? W: My son Jack made me extremely unhappy. He seems to be playing video games all the time. Whenever I talk to him he turns a deaf ear to me. Q: What's the woman's problem? 3. W: David, you don't look happy. Anything wrong? M: Well, you know, my mother died three years ago. And since then my father has lived in an apartment on his own and has very few friends. Q: What is David worrying about? 4. W: Michael, I don't know what has happened to Mother. Her memory seems to be going. I have to remind her of almost everything. M: Don't worry, Mary. She's just getting old. Q: What do you know about Mary? 5. W: I'm worried about sending my son Peter to college. You see, nowadays many college students behave rather strangely. They don't seem to be interested in their studies. M: Just a few. Most students still concentrate on their studies. Q: What can you infer from the man's response? Unit 7 The Business World Part B Listening Tasks Conversation 1 Welcoming Visitors Exercise 1 Listen to the conversation and write down answers to the following questions. Kenneth: Hello, my name is Kenneth Johnson. I have an appointment with Mr. Andrew Song. Laura: Oh hello, Mr. Johnson, I'm Laura Lee. We've spoken on the phone a couple of times. Nice to meet you. Kenneth: It's nice to be here. Laura: Oh — let me take your coat. Kenneth: Thanks. Laura: Let me get you a drink, Mr. Johnson. Kenneth: Yes, I'd like a cup of tea, if possible, thanks. Laura: Sure. With milk or lemon? Kenneth: With lemon, please — and sugar. Two spoons. Laura: Right. Laura: Did you have a good trip? Kenneth: Absolutely, no problems. Laura: That's good. You flew, didn't you? Kenneth: Yes, that's right, and then I took a taxi down here from the airport. Laura: Oh, that's good. Kunming can be a little wet at this time of year ... you'll have to come back in summer. Kenneth: Oh, I'd like that. I always like coming to China. Miss Lee, I wonder if I could send a fax from here. It's rather urgent. Laura: Yes, of course. Shall I show you to the machine or shall I take it? Kenneth: Oh, it would be better if you could take it — here's the number. Laura: Fine. Would you like a newspaper to read — or The Economist? Kenneth: No, it's okay — I can prepare some work while I'm waiting. Laura: Right, I'll get this off for you. Kenneth: Thanks. Oh — one other thing. I need to send some flowers to my wife. Today is the fifth anniversary of our marriage. I think some flowers from your beautiful city would be rather appropriate, don't you? Laura: Oh, sure! Right, I'll get you a number of a florist. I expect you'll want to send a special message with the flowers. Kenneth: Yes, I'll think of one. Laura: Oh, here's Mr. Song. Andrew, this is Mr. Johnson. He's just arrived. Andrew: Hello, Mr. Johnson. Pleased to meet you and welcome here. Kenneth: Thanks. Andrew: Now shall we go inside and let me explain the program to you? Kenneth: Sure. Andrew: I think we've sent you an outline for the day — if you agree, we could start with a video which explains some of our services and then we could have a look at a few reports on campaigns. Kenneth: That'll be good. Exercise 2 Listen to the conversation again and choose the right answers to the questions you hear. Kenneth: Hello, my name is Kenneth Johnson. I have an appointment with Mr. Andrew Song. Laura: Oh hello, Mr. Johnson, I'm Laura Lee. We've spoken on the phone a couple of times. Nice to meet you. Kenneth: It's nice to be here. Laura: Oh — let me take your coat. Kenneth: Thanks. Laura: Let me get you a drink, Mr. Johnson. Kenneth: Yes, I'd like a cup of tea, if possible, thanks. Laura: Sure. With milk or lemon? Kenneth: With lemon, please — and sugar. Two spoons. Laura: Right. Laura: Did you have a good trip? Kenneth: Absolutely no problems. Laura: That's good. You flew, didn't you? Kenneth: Yes, that's right, and then I took a taxi down here from the airport. Laura: Oh, that's good. Kunming can be a little wet at this time of year ... you'll have to come back in summer. Kenneth: Oh, I'd like that. I always like coming to China. Miss Lee, I wonder if I could send a fax from here. It's rather urgent. Laura: Yes, of course. Shall I show you to the machine or shall I take it? Kenneth: Oh, it would be better if you could take it — here's the number. Laura: Fine. Would you like a newspaper to read — or The Economist? Kenneth: No, it's okay — I can prepare some work while I'm waiting. Laura: Right, I'll get this off for you. Kenneth: Thanks. Oh — one other thing. I need to send some flowers to my wife. Today is the fifth anniversary of our marriage. [04:25.00]I think some flowers from your beautiful city would be rather appropriate, don't you? Laura: Oh, sure! Right, I'll get you a number of a florist. I expect you'll want to send a special message with the flowers. Kenneth: Yes, I'll think of one. Laura: Oh, here's Mr. Song. Andrew, this is Mr. Johnson.He's just arrived. Andrew: Hello, Mr. Johnson. Pleased to meet you and welcome here. Kenneth: Thanks. Andrew: Now shall we go inside and let me explain the program to you? Kenneth: Sure. Andrew: I think we've sent you an outline for the day — if you agree, we could start with a video which explains some of our services [05:06.85]and then we could have a look at a few reports on campaigns. [05:10.58]Kenneth: That'll be good. [05:12.28]Questions [05:16.16]1. How well did Laura Lee know Mr. Johnson? [05:23.30]2. How did Mr. Johnson like his tea? [05:29.07]3. What did Laura do to help Mr. Johnson? [05:35.28]4. Why did Mr. Johnson want to send some flowers to his wife that day? [05:42.95]5. What was Mr. Johnson going to do at the end of the conversation? [05:50.37]Conversation 2 [05:52.26]At a Business Meeting [05:56.92]Exercise 1 [05:59.77]Listen to the conversation [06:01.82]and choose the right answers to the questions you hear. [06:05.14]Chairman: Okay, I think we should start now. It's ten o'clock. [06:11.02]Voices: Okay / Right / Yeah. [06:15.03]Chairman: Well, we're here today [06:17.28]to look at some of the reasons for the decline in profits [06:20.73]which has affected this subsidiary. [06:23.22]You've all seen the agenda. [06:25.01]I'd like to ask if anyone has any comments on it before we start. [06:29.68]Voices: No / It's fine / No. [06:32.35]Chairman: Right, well, can I ask Sam Canning, [06:36.57]Chief Sales Executive, to open up with his remarks? [06:39.75]Sam: Thank you, Bernard. [06:41.97]Well, I think we have to face up to several realities [06:46.05]and what I have to say is in three parts [06:48.98]and will take about twenty minutes. [06:50.91]Chairman: Er, Sam? [06:52.52]we don't have much time — [06:54.81]it's really your main points we're most interested in. [06:57.91]Jane: Yes. Can I ask one thing, Mr. Chairman? [07:01.76]Isn't this a global problem in our market? [07:05.11]Chairman: Sorry, Jane, [07:06.30]I can't allow us to consider that question just yet. [07:09.58]We'll look at the global question later. Sam, sorry, please carry on. [07:15.13]Sam: Well, the three points I want to make can be made in three sentences. [07:20.76]First, sales are down, but only by 5% more than for the group as a whole. [07:26.78]Secondly, our budget for sales has been kept static — it hasn't increased, [07:33.22]not even with inflation, [07:35.05]so we're trying to do better than last year on less money. Thirdly — [07:40.25]Jane: That's not exactly true ... [07:42.20]Chairman: Jane, please. Let Sam finish. [07:45.88]Sam: Thirdly, the products are getting old — we need a new generation. [07:51.25]Chairman: So let me summarize that. [07:53.84]You say that sales are down but not by so much, [07:57.36]that you've had less money to promote sales [08:00.01]and that the products are old. Is that right? [08:03.00]Sam: In a nutshell. [08:04.61]Chairman: Does anyone have anything to add to that? [08:07.58]Jane: Well, on the question of funding I have to disagree ... [08:11.44]Questions [08:16.22]1. What is the purpose of the meeting? [08:21.58]2. What can be inferred from the discussion at the meeting? [08:28.34]Exercise 2 [08:29.86]Listen to the conversation again. [08:32.38]Imagine you are taking the minutes and fill in the form below. [08:37.26]Chairman: Okay, I think we should start now. It's ten o'clock. [08:44.12]Voices: Okay / Right / Yeah. [08:48.32]Chairman: Well, we're here today [08:50.56]to look at some of the reasons for the decline in profits [08:53.89]which has affected this subsidiary. [08:56.34]You've all seen the agenda. [08:58.08]I'd like to ask if anyone has any comments on it before we start. [09:02.78]Voices: No / It's fine / No. [09:05.39]Chairman: Right, well, can I ask Sam Canning, [09:09.69]Chief Sales Executive, to open up with his remarks? [09:12.81]Sam: Thank you, Bernard. [09:15.06]Well, I think we have to face up to several realities [09:19.18]and what I have to say is in three parts [09:22.10]and will take about twenty minutes. [09:24.22]Chairman: Er, Sam? [09:25.63]we don't have much time — [09:28.09]it's really your main points we're most interested in. [09:31.19]Jane: Yes. Can I ask one thing, Mr. Chairman? [09:34.96]Isn't this a global problem in our market? [09:38.29]Chairman: Sorry, Jane, [09:39.61]I can't allow us to consider that question just yet. [09:42.66]We'll look at the global question later. Sam, sorry, please carry on. [09:48.35]Sam: Well, the three points I want to make can be made in three sentences. [09:53.83]First, sales are down, but only by 5% more than for the group as a whole. [09:59.92]Secondly, our budget for sales has been kept static — it hasn't increased, [10:06.32]not even with inflation, [10:08.00]so we're trying to do better than last year on less money. Thirdly — [10:13.53]Jane: That's not exactly true ... [10:15.36]Chairman: Jane, please. Let Sam finish. [10:19.01]Sam: Thirdly, the products are getting old — we need a new generation. [10:24.45]Chairman: So let me summarize that. [10:27.06]You say that sales are down but not by so much, [10:30.58]that you've had less money to promote sales [10:33.33]and that the products are old. Is that right? [10:36.18]Sam: In a nutshell. [10:37.76]Chairman: Does anyone have anything to add to that? [10:40.78]Jane: Well, on the question of funding I have to disagree ... [10:47.84]Speaking Tasks [10:49.84]Pair Work [10:51.22]Reflections on the texts [10:55.31]You have just heard two conversations [10:58.42]about two routine tasks in a company: [11:00.98]welcoming a visitor and having a meeting. [11:04.41]How well do you think Laura, the secretary in the first conversation, [11:09.04]and Bernard, the chairman in the second, have done their jobs? [11:13.04]What are the challenges of their jobs? Why are their jobs important? [11:17.76]Exchange views with your partner. [11:20.17]You may want to use the following questions as a guide [11:23.74]to organize your thoughts. [11:25.96]Guiding Questions [11:29.80]For "Welcoming Visitors" [11:33.60]1. Why is the job of welcoming visitors important? [11:40.04]2. How well do you think Laura did her job? [11:45.76]3. What qualities did she display in her interaction with Mr. Johnson? [11:52.87]4. After greeting Mr. Johnson and bringing him a drink, [11:57.66]Laura engaged in some small talk with him. [12:00.78]Why do you think she did this? [12:05.15]5. What else did Laura do to help Mr. Johnson? [12:09.48]Were these things part of her duty? [12:14.40]6. Do you think she has left a good impression on Mr. Johnson? [12:19.41]For "At a Business Meeting" [12:24.64]1. What is the responsibility of the chairman of a business meeting? [12:32.06]2. What are the challenges in chairing a business meeting? [12:38.28]3. How well do you think Mr. Bernard conducted the meeting? [12:44.95]4. What qualities did he show as the chairman of the meeting? [12:50.83]5. Without Bernard's leadership, what might have become of the meeting? [al:全新版大学英语(第二版)听说 教程 人力资源管理pdf成真迷上我教程下载西门子数控教程protel99se入门教程fi6130z安装使用教程 3] [ti:Unit 7 Part C] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Part C [00:01.73]Test Your Listening [00:03.69]Listen to the passage [00:07.07]and choose the right answers to the questions you hear. [00:10.39]This year our company as a whole has performed well — especially in America, [00:17.73]our largest export market. [00:20.24]As we see, on the financial front the results have been very pleasing. [00:25.53]Costs have dropped by 3% and profits are up by 16%. [00:31.74]However, the domestic consumer market [00:34.83]has been very competitive and will continue to be so. [00:38.31]I can say our results in this market [00:41.70]have been rather disappointing — just 1% up compared with last year. [00:46.63]Now let's move on to personnel. [00:49.71]Our policy of personnel development [00:52.49]through training and promotion opportunities [00:55.19]has continued to be a great success. [00:58.11]We have actually recruited 72 new staff, [01:02.04]while 20 have retired — so there is a net balance of 52. [01:07.18]The training department has expanded considerably [01:10.95]and moved into new areas such as quality assurance and sales training. [01:16.66]Finally technology. [01:18.97]I think you would be interested to have an update [01:22.31]since this is vital for our future growth. [01:24.99]Over the last year, [01:27.00]our research department has thoroughly tested a new prototype engine. [01:31.79]Results so far have looked promising. [01:35.10]We have also invested heavily [01:37.41]in a European technology program [01:40.04]which links industry with the universities. [01:42.99]So, those are the three main areas — finance, personnel and technology. [01:50.10]Are there any questions before I go on? [01:52.68]Questions [01:56.77]1. Who do you think might be the speaker? [02:03.95]2. When might be the talk given? [02:10.35]3. What can you learn from the passage? [02:16.07]4. Which of the following is true? [al:全新版大学英语(第二版)听说教程3] [ti:Unit8 PartB] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.10]Unit 8 The Environment [00:05.60]Part B [00:08.40]Listening Tasks [00:10.85]Passage 1 [00:12.84]Plastic Bags — A Big Problem in Hong Kong [00:17.40]Exercise 1 [00:20.75]Listen to the passage and choose the right answers to the questions you hear. [00:27.36]Every day people in Hong Kong get rid of 15 million plastic bags. [00:33.60]They weigh about 600 tons. [00:36.97]This is not including the tens of thousands of plastic bags [00:42.03]people dump at the beaches [00:44.02]and in local waters, which have caused serious pollution. [00:48.75]These bags cost taxpayers over $70 million a year to deal with. [00:54.42]Some of the bags are destroyed by burning. [00:57.07]The problem with this is that, when they break down, [01:01.84]they release poisonous chemicals, which can cause cancer. [01:06.09]The chemical poisons penetrate into the earth. [01:09.39]In order to attract the public's attention to the problem of plastic bags [01:14.45]and to reduce the number of bags used at the same time, [01:18.34]the Retail Management Association launched the Use Fewer Bags Campaign. [01:24.35]In the first stage of the campaign, [01:27.24]1,500 retail stores aimed to reduce the number of plastic bags [01:32.35]given away to customers by 10 per cent. [01:35.60]This has been achieved. [01:37.05]The second stage of campaign will focus on the number of plastic bags [01:42.93]given away in markets. [01:45.05]"Ideally, people going to buy food in the markets [01:48.83]should carry their own reusable bags, [01:51.32]such as canvas bags, that can be washed," said a campaign coordinator. [01:56.20]She stressed that the campaign had two objectives. [02:00.17]Besides reducing the number of plastic bags used, [02:04.41]she hoped that the campaign [02:06.94]would increase the public's overall awareness of environmental problems. [02:12.68]Questions [02:15.36]1. What does the passage mainly tell us? [02:20.93]2. What is the purpose of launching the Use Fewer Bags Campaign? [02:29.30]3. According to a campaign coordinator, [02:33.27]what should people carry when they go to buy food in the markets? [02:40.59]Exercise 2 [02:42.49]Listen again and complete the chart below with information from the passage. [02:48.86]Every day people in Hong Kong get rid of 15 million plastic bags. [02:55.64]They weigh about 600 tons. [02:59.21]This is not including the tens of thousands of plastic bags [03:04.31]people dump at the beaches [03:06.37]and in local waters, which have caused serious pollution. [03:11.07]These bags cost taxpayers over $70 million a year to deal with. [03:16.54]Some of the bags are destroyed by burning. [03:19.65]The problem with this is that, when they break down, [03:24.20]they release poisonous chemicals, which can cause cancer. [03:28.24]The chemical poisons penetrate into the earth. [03:31.78]In order to attract the public's attention to the problem of plastic bags [03:36.72]and to reduce the number of bags used at the same time, [03:40.87]the Retail Management Association launched the Use Fewer Bags Campaign. [03:46.88]In the first stage of the campaign, [03:49.32]1,500 retail stores aimed to reduce the number of plastic bags [03:54.66]given away to customers by 10 per cent. [03:58.00]This has been achieved. [04:00.40]The second stage of campaign will focus on the number of plastic bags [04:05.20]given away in markets. [04:07.82]"Ideally, people going to buy food in the markets [04:11.21]should carry their own reusable bags, [04:13.74]such as canvas bags, that can be washed," said a campaign coordinator. [04:18.58]She stressed that the campaign had two objectives. [04:22.69]Besides reducing the number of plastic bags used, [04:26.76]she hoped that the campaign [04:28.84]would increase the public's overall awareness of environmental problems. [04:35.71]Passage 2 [04:37.43]The Rhine River [04:39.42]Exercise 1 [04:42.63]Listen to the passage and choose the right answers to the questions you hear. [04:48.41]The River Rhine is Western Europe's most important waterway. [04:54.37]Rising in the Alps, [04:55.81]it passes through Switzerland, Germany, France and Holland, [04:59.71]before flowing into the North Sea. [05:02.96]But for decades, [05:04.04]industrial and domestic waste flowed untreated into the river and, [05:08.83]not surprisingly, [05:10.38]the Rhine was seriously polluted from the 1950s to the 1970s. [05:15.95]Fish disappeared and it was dangerous to swim in it. [05:19.51]Then in 1986 a fire at a chemical plant in Basel, Switzerland, [05:25.79]caused tons of pesticides to leak into the river. [05:29.13]Thousands of fish died. [05:31.22]That was a wake-up call for the countries along the Rhine. [05:34.65]They realized that they really had to get together and clean it up [05:38.58]and keep it clean. [05:40.14]Otherwise it could be the death of the Rhine. [05:42.95]Switzerland, [05:44.98]Germany and France now work together in Basel to keep the river clean. [05:49.32]At various points, [05:50.59]water is extracted and checked every six minutes, [05:54.40]twenty-four hours a day. [05:56.12]And industries that pollute the river can be traced and fined. [06:00.01]Thanks to international cooperation, [06:03.47]the river is on the path to recovery. [06:05.60]At Basel, in the evening summer sun, [06:08.26]the river has a festive atmosphere. [06:11.20]People walk leisurely along the river banks, [06:13.69]listening to live music, [06:15.54]and pause for a drink in one of the many open-air cafes. [06:20.25]On the vast river itself, [06:22.01]boats from Germany sail slowly past the old town of the city, [06:26.31]towards the more modern structures of the chemical industries. [06:31.85]Questions [06:34.24]1. Which of the following headings best describes the main idea of the passage? [06:44.37]2. Which event served as a wake-up call to countries along the Rhine [06:49.21]that they should get together and restore the health of the river? [06:55.83]3. According to the passage, [06:58.18]what plays a key role in the effort to clean up the Rhine? [07:04.56]Exercise 2 [07:06.37]Listen again and complete the answers to the following questions. [07:11.48]The River Rhine is Western Europe's most important waterway. [07:17.08]Rising in the Alps, [07:18.87]it passes through Switzerland, Germany, France and Holland, [07:23.39]before flowing into the North Sea. [07:25.97]But for decades, [07:27.20]industrial and domestic waste flowed untreated into the river and, [07:32.34]not surprisingly, [07:33.39]the Rhine was seriously polluted from the 1950s to the 1970s. [07:38.95]Fish disappeared and it was dangerous to swim in it. [07:42.47]Then in 1986 a fire at a chemical plant in Basel, Switzerland, [07:48.76]caused tons of pesticides to leak into the river. [07:52.01]Thousands of fish died. [07:54.36]That was a wake-up call for the countries along the Rhine. [07:57.70]They realized that they really had to get together and clean it up [08:01.55]and keep it clean. [08:02.89]Otherwise it could be the death of the Rhine. [08:05.78]Switzerland, [08:07.14]Germany and France now work together in Basel to keep the river clean. [08:12.34]At various points, [08:13.79]water is extracted and checked every six minutes, [08:17.40]twenty-four hours a day. [08:19.48]And industries that pollute the river can be traced and fined. [08:23.01]Thanks to international cooperation, [08:26.04]the river is on the path to recovery. [08:28.57]At Basel, in the evening summer sun, [08:31.24]the river has a festive atmosphere. [08:33.86]People walk leisurely along the river banks, listening to live music, [08:38.39]and pause for a drink in one of the many open-air cafes. [08:42.99]On the vast river itself, [08:44.94]boats from Germany sail slowly past the old town of the city, [08:49.37]towards the more modern structures of the chemical industries. [08:56.32]Speaking Tasks [08:58.64]Pair Work [09:00.22]Debating — Arguments for or against the view that economic development [09:06.48]is more important than environmental protection [09:10.55]A Sample [09:12.36]Economic development and environmental protection are two important [09:16.92]but competing issues facing the world today. [09:20.95]Do you think economic development is more important [09:23.82]than environmental protection or vice versa? [09:27.62]Express and defend your views from the perspectives given in the card below. [09:33.32]Topic: Is economic development more important than environmental protection? [09:41.67]Perspectives: [09:43.70]1. From the perspective of a manufacturer (positive) [09:50.67]2. From the perspective of an environmentalist (negative) [09:57.82]Possible Arguments (for reference) [10:01.55]From the perspective of a manufacturer (positive) [10:06.17]In my opinion, [10:07.61]economic development is more important than environmental protection. [10:12.53]First of all, [10:13.56]poverty is still a serious problem at present in many parts of the world. [10:19.43]According to a recent World Bank report, [10:22.59]1.4 billion people in developing countries are still living in extreme poverty, [10:29.28]which means one in every four people in the developing world [10:32.85]does not have enough to meet their basic needs. [10:36.69]In order to reduce poverty and to provide for an ever-growing population, [10:42.26]we have to make economic development our priority. [10:45.60]It is a more urgent task. [10:47.95]Only when people's basic needs are met can they have the luxury to [10:52.60]think of environment protection. [10:55.68]Secondly, [10:56.49]economic development will enable us to take a better care of the environment [11:00.97]in the long run. [11:02.46]This is because people's awareness of environmental issues is linked with [11:06.71]their living standard. [11:08.68]As society gets more affluent, [11:10.81]people's desire for a better environment increases. [11:14.29]And thanks to economic development they now have the financial means to [11:19.14]deal with environmental problems. [11:21.72]For example, the development of alternative energy resources such as solar [11:26.61]and wind power will eventually put an end to our dependence on fossil fuels [11:31.78]which are the primary cause of many environmental problems we are facing today. [11:37.47]To sum up, [11:38.30]I think economic development is more important [11:41.71]than environmental protection at present. [11:44.38]Economic development is essential to reducing poverty [11:48.30]and improving people's lives. [11:50.51]It also fuels the development of technology, [11:53.52]which will enable us to better protect the environment. [11:57.19]From the perspective of an environmentalist (negative) [12:04.91]I think protecting the environment is more important than economic development. [12:10.35]First of all, [12:12.12]there is a trade-off between economic development and environmental protection. [12:17.18]The more economic activities we carry out, [12:20.97]the more stress we place on the environment. [12:23.78]Industrialization in many parts of the world, [12:27.40]with its focus on development, [12:29.43]has already caused serious global environmental problems. [12:33.86]The earth's natural resources are diminishing at an alarming rate [12:39.38]and air and water pollution is taking its toll on people's health. [12:44.22]Economic development is not the end, but the means to improve people's lives. [12:50.90]If we pursue economic development at the cost of the environment, [12:55.06]it defeats the purpose of development. [12:58.23]On the other hand, [12:59.10]environmental problems will in turn hurt economic development. [13:03.33]For example, [13:04.80]global warming, which results from the emission of greenhouse gases, [13:08.33]is causing climate change throughout the world. [13:11.94]The environment is the foundation for economic development, [13:15.87]but it cannot support uncontrolled development. [13:19.08]If we want to have long-term economic growth, [13:22.30]we have to put environmental protection before economic development. [13:27.36]To conclude, a healthy environment is the precondition for our well-being [13:33.96]and a healthy economy. [13:36.31]To ensure a healthy environment, [13:38.27]we have to make environmental protection our priority [13:41.83]and develop the economy within the ecological means of our planet. [13:46.04]***** ***** ***** ***** [13:47.56]Now use the above sample as a model and discuss the following topic. [13:53.14]You can refer to the notes provided below for ideas and vocabulary. [13:57.75]You are also welcome to contribute ideas of your own. [14:02.23]The following notes offer the major divisions as argument and counter-argument. [al:全新版大学英语(第二版)听说教程3] [ti:Unit8 PartC] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Part C [00:02.34]Test Your Listening [00:04.60]Listen to the passage and choose the right answers to the questions you hear. [00:11.42]For a cleaner environment it's necessary for us to keep in mind the three Rs. [00:17.30]They are: reduce, reuse, and recycle. [00:21.72]Reducing is the best way to protect the environment. [00:26.24]However, if you can't reduce something, reuse it. [00:30.31]And if you can't reuse it, you can recycle it. [00:35.37]Reducing waste means shopping with the environment in mind. [00:40.16]Consider the environmental impact of each product before you buy it. [00:45.22]Remember to make a list of what you need before you go shopping; [00:48.88]this will reduce impulse buying. [00:52.63]Buy in bulk, which means buying in large quantities and not packed. [00:57.89]It's much cheaper and eliminates small containers and excess packaging. [01:03.54]Avoid buying things that can't be recycled. [01:07.20]Second, learning to reuse is easy after you make a little practice. [01:13.21]For example, you can reuse shopping bags. [01:16.78]Buy canvas bags and use them when you shop. [01:20.48]Buy durable, high-quality goods for a longer life. [01:24.71]Although durable goods may cost a little more at first, [01:28.85]they will save you money and help save the environment in the long run. [01:33.09]Before throwing anything away, think about how each item can be reused. [01:39.41]The last of the three Rs that we must keep in mind is recycling. [01:45.09]Recycling means collecting, processing, marketing, [01:48.93]and ultimately reusing materials that were once thrown away. [01:53.58]Check the yellow pages or [01:55.07]the Internet to find information about local recycling programs in your community. [02:02.43]Questions [02:04.77]1. What does the passage mainly discuss? [02:11.72]2. What should we do to reduce waste when we go shopping? [02:18.66]3. Why should we buy durable goods according to the passage? [02:25.84]4. Which of the following is true according to the passage? [al:全新版大学英语(第二版)听说教程3] [ti:Unit 9 Part B] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Unit 9 The Single Currency [00:07.52]Part B [00:08.94]Listening Tasks [00:11.01]Passage 1 [00:12.91]The Launching of the Euro [00:17.41]Exercise 1 [00:19.21]Listen to the recording and choose the right answers to the questions you hear. [00:26.41]As firework displays ushered in the euro from Paris to Athens, [00:31.76]Rome to Madrid, [00:33.25]curiosity drove Europeans to cash machines at midnight [00:37.93]December 31, 2001 [00:41.20]for the first look at the brightly colored new notes. [00:45.34]More than 300 million Europeans began changing their old currencies [00:50.11]for the euro in the most ambitious currency changeover in history. [00:54.84]To prepare for the large demand, [00:57.83]banks across the euro zone disabled 200,000 ATMs in the afternoon, [01:03.82]changing software and loading them with euro notes. [01:07.58]Altogether 15 billion banknotes and 52 billion coins — [01:13.48]worth 646 billion euros, [01:16.77]or $568 billion — have been produced for the switchover. [01:22.98]Knowing how people can be attached to their national currencies, [01:27.98]architects of the euro expressed hope [01:31.49]that it will help realize dreams of a united Europe. [01:35.09]Across the continent, [01:37.12]officials welcomed the euro as a sign of economic stability — [01:41.28]a new symbol to bind 12 nations on a continent at the heart of two world wars. [01:47.90]"We will become a greater Europe with the euro," [01:51.64]EU Commission President said in Vienna, [01:54.93]shortly after he used the new currency to buy flowers for his wife. [01:59.43]"We shall become stronger, wealthier." [02:02.99]His view was shared by Helmut Kohl, [02:06.41]the former German chancellor, [02:08.98]who with the late French leader Francois Mitterr [02:12.31]had championed the single currency to bring peace and security to Europe. [02:17.58]Kohl wrote in a newspaper, "A vision is becoming a reality. [02:22.53]For me, the common currency in Europe fulfills a dream. [02:26.67]It means there is no turning back from the path [02:29.85]toward unification of our continent." [02:32.78]The original nations that adopted the euro were: [02:36.25]Austria, Belgium, Finland, France, Germany, Greece, Ireland, [02:43.61]Italy, Luxembourg,the Netherlands, Portugal and Spain. [02:50.45]Those staying out are Britain, Sweden and Denmark. [02:56.21]Questions [02:59.32]1. What does the passage mainly tell us? [03:05.67]2. What can be said about the passage? [03:11.68]3. What can be inferred from the passage? [03:17.72]Exercise 2 [03:19.88]Listen to the recording again and supply the missing information. [03:26.89]As firework displays ushered in the euro from Paris to Athens, [03:32.11]Rome to Madrid, [03:33.82]curiosity drove Europeans to cash machines at midnight [03:38.37]December 31, 2001 [03:41.52]for the first look at the brightly colored new notes. [03:45.84]More than 300 million Europeans began changing their old currencies [03:50.56]for the euro in the most ambitious currency changeover in history. [03:55.51]To prepare for the large demand, [03:57.72]banks across the euro zone disabled 200,000 ATMs in the afternoon, [04:04.11]changing software and loading them with euro notes. [04:08.01]Altogether 15 billion banknotes and 52 billion coins — [04:13.96]worth 646 billion euros, [04:17.29]or $568 billion — have been produced for the switchover. [04:24.04]Knowing how people can be attached to their national currencies, [04:28.53]architects of the euro expressed hope [04:31.51]that it will help realize dreams of a united Europe. [04:35.56]Across the continent, [04:37.63]officials welcomed the euro as a sign of economic stability — [04:41.71]a new symbol to bind 12 nations on a continent at the heart of two world wars. [04:48.04]"We will become a greater Europe with the euro," [04:51.82]EU Commission President said in Vienna, [04:55.34]shortly after he used the new currency to buy flowers for his wife. [04:59.98]"We shall become stronger, wealthier." [05:03.31]His view was shared by Helmut Kohl, [05:06.78]the former German chancellor, [05:09.06]who with the late French leader Francois Mitterr [05:12.97]had championed the single currency to bring peace and security to Europe. [05:17.75]Kohl wrote in a newspaper, "A vision is becoming a reality. [05:22.93]For me, the common currency in Europe fulfills a dream. [05:26.94]It means there is no turning back from the path [05:30.32]toward unification of our continent." [05:33.11]The original nations that adopted the euro were: [05:36.65]Austria, Belgium, Finland, France, Germany, Greece, Ireland, [05:43.94]Italy, Luxembourg,the Netherlands, Portugal and Spain. [05:51.06]Those staying out are Britain, Sweden and Denmark. [05:57.41]Passage 2 [05:58.98]Britain's Reaction to the Single Currency [06:03.76]Exercise 1 [06:06.37]Listen to the passage and choose the right answers to the questions you hear. [06:13.39]Buckingham Palace and other royal residences [06:16.27]open to the public do not accept euros [06:19.96]at their gift shops and entry turnstiles. [06:23.50]The new currency was launched in 12 European Union countries on January lst, [06:29.18]2002, but Britain was not one of them. [06:33.10]A Buckingham Palace spokeswoman said [06:35.76]the decision not to accept the euro was purely a business one [06:39.55]and not a political statement. [06:41.84]The retail outlets at the official residences [06:44.77]have never accepted any other currencies. [06:47.92]It is simply because as very small retail outlets, [06:51.84]they don't have the facilities for changing currencies. [06:55.58]However, [06:56.58]many retail outlets in Britain have prepared to accept the new currency [07:01.62]since millions of tourists are expected to visit the country every year. [07:06.93]In 2002 alone, [07:09.01]visitors from the euro zone were estimated to spend [07:12.57]more than 6.55 billion euros in Britain. [07:16.57]Major department stores Debenhams and Marks & Spencer [07:20.81]and a big electronics retailer accept euros, [07:24.19]but only on a limited basis initially. [07:27.57]Twenty-nine of Marks & Spencer stores, [07:30.54]primarily those in tourist locations, [07:33.11]have at least one cash register on each floor to process euro transactions. [07:39.50]Its other stores have at least one designated area — [07:42.83]either a register or a customer service desk — [07:45.79]where the currency is accepted. [07:47.95]Products are not priced in euros, however, [07:51.19]and change is given in British money. [07:53.67]The British Prime Minister Tony Blair said [07:56.77]Britain will only join the single currency [07:59.61]if economic conditions are right. [08:01.82]A series of recent opinion polls show many Britons oppose the euro [08:06.77]and see it as against Britain's sovereignty. [08:12.99]Questions [08:14.21]1. What does the passage mainly tell us? [08:20.92]2. What can we infer from the passage? [08:26.28]3. What is the speaker's attitude toward Britain's decision [08:30.97]not to join the single currency? [08:36.01]Exercise 2 [08:37.77]Listen again and write down answers to the following questions. [08:43.63]Buckingham Palace and other royal residences [08:46.91]open to the public do not accept euros [08:50.47]at their gift shops and entry turnstiles. [08:54.16]The new currency was launched in 12 European Union countries on January lst, [08:59.70]2002, but Britain was not one of them. [09:03.80]A Buckingham Palace spokeswoman said [09:06.33]the decision not to accept the euro was purely a business one [09:10.38]and not a political statement. [09:12.95]The retail outlets at the official residences [09:15.97]have never accepted any other currencies. [09:18.72]It is simply because as very small retail outlets, [09:22.59]they don't have the facilities for changing currencies. [09:26.60]However, [09:27.32]many retail outlets in Britain have prepared to accept the new currency [09:32.36]since millions of tourists are expected to visit the country every year. [09:37.32]In 2002 alone, [09:39.57]visitors from the euro zone were estimated to spend [09:43.20]more than 6.55 billion euros in Britain. [09:47.30]Major department stores Debenhams and Marks & Spencer [09:51.41]and a big electronics retailer accept euros, [09:54.74]but only on a limited basis initially. [09:57.67]Twenty-nine of Marks & Spencer stores, [10:01.23]primarily those in tourist locations, [10:03.75]have at least one cash register on each floor to process euro transactions. [10:10.10]Its other stores have at least one designated area — [10:13.34]either a register or a customer service desk — [10:16.64]where the currency is accepted. [10:18.39]Products are not priced in euros, however, [10:21.77]and change is given in British money. [10:24.34]The British Prime Minister Tony Blair said [10:27.49]Britain will only join the single currency [10:30.15]if economic conditions are right. [10:32.49]A series of recent opinion polls show many Britons oppose the euro [10:37.25]and see it as against Britain's sovereignty. [10:43.06]Speaking Tasks [10:45.18]Pair Work [10:47.34]Reflections on the texts [10:49.82]You have just heard two passages about the launching of the euro. [10:54.19]Now discuss the following questions with your partner [10:58.24]and then give two oral presentations on your personal reflections about [11:03.28]what you've heard. [11:05.31]You may organize your presentation [11:07.41]by linking up your answers to the questions. [11:13.31]Guiding Questions [11:15.88]For "The Launching of the Euro" [11:18.76]1. What do you think of the decision of some European countries [11:24.14]to adopt the euro as their national currency? [11:29.46]2. How important is the national currency to a country? [11:35.31]3. Do you think the stability of a national currency [11:39.15]can guarantee the stability of the country? Why or why not? [11:45.95]4. Why did these countries in Europe bind themselves together [11:50.28]by using the same money? [11:53.19]5. Why is it a good thing for the general public in Europe [11:58.40]to use the euro as the common currency? [12:03.27]For "Britain's Reaction to the Single Currency" [12:06.78]1 Why hasn't Britain adopted the euro as its national currency? [12:13.54]2. What did Tony Blair say about that? [12:17.00]Do you think it is a wise decision? [12:21.23]3. How can the euro compare with the pound? [12:26.59]4. Do you think [12:28.55]Britain will eventually adopt the euro as its national currency? [al:全新版大学英语(第二版)听说教程3] [ti:Unit 9 Part C] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Part C [00:01.25]Test Your Listening [00:03.36]Listen to the passage three times and supply the missing information. [00:09.72]First Reading [00:12.41]For a century much attached to national symbols, [00:18.38]France took the imminent death of the franc calmly. [00:22.78]It was as if an ancient great-great uncle were about to pass away: [00:28.96]a time for nostalgia and regret, rather than grief. [00:33.54]Unlike the German mark, [00:36.29]the franc had never been a symbol of national rebirth or glory. [00:40.95]Its recent history was relatively stable [00:44.93]but it had to be revalued as recently as 1960. [00:48.76]In the 1950s, [00:51.35]its value and reputation were so weak [00:54.69]that French politicians considered abolishing it [00:57.71]and replacing it with something else, [00:59.79]based on the value of the pound. [01:01.98]But money is money after all. [01:05.83]It is with us every day. [01:07.89]It was surprising that such a conservative people [01:11.37]did not express greater sorrow for the loss of their familiar francs. [01:16.18]It was also surprising [01:18.65]they did not feel a greater sense of aesthetic loss [01:22.30]for the franc had always been one of the world's most beautiful currencies. [01:26.59]The name franc was first used in 1360, [01:31.76]to celebrate and help to pay for the release of the King of France, [01:35.82]King Jean II, who was captured by the still poundless English. [01:40.83]He created the "franc" or "free" to celebrate the occasion. [01:45.62]Over the next 400 years [01:48.98]the name came and went but was finally restored by the Revolution in 1795. [01:55.92]On February 17th, 2002, [01:59.87]the French franc disappeared completely from the financial scene. [02:06.16]Second Reading [02:08.78]For a century much attached to national symbols, [02:14.43]France took the imminent death of the franc calmly. [02:18.87]It was as if an ancient great-great uncle were about to pass away: [02:24.43]a time for nostalgia and regret, rather than grief. [02:29.39]Unlike the German mark, [02:32.31]the franc had never been a symbol of national rebirth or glory. [02:37.12]Its recent history was relatively stable [02:41.11]but it had to be revalued as recently as 1960. [02:44.98]In the 1950s, [02:47.41]its value and reputation were so weak [02:50.71]that French politicians considered abolishing it [02:53.87]and replacing it with something else, [02:55.71]based on the value of the pound. [02:58.12]But money is money after all. [03:01.95]It is with us every day. [03:04.18]It was surprising that such a conservative people [03:07.50]did not express greater sorrow for the loss of their familiar francs. [03:24.99]It was also surprising [03:26.64]they did not feel a greater sense of aesthetic loss [03:30.33]for the franc had always been one of the world's most beautiful currencies. [03:34.69]The name franc was first used in 1360, [03:39.73]to celebrate and help to pay for the release of the King of France, [03:56.03]King Jean II, who was captured by the still poundless English. [04:00.85]He created the "franc" or "free" to celebrate the occasion. [04:06.07]Over the next 400 years [04:08.97]the name came and went but was finally restored by the Revolution in 1795. [04:16.82]On February 17th, 2002, [04:20.03]the French franc disappeared completely from the financial scene. [04:37.37]Final Reading [04:38.72]For a century much attached to national symbols, [04:44.33]France took the imminent death of the franc calmly. [04:48.71]It was as if an ancient great-great uncle were about to pass away: [04:54.47]a time for nostalgia and regret, rather than grief. [04:59.37]Unlike the German mark, [05:02.28]the franc had never been a symbol of national rebirth or glory. [05:07.04]Its recent history was relatively stable [05:10.71]but it had to be revalued as recently as 1960. [05:14.82]In the 1950s, [05:17.37]its value and reputation were so weak [05:20.70]that French politicians considered abolishing it [05:23.76]and replacing it with something else, [05:25.85]based on the value of the pound. [05:28.10]But money is money after all. [05:31.62]It is with us every day. [05:34.08]It was surprising that such a conservative people [05:37.31]did not express greater sorrow for the loss of their familiar francs. [05:42.19]It was also surprising [05:44.61]they did not feel a greater sense of aesthetic loss [05:48.30]for the franc had always been one of the world's most beautiful currencies. [05:53.16]The name franc was first used in 1360, [05:57.78]to celebrate and help to pay for the release of the King of France, [06:01.89]King Jean II, who was captured by the still poundless English. [06:06.57]He created the "franc" or "free" to celebrate the occasion. [06:12.00]Over the next 400 years [06:14.97]the name came and went but was finally restored by the Revolution in 1795. [06:21.78]On February 17th, 2002, [06:26.14]the French franc disappeared completely from the financial scene. [al:全新版大学英语(第二版)听说教程3] [ti:Unit10 PartB] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Unit 10 The Cinema [00:05.52]Part B [00:08.27]Listening Tasks [00:10.44]Passage 1 [00:12.16]Popcorn and the British Cinema Industry [00:16.41]Exercise 1 [00:19.21]Listen to the recording and choose the right answers to the questions you hear. [00:26.53]In the golden fields of Kansas, corn is growing very well. [00:31.64]Britain's biggest cinema success is under production. [00:35.62]Although there are no stars, no special effects, no publicity, [00:40.54]it is still guaranteed to make more money than all but the biggest hit movies. [00:46.42]What is it? Popcorn. [00:48.68]Last year, [00:49.95]cinema popcorn sales in the UK and Ireland made ,20 million plus, [00:55.68]way ahead of most films. [00:57.90]Only a handful of extremely successful movies could beat it. [01:02.67]If it were not for popcorn, [01:05.16]soft drinks and ice cream, [01:07.24]British cinema would be as dead as the music hall. [01:10.81]A recent survey found that every single screen [01:14.15]in the country needed another source of income just to keep operating. [01:19.39]Perhaps three or four films a year make money at the box office. [01:23.19]The other films just help cinemas tick over, [01:26.72]and pull in people to buy popcorn and sweets. [01:29.43]Even when a cinema is showing a must-see film, [01:34.27]the operator is working on paper-thin profits. [01:37.43]He must fill every seat to cover the film company's costs. [01:41.81]Film distributors regularly demand half the money taken at the box office; [01:47.06]with big films they can charge between 69 percent [01:50.90]and 89 percent of the takings. [01:53.71]Cinemas still have to pay staff and running costs out of what's left. [01:59.03]This is where popcorn and sweets come into the picture. [02:02.97]A large carton of popcorn from a supermarket costs only a little over 90p. [02:09.29]Cinemagoers, however, can pay up to ?4 for one large helping. [02:14.22]At one very expensive cinema in London's West End, for example, [02:19.15]a carton costs ,3.95. [02:22.53]Eating popcorn while watching a movie is said to be a real pleasure. [02:27.82]The difference between buying popcorn at a cinema [02:31.17]and a supermarket is just like that [02:33.88]between buying wine in a restaurant and at an ordinary shop. [02:37.86]It costs twice as much or more. [02:41.56]Questions [02:44.77]1. What is the main idea of the passage? [02:51.73]2. What can you infer from the passage? [02:57.79]Exercise 2 [02:59.87]Listen to the passage again and complete the following table [03:03.53]by filling in each blank with the missing information. [03:07.55]In the golden fields of Kansas, corn is growing very well. [03:13.88]Britain's biggest cinema success is under production. [03:18.35]Although there are no stars, no special effects, no publicity, [03:23.37]it is still guaranteed to make more money than all but the biggest hit movies. [03:29.33]What is it? Popcorn. [03:31.75]Last year, [03:33.79]cinema popcorn sales in the UK and Ireland made ,20 million plus, [03:38.08]way ahead of most films. [03:40.98]Only a handful of extremely successful movies could beat it. [03:45.27]If it were not for popcorn, [03:48.61]soft drinks and ice cream, [03:50.15]British cinema would be as dead as the music hall. [03:53.72]A recent survey found that every single screen [03:57.35]in the country needed another source of income just to keep operating. [04:01.78]Perhaps three or four films a year make money at the box office. [04:06.17]The other films just help cinemas tick over, [04:09.74]and pull in people to buy popcorn and sweets. [04:13.09]Even when a cinema is showing a must-see film, [04:16.84]the operator is working on paper-thin profits. [04:20.67]He must fill every seat to cover the film company's costs. [04:24.96]Film distributors regularly demand half the money taken at the box office; [04:29.94]with big films they can charge between 69 percent [04:33.54]and 89 percent of the takings. [04:36.98]Cinemas still have to pay staff and running costs out of what's left. [04:42.21]This is where popcorn and sweets come into the picture. [04:46.04]A large carton of popcorn from a supermarket costs only a little over 90p. [04:52.45]Cinemagoers, however, can pay up to ?4 for one large helping. [04:57.33]At one very expensive cinema in London's West End, for example, [05:01.95]a carton costs ,3.95. [05:05.70]Eating popcorn while watching a movie is said to be a real pleasure. [05:10.76]The difference between buying popcorn at a cinema [05:14.10]and a supermarket is just like that [05:16.56]between buying wine in a restaurant and at an ordinary shop. [05:20.90]It costs twice as much or more. [05:26.37]Passage 2 [05:27.94]Death of the Stunt People [05:31.96]Exercise 1 [05:34.08]Listen to the recording and choose the right answers to the questions you hear. [05:39.69]Hollywood's true heroes are losing their jobs. [05:44.71]Stuntmen and stuntwomen who entertained cinemagoers [05:48.38]by falling from the sky, [05:50.47]swimming with sharks and driving fast cars have been replaced [05:54.81]by technology. [05:56.30]After surviving generations of street fights, high falls, [06:01.04]and setting fire to themselves, [06:03.26]the people behind top actors' most exciting scenes [06:07.29]have had nearly all their work substituted by computers. [06:11.58]The most dangerous and costly stunts can now be achieved [06:15.91]by mixing computer graphics with live action. [06:19.48]In the mid-1990s there were 12,000 registered stunt people, [06:25.00]but more than half of them had difficulty finding work. [06:28.88]Sometimes, six or seven teams would be working on a film. [06:33.34]Then, after a few days, [06:35.74]the producers would come in and say, "You can go home. " [06:39.58]The reason was simple: cost. [06:42.70]Computer technology made it possible to create stunts [06:46.84]which would either be too expensive or too dangerous to attempt. [06:51.52]One example was in Mission Impossible, starring Tom Cruise. [06:56.73]In a scene Cruise was seen flying from an exploding helicopter [07:01.20]onto the back of a speeding train. [07:03.82]In fact, [07:04.95]the image of the actor was simply added onto the scene using computers. [07:09.61]With the rise of digital technology, [07:13.18]insurance companies became more reluctant to cover real stunts. [07:18.28]"If they know it can be done safely with visual effects, [07:22.49]the companies will not insure real stunts," said a veteran stunt coordinator. [07:28.17]Many in the industry believe stunt people should develop expertise [07:32.71]in the new technology, [07:34.25]acting as advisers on the virtual stunts. [07:37.05]Some, however, [07:38.77]think that stunt people can survive in their traditional careers. [07:42.65]They believe that audiences won't accept stunts produced [07:46.45]by computers for too long. [07:49.39]Questions [07:52.91]1. Which of the statements below best sums up the main idea of the passage? [08:02.25]2. What is the author's attitude toward stunt people? [08:07.99]3. What can you infer from the passage? [08:15.17]Exercise 2 [08:17.12]Listen to the recording again [08:18.76]and complete the following list of the stunts mentioned in the recording [08:26.02]Hollywood's true heroes are losing their jobs. [08:29.96]Stuntmen and stuntwomen who entertained cinemagoers [08:33.51]by falling from the sky, [08:36.04]swimming with sharks and driving fast cars have been replaced [08:40.47]by technology. [08:42.00]After surviving generations of street fights, high falls, [08:46.66]and setting fire to themselves, [08:49.65]the people behind top actors' most exciting scenes [08:53.29]have had nearly all their work substituted by computers. [08:57.18]The most dangerous and costly stunts can now be achieved [09:01.58]by mixing computer graphics with live action. [09:05.10]In the mid-1990s there were 12,000 registered stunt people, [09:10.62]but more than half of them had difficulty finding work. [09:14.35]Sometimes, six or seven teams would be working on a film. [09:18.91]Then, after a few days, [09:21.36]the producers would come in and say, "You can go home. " [09:25.29]The reason was simple: cost. [09:28.82]Computer technology made it possible to create stunts [09:32.66]which would either be too expensive or too dangerous to attempt. [09:37.27]One example was in Mission Impossible, starring Tom Cruise. [09:41.97]In a scene Cruise was seen flying from an exploding helicopter [09:46.85]onto the back of a speeding train. [09:49.43]In fact, [09:50.74]the image of the actor was simply added onto the scene using computers. [09:55.26]With the rise of digital technology, [09:58.70]insurance companies became more reluctant to cover real stunts. [10:03.53]"If they know it can be done safely with visual effects, [10:08.05]the companies will not insure real stunts," said a veteran stunt coordinator. [10:13.52]Many in the industry believe stunt people should develop expertise [10:18.40]in the new technology, [10:19.89]acting as advisers on the virtual stunts. [10:23.06]Some, however, [10:24.64]think that stunt people can survive in their traditional careers. [10:28.48]They believe that audiences won't accept stunts produced [10:32.08]by computers for too long. [10:36.38]Speaking Tasks [10:39.00]Pair Work [10:40.38]Debating — Arguments for or against the view that [10:44.99]watching a film at home is better than watching it at a cinema [10:49.20]A Sample [10:51.32]Some people prefer watching a film at home [10:55.08]while others think it is far better to watch it at a cinema. [10:58.74]Which do you prefer? [11:00.91]Why? Express and defend your views from the perspectives given in the card below. [11:07.78]Topic: Is it better to watch a film at home than at a cinema? [11:14.88]Perspectives: [11:16.64]1. From the perspective of a student (positive) [11:23.15]2. From the perspective of another student (negative) [11:29.70]Possible Arguments (for reference) [11:34.00]From the perspective of a student (positive) [11:38.02]I would rather watch a film at home than at a cinema. [11:41.19]It is more relaxing and comfortable. [11:44.08]At home, you can move about whenever you want [11:47.38]and you can eat or drink whatever you like while watching. [11:51.45]You can also watch it in any posture. [11:54.30]You can lie down in bed or sit on the floor. [11:57.42]But at a cinema, [11:58.73]you have to sit through a film in a darkened hall among a lot of strangers. [12:03.93]A lot of fun of film-watching comes from sharing the experience with others. [12:08.95]Watching a film at home encourages interaction among the viewers, [12:13.54]who are either your family or friends. [12:15.98]You can discuss among yourselves the acting of the actors and actresses, [12:20.77]or make guesses about the possible ending of the film. [12:24.93]You can even laugh, cry, or curse with the characters. [12:29.04]But at a cinema, talking is not welcome. [12:32.48]Even if you go with a friend, [12:34.92]you are not supposed to talk for fear you might disturb the others. [12:39.08]What is more, [12:40.85]watching films at home can save you money for tickets [12:44.47]and time for traveling. [12:46.28]From the perspective of another student (negative) [12:52.39]I think the view just expressed is true only to a certain extent. [12:58.54]In my opinion, watching a film at a cinema is much more enjoyable. [13:03.29]No TV screen can compare with the big screens in cinemas. [13:08.12]A home television set can in no way produce the same visual or audio effects. [13:15.27]Watching a film at home may be more relaxing [13:19.06]but you will miss a lot so far as these are concerned. [13:23.00]With films that excel in scenery and music, you will miss a tremendous lot. [13:29.10]In addition, new films are only shown in cinemas. [13:33.37]If you want to watch them at home, [13:36.00]you'll have to wait several months for their DVD versions to be released. [13:39.96]If all your friends talk about a new film they have seen [13:43.46]and you don't know anything about it, [13:45.19]you will feel left out. [13:47.00]As for the silence and darkness in a cinema, [13:50.39]I think they help you concentrate on what is happening on the screen. [13:54.71]Doing too many things while watching a film can be distracting. [13:59.18]If all you want is to eat and talk, [14:02.22]why do you have to do them while watching a film? [14:05.65]***** ***** ***** ***** [14:06.69]Now use the above sample as a model and discuss the following topic. [14:11.48]You can refer to the notes provided below for ideas and vocabulary. [14:16.45]You are also welcome to contribute ideas of your own. [14:20.84]The notes offer the major divisions as argument and counter-argument. [al:全新版大学英语(第二版)听说教程3] [ti:Unit10 PartC] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Part C [00:02.47]Test Your Listening [00:04.55]Listen to the conversation and choose the right answers to the questions you hear. [00:11.37]M: What do you think of the movie we saw last night, Cathy? [00:15.43]W: Well, to tell you the truth, I couldn't say I like it. I hate the violence. [00:20.67]M: But actually I didn't realize there would be so much violence. [00:25.19]Despite everything, though, the story is good, don't you think? [00:29.62]W: Yes, the story is quite interesting and it is well written. [00:33.62]And I must admit that the acting is superb. [00:36.97]M: You said it. Everyone in the movie plays a convincing role. [00:40.90]W: What I enjoyed most, though, was the scenery. [00:44.40]Those shots of the Alps are really wonderful. [00:47.03]M: I guess they were nice, [00:48.92]but I was so much interested in the story that I didn't notice the scenery. [00:54.30]I'm crazy about an exciting film even if it is violent. [00:58.46]W: I don't mind suspense, [01:00.54]but I really don't see the need to show all the blood and violence in the movie. [01:05.02]It simply offends me. [01:07.14]M: But that's life, Cathy. You can't hide from reality. [01:11.12]W: I know, but I've got enough reality in the newspapers. [01:14.76]When I see a movie, I just want to be entertained. [01:18.62]M: Well, next time you'd better choose a comedy! [01:23.60]Questions [01:26.27]1. What are the two speakers doing? [01:30.64]2. What do the speakers agree about the movie? [01:36.19]3. Which of the following is true of the woman? [01:42.83]4. What do you know about the man? [al:全新版大学英语(第二版)听说教程3] [ti:Unit 11 Part B] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Unit 11 Left-handedness [00:05.58]Part B [00:08.10]Listening Tasks [00:10.41]Passage 1 [00:12.89]Why Are Some People Left-handed? [00:17.09]Exercise 1 [00:19.93]Listen to the passage and choose the right answers to the questions you hear. [00:25.22]Research has shown that 90% of people naturally use their right hands [00:32.08]for most tasks. [00:33.80]But hundreds of millions of people use their left hands. [00:37.32]Then why are some people left-handed? [00:40.21]Scientists have been trying to answer that question for many years. [00:44.60]A study done in 1992 found that men are more likely to be left-handed than women. [00:52.58]It also found that Asian [00:53.47]or Hispanic people are less likely to be left-handed than white people, [00:58.85]black people, or North American Indians. [01:02.01]Some cultures accept people who do things mostly with their left hands. [01:06.34]Others do not. [01:07.83]Scientists want to know the reason for left-handedness [01:11.89]because it is closely linked to mental problems and language difficulties. [01:16.45]One idea about the cause of left-handedness is the genetic theory. [01:21.51]It says that people are right- or left-handed because of genes passed to them [01:27.15]by their parents. [01:28.92]For example, [01:29.87]it has been shown that the handedness of adopted children is more likely to [01:34.43]follow that of their birth parents than their adopted parents. [01:39.08]Other evidence of genetic involvement can be found in some families. [01:42.97]One famous example is the left-handed members of the present British royal family. [01:49.19]These include Queen Elizabeth II, Prince Charles and Prince William. [01:54.66]Another idea is that right-handed people are born with the gene for it. [01:59.94]But about 20% of people do not have the right-handed gene. [02:04.27]These people could be either left- or right-handed. [02:07.93]This idea may explain why two babies [02:11.32]who have the same genes use different hands. [02:15.03]In 18% of identical twins one twin is right-handed, [02:19.54]and the other is left-handed. [02:21.40]Probably both twins lack the right-handed gene so each has a chance [02:26.00]to be either right- or left-handed. [02:28.57]Some scientists believe that the cause of handedness [02:32.15]could include both genetics and development. [02:37.72]Questions [02:40.25]1. What is the passage mainly about? [02:45.00]2. Which of the following topics is discussed in more detail in the passage? [02:51.77]3. What conclusion can you draw from the passage? [03:01.11]Exercise 2 [03:02.60]Listen to the passage again and complete the following sentences [03:06.64]with the missing information. [03:10.44]Research has shown that 90% of people naturally use their right hands [03:15.58]for most tasks. [03:17.34]But hundreds of millions of people use their left hands. [03:20.73]Then why are some people left-handed? [03:23.94]Scientists have been trying to answer that question for many years. [03:28.44]A study done in 1992 found that men are more likely to be left-handed than women. [03:36.15]It also found that Asian [03:37.44]or Hispanic people are less likely to be left-handed than white people, [03:42.61]black people, or North American Indians. [03:45.95]Some cultures accept people who do things mostly with their left hands. [03:50.10]Others do not. [03:51.56]Scientists want to know the reason for left-handedness [03:56.20]because it is closely linked to mental problems and language difficulties. [04:00.84]One idea about the cause of left-handedness is the genetic theory. [04:05.48]It says that people are right- or left-handed because of genes passed to them [04:10.79]by their parents. [04:12.73]For example, [04:13.81]it has been shown that the handedness of adopted children is more likely to [04:18.33]follow that of their birth parents than their adopted parents. [04:22.35]Other evidence of genetic involvement can be found in some families. [04:27.04]One famous example is the left-handed members of the present British royal family. [04:33.05]These include Queen Elizabeth II, Prince Charles and Prince William. [04:38.29]Another idea is that right-handed people are born with the gene for it. [04:43.93]But about 20% of people do not have the right-handed gene. [04:48.40]These people could be either left- or right-handed. [04:52.06]This idea may explain why two babies [04:55.06]who have the same genes use different hands. [04:58.23]In 18% of identical twins one twin is right-handed, [05:03.35]and the other is left-handed. [05:05.24]Probably both twins lack the right-handed gene so each has a chance [05:10.26]to be either right- or left-handed. [05:13.15]Some scientists believe that the cause of handedness [05:16.47]could include both genetics and development. [05:20.45]Passage 2 [05:23.87]Does Being Left-handed Affect One's Life? [05:27.98]Exercise 1 [05:30.78]Listen to the passage and choose the right answers to the questions you hear. [05:38.02]There are approximately 30 million left-handed people in the United States, [05:43.20]and several hundred million more around the world. [05:46.82]Most right-handed people have never even considered the possibility [05:51.92]that there might be any serious issues affecting left-handers. [05:55.89]Even among all of these left-handed people, [06:00.54]there are many different opinions about what these issues are [06:03.19]and which issues might be most important to them. [06:06.57]Some left-handers think that being left-handed is a positive factor [06:11.84]in their lives, [06:13.01]and they feel that there are no serious issues affecting them. [06:17.39]Others think that being left-handed is not a significant factor [06:21.36]and has not affected their lives one way or another. [06:24.93]There are also some left-handers who have no opinion [06:29.08]and have never given any thought to what being left-handed has meant to them. [06:33.19]But the majority of left-handed people find [06:36.04]that being left-handed is at least a small disadvantage [06:39.48]and a minor source of frustration in their lives. [06:42.73]There are many things that right-handed people take for granted [06:47.42]that are quite difficult for left-handers. [06:49.81]These include many basic skills like learning to write, [06:53.65]learning to use scissors and other hand tools and utensils, [06:57.89]and learning various crafts and other activities. [07:01.32]Sometimes left-handers are puzzled by equipment designed for right-handers, [07:06.48]and other times they are confused by instructors [07:10.08]and instructions geared toward teaching right-handers. [07:13.97]For some left-handed people this amounts to occasional difficulties [07:19.34]and minor inconveniences. [07:20.70]For other left-handers it is a lifetime full of failures and frustrations [07:26.00]that may lead to much more serious problems. [07:30.52]Questions [07:32.78]1. What is the speaker's attitude toward left-handers? [07:38.74]2. What can be inferred from the passage about right-handers? [07:48.59]Exercise 2 [07:50.04]Listen again and supply the missing information in the tables below. [07:56.45]There are approximately 30 million left-handed people in the United States, [08:02.44]and several hundred million more around the world. [08:06.10]Most right-handed people have never even considered the possibility [08:10.97]that there might be any serious issues affecting left-handers. [08:15.22]Even among all of these left-handed people, [08:18.79]there are many different opinions about what these issues are [08:22.85]and which issues might be most important to them. [08:26.14]Some left-handers think that being left-handed is a positive factor [08:31.11]in their lives, [08:32.56]and they feel that there are no serious issues affecting them. [08:36.31]Others think that being left-handed is not a significant factor [08:40.60]and has not affected their lives one way or another. [08:44.16]There are also some left-handers who have no opinion [08:47.82]and have never given any thought to what being left-handed has meant to them. [08:52.29]But the majority of left-handed people find [08:56.07]that being left-handed is at least a small disadvantage [08:58.74]and a minor source of frustration in their lives. [09:02.26]There are many things that right-handed people take for granted [09:06.64]that are quite difficult for left-handers. [09:08.99]These include many basic skills like learning to write, [09:13.24]learning to use scissors and other hand tools and utensils, [09:16.98]and learning various crafts and other activities. [09:20.32]Sometimes left-handers are puzzled by equipment designed for right-handers, [09:25.56]and other times they are confused by instructors [09:29.07]and instructions geared toward teaching right-handers. [09:32.90]For some left-handed people this amounts to occasional difficulties [09:38.06]and minor inconveniences. [09:40.36]For other left-handers it is a lifetime full of failures and frustrations [09:45.38]that may lead to much more serious problems. [09:51.16]Speaking Tasks [09:53.20]Pair Work [09:55.05]Reflections on the texts [09:57.87]You have just heard two passages about left-handedness. [10:01.65]Now discuss the following questions with your partner [10:05.48]and then give an oral presentation of what you think of the two passages. [10:10.45]You may organize your presentation by linking up your answers to the questions. [10:16.50]Guiding Questions [10:19.01]For "Why Are Some People Left-handed?" [10:23.08]1. Have you ever wondered why some people are left-handed [10:27.23]while most of us are right-handed? [10:30.30]2. How do you feel when you find someone write very well with his left hand? [10:39.11]3. What have scientists done to explain left-handedness? [10:46.64]4. What might be the causes of left-handedness according to scientists? [10:53.76]5. What do you think of the causes mentioned in the text? [10:58.47]Do you agree or disagree? Why? [11:03.16]For "Does Being Left-handed Affect One's Life? " [11:06.82]1. Have you ever thought that left-handed people [11:10.32]may have various kinds of difficulties in life? [11:14.25]2. Do you know what difficulties left-handed people may encounter [11:19.18]in day-to-day life? [11:21.21]3. What are your suggestions to help left-handed people? [al:全新版大学英语(第二版)听说教程3] [ti:Unit 11 Part C] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Part C [00:02.35]Test Your Listening [00:04.21]Listen to the passage three times and supply the missing information. [00:11.30]First Reading [00:15.18]Approximately 90% of people in the world are naturally right-handed. [00:21.01]Why is this so, and are we born one way or the other? [00:26.02]The answer to this question is rather complicated. [00:29.64]In babies and young children, [00:32.56]no single side becomes dominant until around the age of eight. [00:37.09]At 12 weeks, babies usually use both hands equally, [00:41.98]but by 16 weeks, they mostly use the left hand for touching. [00:46.53]By 24 weeks, they have changed again and start using both hands. [00:52.69]Then at 28 weeks, they become one-handed again, [00:56.54]although this time it is the right hand that is used more. [01:00.00]At 32 weeks, they start using both hands again. [01:04.56]When they reach the age of 36 weeks, there is another change, [01:09.90]with most babies now preferring to use the left hand. [01:13.63]Between 40 and 44 weeks, the right hand is once again more used. [01:19.74]At 48 weeks, babies switch to using their left hands again, [01:23.99]and then between 52 and 56 weeks, the right hand takes over. [01:29.55]There are further changes still. [01:32.18]At 80 weeks, the right hand loses control, [01:35.95]and both are used again equally. [01:38.44]When the young child reaches the age of two, [01:41.47]the right hand takes over again, [01:43.85]but between two and a half and three years, [01:46.45]both hands are used equally. [01:49.07]Things finally become stable at around four years and stay the same until, [01:54.46]by the age of eight, one hand is strongly dominant over the other. [02:01.94]Second Reading [02:03.74]Approximately 90% of people in the world are naturally right-handed. [02:10.17]Why is this so, and are we born one way or the other? [02:14.84]The answer to this question is rather complicated. [02:18.43]In babies and young children, [02:21.32]no single side becomes dominant until around the age of eight. [02:26.01]At 12 weeks, babies usually use both hands equally, [02:30.72]but by 16 weeks, they mostly use the left hand for touching. [02:35.32]By 24 weeks, they have changed again and start using both hands. [02:41.16]Then at 28 weeks, they become one-handed again, [02:45.12]although this time it is the right hand that is used more. [02:48.84]At 32 weeks, they start using both hands again. [02:53.31]When they reach the age of 36 weeks, there is another change, [02:58.71]with most babies now preferring to use the left hand. [03:14.78]Between 40 and 44 weeks, the right hand is once again more used. [03:20.11]At 48 weeks, babies switch to using their left hands again, [03:24.73]and then between 52 and 56 weeks, the right hand takes over. [03:30.27]There are further changes still. [03:32.79]At 80 weeks, the right hand loses control, [03:36.69]and both are used again equally. [03:51.56]When the young child reaches the age of two, [03:54.25]the right hand takes over again, [03:56.29]but between two and a half and three years, [03:59.19]both hands are used equally. [04:01.99]Things finally become stable at around four years and stay the same until, [04:07.09]by the age of eight, one hand is strongly dominant over the other. [04:25.71]Final Reading [04:27.57]Approximately 90% of people in the world are naturally right-handed. [04:33.32]Why is this so, and are we born one way or the other? [04:38.18]The answer to this question is rather complicated. [04:41.89]In babies and young children, [04:44.80]no single side becomes dominant until around the age of eight. [04:49.32]At 12 weeks, babies usually use both hands equally, [04:54.13]but by 16 weeks, they mostly use the left hand for touching. [04:58.79]By 24 weeks, they have changed again and start using both hands. [05:04.50]Then at 28 weeks, they become one-handed again, [05:08.67]although this time it is the right hand that is used more. [05:12.09]At 32 weeks, they start using both hands again. [05:16.64]When they reach the age of 36 weeks, there is another change, [05:22.09]with most babies now preferring to use the left hand. [05:25.85]Between 40 and 44 weeks, the right hand is once again more used. [05:31.51]At 48 weeks, babies switch to using their left hands again, [05:36.37]and then between 52 and 56 weeks, the right hand takes over. [05:41.89]There are further changes still. [05:44.17]At 80 weeks, the right hand loses control, [05:48.09]and both are used again equally. [05:50.87]When the young child reaches the age of two, [05:53.65]the right hand takes over again, [05:55.69]but between two and a half and three years, [05:58.65]both hands are used equally. [06:00.73]Things finally become stable at around four years and stay the same until, [06:06.59]by the age of eight, one hand is strongly dominant over the other. [al:全新版大学英语(第二版)听说教程3] [ti:Unit 12 Part B] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Unit 12 Biodiversity [00:06.14]Part B [00:07.67]Listening Tasks [00:09.61]Passage 1 [00:11.47]Why Is Biodiversity Important? [00:15.71]Exercise 1 [00:17.51]Listen to the recording and decide whether the following statements [00:21.72]are true or false. [00:24.28]If a statement is true, write T in the brackets. [00:27.94]If it is false, write F and the correct version in the blank. [00:35.17]The importance of biodiversity seems obvious to us. [00:40.16]We enjoy the beauty of biodiversity when we take a walk in the park, [00:44.61]take a trip to the zoo or a wild area, [00:48.40]read books or watch TV shows about strange creatures in foreign lands. [00:53.59]Some people believe that biodiversity is important simply [00:58.15]because it is so wonderful. [01:00.18]Some think there are philosophical or spiritual reasons for biodiversity. [01:05.78]But there are other reasons why it is so important. [01:09.52]The loss of biodiversity will change the balance of life on Earth. [01:14.51]If an ecosystem is destroyed, [01:16.90]many species adapted to that ecosystem may very likely be destroyed as well. [01:22.85]If that species is what scientists call "keystone", [01:26.60]a whole ecosystem may depend on it. [01:29.80]Biodiversity is also important in its direct benefits to people. [01:34.95]Plants give us the air we breathe; [01:37.74]animals and plants supply us with the food we eat; [01:41.17]and organisms and microorganisms clean the air, [01:45.55]regulate floods, recycle waste, and control pests. [01:50.25]Biodiversity also has economic and health benefits. [01:55.39]Both industry and agriculture depend on it for raw material and other things. [02:01.39]And medicine is even more dependent on biodiversity. [02:05.82]In China, more than 5,000 species of plants are used for medicinal purposes. [02:12.40]Many species which were thought "useless" at first are found to be valuable. [02:18.67]And this is a further threat from the loss of biodiversity. [02:27.96]Exercise 2 [02:30.35]Listen again and fill in the following blanks with the missing information. [02:37.39]The importance of biodiversity seems obvious to us. [02:42.08]We enjoy the beauty of biodiversity when we take a walk in the park, [02:46.69]take a trip to the zoo or a wild area, [02:50.74]read books or watch TV shows about strange creatures in foreign lands. [02:56.20]Some people believe that biodiversity is important simply [03:00.50]because it is so wonderful. [03:02.71]Some think there are philosophical or spiritual reasons for biodiversity. [03:08.17]But there are other reasons why it is so important. [03:11.42]The loss of biodiversity will change the balance of life on Earth. [03:16.56]If an ecosystem is destroyed, [03:19.00]many species adapted to that ecosystem may very likely be destroyed as well. [03:24.77]If that species is what scientists call "keystone", [03:28.79]a whole ecosystem may depend on it. [03:31.72]Biodiversity is also important in its direct benefits to people. [03:37.00]Plants give us the air we breathe; [03:40.11]animals and plants supply us with the food we eat; [03:43.68]and organisms and microorganisms clean the air, [03:47.83]regulate floods, recycle waste, and control pests. [03:52.30]Biodiversity also has economic and health benefits. [03:58.17]Both industry and agriculture depend on it for raw material and other things. [04:03.35]And medicine is even more dependent on biodiversity. [04:07.83]In China, more than 5,000 species of plants are used for medicinal purposes. [04:14.54]Many species which were thought "useless" at first are found to be valuable. [04:21.31]And this is a further threat from the loss of biodiversity. [04:27.63]Passage 2 [04:29.33]How Many Species Are There? [04:31.80]Exercise 1 [04:34.29]Listen to the passage and choose the right answers to the questions you hear. [04:41.96]Isn't it surprising that scientists have a better understanding [04:45.43]of how many stars there are in the galaxy [04:48.43]than how many species there are on Earth? [04:52.14]Their estimates of global species diversity [04:54.92]vary from 2 to 100 million species. [04:58.28]Most people agree on an estimate of somewhere near 10 million [05:03.33]and yet only 1.5 million have actually been named. [05:07.03]Current knowledge of species diversity is limited. [05:10.99]This problem becomes more serious [05:13.79]because there is a lack of a central database or list of the world's species. [05:19.03]New species are still being discovered — [05:22.23]even new birds and mammals. [05:25.12]On average, about three new species of birds are found each year, [05:29.68]and since 1990, 10 new species of monkeys have been discovered. [05:34.76]Other groups are still far from being completely described; [05:38.64]an estimated 40 percent of freshwater fishes [05:42.25]in South America have not yet been classified. [05:45.59]Scientists were startled in 1980 [05:48.61]by the discovery of a huge diversity of insects in tropical forests. [05:53.21]In one study of just 19 trees in Panama, [05:56.91]960 new species of beetles were discovered. [06:01.70]As scientists begin investigating other little-known ecosystems, [06:07.02]like the soil and the deep sea, [06:09.55]"surprising" discoveries of species become commonplace. [06:13.20]There is nothing strange about this, though, [06:16.68]since as many as a million undescribed species are believed to live [06:20.83]in the deep sea. [06:22.69]And one gram of a small-sized piece of land might hold 90 million bacteria [06:28.75]and other microbes. [06:30.64]How many species these communities contain is still anyone's guess. [06:38.26]Questions [06:39.98]1. Which of the following is true? [06:46.57]2. How many species are there on Earth according to most scientists? [06:53.75]3. In which of the following groups is the discovery of [06:59.61]new species not mentioned in the passage? [07:04.98]4. What can you learn from the passage? [07:10.26]5. Which of the following best reveals the main idea of the passage? [07:20.32]Exercise 2 [07:22.11]Listen to the passage again and then give a simple answer to [07:26.13]each of the following questions. [07:28.79]Isn't it surprising that scientists have a better understanding [07:34.04]of how many stars there are in the galaxy [07:36.71]than how many species there are on Earth? [07:40.14]Their estimates of global species diversity [07:43.01]vary from 2 to 100 million species. [07:46.80]Most people agree on an estimate of somewhere near 10 million [07:51.36]and yet only 1.5 million have actually been named. [07:55.79]Current knowledge of species diversity is limited. [07:59.18]This problem becomes more serious [08:01.93]because there is a lack of a central database or list of the world's species. [08:07.14]New species are still being discovered — [08:10.44]even new birds and mammals. [08:13.20]On average, about three new species of birds are found each year, [08:18.20]and since 1990, 10 new species of monkeys have been discovered. [08:22.90]Other groups are still far from being completely described; [08:26.92]an estimated 40 percent of freshwater fishes [08:30.51]in South America have not yet been classified. [08:33.90]Scientists were startled in 1980 [08:37.53]by the discovery of a huge diversity of insects in tropical forests. [08:42.56]In one study of just 19 trees in Panama, [08:45.87]960 new species of beetles were discovered. [08:50.51]As scientists begin investigating other little-known ecosystems, [08:56.17]like the soil and the deep sea, [08:58.51]"surprising" discoveries of species become commonplace. [09:02.56]There is nothing strange about this, though, [09:05.34]since as many as a million undescribed species are believed to live [09:09.82]in the deep sea. [09:11.22]And one gram of a small-sized piece of land might hold 90 million bacteria [09:17.48]and other microbes. [09:18.98]How many species these communities contain is still anyone's guess. [09:26.84]Speaking Tasks [09:28.61]Pair Work [09:30.32]Debating — Arguments for or against the view that urban expansions [09:35.87]should be stopped because they cause the loss of biodiversity [09:40.25]A Sample [09:41.69]Nowadays, some people think that urban expansions in coastal cities [09:46.78]should be stopped because they cause the loss of biodiversity. [09:50.94]Are you for or against this view? [09:53.87]Express and defend your views from the perspectives given in the card below. [09:59.42]Topic: Should urban expansions be stopped in coastal areas? [10:05.83]Perspectives: [10:09.86]1. From the perspective of an environmental conservationist (positive) [10:17.63]2. From the perspective of a developer (negative) [10:23.63]Possible Arguments (for reference) [10:26.71]From the viewpoint of an environmental conservationist (positive) [10:31.61]Nowadays because of economic development [10:34.87]and the increase of population in coastal cities, [10:38.30]commercial centers, [10:39.57]new houses and tall apartment buildings are being built [10:43.70]in outskirts which used to be the habitats of various kinds of animals, [10:48.56]birds, insects and plants. [10:51.86]With the rise of blocks of buildings and people moving into them, [10:55.79]gradually the number of species has dwindled [10:58.95]and some species have even disappeared completely. [11:02.46]The loss of biodiversity will certainly change the balance of life on Earth. [11:08.36]Therefore I think urban expansion projects should be stopped. [11:13.02]We should encourage people to go and live in inland cities. [11:17.01]If the population can be evenly distributed, [11:20.25]urban expansions will become quite unnecessary [11:23.67]and the loss of biodiversity can be at least partially avoided. [11:28.24]From the viewpoint of a developer (negative) [11:33.57]I don't think we should stop urban expansions [11:37.32]simply because some species are disappearing. [11:40.06]Urban expansion is an inevitable trend. [11:43.35]With the rapid development of the economy, [11:45.75]more businesses are set up in coastal cities, [11:48.93]which attract a large number of investors and [11:51.69]university graduates from home and abroad. [11:55.14]Hence, skyscrapers, high-rises, [11:58.67]new residential areas [12:00.26]need to be built to accommodate companies and their staff. [12:04.17]As the space within coastal cities is quite limited, [12:08.44]expansion into the outskirts is naturally the first choice. [12:12.64]It is true that with people settling in, [12:15.86]some species may have to move out or even disappear. [12:19.47]However, it is unwise [12:21.69]to give a sudden stop to urban expansion projects in coastal cities [12:25.97]because it will result in a threat to the development of human society. [12:30.16]I think a better way is to balance the preservation of biodiversity [12:34.85]and human development. [12:36.41]For example, [12:37.53]we can set up parks as habitats for various kinds of species [12:41.51]before building projects begin. [12:43.46]In this way we can avoid the danger of the loss of biodiversity. [12:49.15]***** ***** ***** ***** [12:50.99]Now use the above sample as your model [12:53.75]and carry on similar activities with your partner. [al:全新版大学英语(第二版)听说教程3] [ti:Unit12 PartC] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Part C [00:02.49]Test Your Listening [00:04.57]Listen to the passage and choose the right answers to the questions you hear. [00:10.26]Scientists have created a tomato that can grow on salty water. [00:15.36]The plant is the first crop of its kind ever produced in the world. [00:20.05]Its significance cannot be overestimated. [00:23.21]The new technology can help mankind solve the problem of feeding [00:27.68]its ever-expanding population. [00:30.53]It is estimated that by 2025 the world population will amount to more than 9 billion, [00:37.35]an increase of 3 billion over 2,000. [00:41.46]Each day 240, 000 more people are born, ready to be fed like the rest of us. [00:48.19]Unfortunately, not all the land on Earth can be used to grow crops for humans. [00:54.29]About 24.7 million acres of land is lost to agriculture each year [01:00.73]because the land has become too salty. [01:03.66]The main cause of the problem is irrigation(灌溉). [01:07.58]When farmers water their crops, salts in the water also enter the soil. [01:12.63]Over time, salts such as sodium(钠)and calcium build up to such a point [01:18.55]that they severely harm the growth of crops. [01:22.25]Salts destroy most plants' ability to draw up water through their roots. [01:27.20]But, the new variety of tomato produced by American [01:30.95]and Canadian scientists can store salts in its leaves [01:34.52]so that the fruit doesn't taste salty. [01:38.05]Researchers hope this technology will enable areas of poor quality land to [01:43.24]become productive. And they can feed some of the world's growing population. [01:49.66]Questions [01:52.05]1. What does this passage mainly tell us? [01:57.65]2. What is the significance of the new technology? [02:03.30]3. What will happen by 2025 according to the passage? [al:全新版大学英语(第二版)听说教程3] [ti:Unit 13 Part B] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Unit 13 Inventions [00:05.15]Part B [00:06.82]Listening Tasks [00:09.12]Passage 1 [00:11.20]Amazon.com [00:13.23]Exercise 1 [00:16.28]Listen to the recording and choose the right answers to the questions you hear. [00:22.46]Have you ever bought anything from Amazon.com? [00:27.54]Millions of people in the United States [00:30.34]and elsewhere in the world have shopped on this website. [00:33.45]Amazon, like the enormously successful website store eBay, [00:38.37]has set up a standard for effective commercial use of the Internet. [00:43.02]Originally nothing but a bookseller, Amazon now sells music, [00:48.64]clothes, computers, and countless other commodities. [00:53.06]They have also expanded their services to include lists of books by users, [00:59.25]recommendations, and access to used books. [01:03.03]The ease of use of the Amazon website [01:06.41]and the feeling of the site as a friendly community is key to their success. [01:11.42]Like eBay, [01:12.87]it taps the enormous resources of the Internet to create a virtual neighborhood [01:18.01]among users. [01:19.89]Amazon was launched in 1995 in a garage by Jeffery Bezos, [01:25.44]who was born in 1964 in New Mexico and had a degree in computer science [01:31.03]and electrical engineering from Princeton University. [01:34.47]It now does over $3 billion a year in sales. [01:39.20]Jeffery Bezos used doors as desks [01:43.48]and his instructions to the temp agencies [01:46.64]to which he turned to for staff were: "Send us your freaks." [01:50.98]Today, Amazon is a major threat to brick and mortar stores [01:55.90]such as Barnes & Noble and Waldenbooks. [01:58.92]The two giant bookstore chains have responded to the challenge [02:02.66]by establishing high-profile Web presences with sites [02:06.01]that mimic a great deal of what Amazon has developed. [02:09.93]Amazon is now well established all over the world [02:13.76]as the Web place to go for books. [02:16.61]It surely is a great leap from that garage. [02:22.79]Questions [02:24.14]1. What is the main idea of the passage? [02:30.11]2. What is the speaker's attitude toward Amazon.com? [02:37.20]3. What can we learn about Jeffery Bezos from the passage? [02:46.12]4. Which of the following statements is true? [02:52.12]Exercise 2 [02:53.75]Listen again and fill in the blanks with the missing information about Amazon.com. [03:02.01]Have you ever bought anything from Amazon.com? [03:04.94]Millions of people in the United States [03:07.96]and elsewhere in the world have shopped on this website. [03:10.76]Amazon, like the enormously successful website store eBay, [03:15.86]has set up a standard for effective commercial use of the Internet. [03:20.60]Originally nothing but a bookseller, Amazon now sells music, [03:26.42]clothes, computers, and countless other commodities. [03:30.53]They have also expanded their services to include lists of books by users, [03:36.48]recommendations, and access to used books. [03:40.54]The ease of use of the Amazon website [03:44.25]and the feeling of the site as a friendly community is key to their success. [03:48.76]Like eBay, [03:50.56]it taps the enormous resources of the Internet to create a virtual neighborhood [03:55.80]among users. [03:57.38]Amazon was launched in 1995 in a garage by Jeffery Bezos, [04:03.22]who was born in 1964 in New Mexico and had a degree in computer science [04:09.09]and electrical engineering from Princeton University. [04:12.43]It now does over $3 billion a year in sales. [04:16.89]Jeffery Bezos used doors as desks [04:21.27]and his instructions to the temp agencies [04:24.52]to which he turned to for staff were: "Send us your freaks." [04:28.45]Today, Amazon is a major threat to brick and mortar stores [04:33.58]such as Barnes & Noble and Waldenbooks. [04:36.46]The two giant bookstore chains have responded to the challenge [04:40.17]by establishing high-profile Web presences with sites [04:43.99]that mimic a great deal of what Amazon has developed. [04:47.18]Amazon is now well established all over the world [04:51.56]as the Web place to go for books. [04:53.73]It surely is a great leap from that garage. [04:59.68]Passage 2 [05:01.51]Wonder Drug [05:02.59]Exercise 1 [05:05.88]Listen to the recording and choose the right answers to the questions you hear. [05:11.83]Aspirin has been said to cure or prevent everything [05:16.97]from headaches to heart attacks. [05:19.72]Some people call it "the wonder drug". [05:22.20]Then do you know who invented it? [05:24.92]It was Felix Hoffmann, a German scientist, who worked this wonder. [05:29.92]On March 6, 1999 the maker of aspirin, [05:34.70]the German company Bayer celebrated Hoffmann's discovery. [05:38.31]The activity marked the 100th anniversary of aspirin's launch. [05:43.64]Berlin's Imperial Patent Office granted Bayer a trademark for aspirin [05:50.32]on March 6, 1899, [05:52.80]but the company was denied patent protection [05:56.24]because of its similarity to earlier discoveries. [05:59.25]For this reason, aspirin was sold initially in powder form. [06:04.62]However, it later became the first drug to be sold as a tablet. [06:09.57]A Spanish philosopher summed up the remedy's influence in the 1930s [06:15.43]saying that modern man lived in "the age of the aspirin". [06:19.99]One hundred years after its introduction, [06:23.34]Bayer's annual sales total about 1 billion marks, [06:27.50]which equals US$555 million. [06:31.97]Even in the 21st century, aspirin sales remain strong. [06:36.98]The wonder drug is now widely used as a preventive treatment for heart attacks [06:42.05]and strokes. [06:43.49]Aspirin is simple to make and even easier to administer. [06:47.81]Like Coca-Cola and Levi's, it is one of the brands to have gone beyond cultures, [06:53.68]borders and generations to enjoy almost universal recognition. [06:58.65]The drug has now become as enduring an element of life [07:03.47]in the 21st century as the car and television. [07:10.15]Questions [07:10.96]1. What can we learn from the passage? [07:17.12]2. What can be inferred from the passage? [07:22.76]3. Why does aspirin remain strong in sales in the 21st century? [07:31.16]4. Which of the following statements is true according to the passage? [07:39.55]Exercise 2 [07:41.45]Listen again and supply the missing information. [07:44.43]Aspirin has been said to cure or prevent everything [07:50.07]from headaches to heart attacks. [07:52.82]Some people call it "the wonder drug". [07:55.31]Then do you know who invented it? [07:57.56]It was Felix Hoffmann, a German scientist, who worked this wonder. [08:02.84]On March 6, 1999 the maker of aspirin, [08:07.77]the German company Bayer celebrated Hoffmann's discovery. [08:11.65]The activity marked the 100th anniversary of aspirin's launch. [08:17.02]Berlin's Imperial Patent Office granted Bayer a trademark for aspirin [08:23.15]on March 6, 1899, [08:25.78]but the company was denied patent protection [08:29.00]because of its similarity to earlier discoveries. [08:32.52]For this reason, aspirin was sold initially in powder form. [08:37.53]However, it later became the first drug to be sold as a tablet. [08:42.41]A Spanish philosopher summed up the remedy's influence in the 1930s [08:48.27]saying that modern man lived in "the age of the aspirin". [08:52.83]One hundred years after its introduction, [08:56.08]Bayer's annual sales total about 1 billion marks, [09:00.05]which equals US$555 million. [09:04.79]Even in the 21st century, aspirin sales remain strong. [09:09.80]The wonder drug is now widely used as a preventive treatment for heart attacks [09:15.38]and strokes. [09:16.42]Aspirin is simple to make and even easier to administer. [09:20.79]Like Coca-Cola and Levi's, it is one of the brands to have gone beyond cultures, [09:26.41]borders and generations to enjoy almost universal recognition. [09:31.88]The drug has now become as enduring an element of life [09:36.48]in the 21st century as the car and television. [09:43.37]Speaking Tasks [09:45.40]Pair Work [09:46.71]Reflections on the texts [09:49.38]You have just heard two major inventions of our time. [09:54.03]Now discuss the following questions with your partner [09:57.41]and then give an oral presentation of your reflections on the stories. [10:01.65]You may organize your presentation by linking up your answers to the questions. [10:07.93]Guiding Questions [10:11.43]For "Amazon.com" [10:13.42]1. Is Amazon.com a familiar name to you? [10:19.56]2. What do you think of Jeffery Bezos? [10:23.55]Do you think he is a far-sighted entrepreneur? [10:27.11]3. What do you know about the development of Amazon.com? [10:33.24]4. Have you ever bought anything from Amazon.com? Why or why not? [10:42.04]5. What do you think of online shopping? [10:47.53]6. What are the advantages and disadvantages of shopping on the Web? [10:54.30]For "Wonder Drug" [10:56.78]1. Do you think aspirin is a wonder drug? Why? [11:01.43]2. What is the usual life span of a drug? [11:06.36]Why do some drugs cease to be used? [11:09.07]3. How popular is aspirin? [11:13.76]4. What new use has been found for aspirin? [11:18.60]5. What is the drug mainly used for today? [al:全新版大学英语(第二版)听说教程3] [ti:Unit13 PartC] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Part C [00:01.80]Test Your Listening [00:03.92]Listen to the passage three times and supply the missing information. [00:11.27]First Reading [00:13.90]Nowadays in the United States, there are 200,000 miles of pipeline, [00:20.64]170,000 gas stations and 243 million vehicles using petroleum fuels. [00:28.40]Guy Nègre, the founder and CEO of Motor Development International, [00:33.95]is hoping to change all that. [00:36.50]He has invented a compressed air technology for cars. [00:40.84]The new invention is the AirPod. [00:44.36]The AirPod is a small four-wheel mini-car that uses compressed air to move pistons. [00:51.20]It uses a small motor to compress outside air to keep the tank full. [00:58.20]The small motor can not only operate on gasoline, diesel, vegetable oil, [01:04.07]but also be plugged into an electrical outlet for recharging. [01:09.04]With the demand for inexpensive, user-friendly, [01:12.30]high-mileage vehicles that will not cause global warming, [01:16.37]the AirPod is getting a lot of attention. [01:19.62]Air France and KLM airlines will be using AirPods to transport passengers between [01:25.30]arrival and departure gates at airports in Paris and Amsterdam beginning in 2009. [01:33.43]Zero Pollution Motors has purchased the rights for the U.S. market [01:38.30]and expects to manufacture 8,000 vehicles a year in the United States beginning in 2011. [01:45.93]Automaker, Tata Motors has purchased the manufacturing rights for India. [01:51.91]Licensing arrangements for other countries are currently in progress. [01:58.26]Second Reading [02:00.89]Nowadays in the United States, there are 200,000 miles of pipeline, [02:07.66]170,000 gas stations and 243 million vehicles using petroleum fuels. [02:15.33]Guy Nègre, the founder and CEO of Motor Development International, [02:20.77]is hoping to change all that. [02:23.41]He has invented a compressed air technology for cars. [02:27.79]The new invention is the AirPod. [02:31.22]The AirPod is a small four-wheel mini-car that uses compressed air to move pistons. [02:38.45]It uses a small motor to compress outside air to keep the tank full. [02:45.13]The small motor can not only operate on gasoline, diesel, vegetable oil, [02:50.98]but also be plugged into an electrical outlet for recharging. [02:55.99]With the demand for inexpensive, user-friendly, [02:59.29]high-mileage vehicles that will not cause global warming, [03:03.40]the AirPod is getting a lot of attention. [03:18.29]Air France and KLM airlines will be using AirPods to transport passengers between [03:23.87]arrival and departure gates at airports in Paris and Amsterdam beginning in 2009. [03:32.09]Zero Pollution Motors has purchased the rights for the U.S. market [03:48.87]and expects to manufacture 8,000 vehicles a year in the United States beginning in 2011. [03:56.50]Automaker, Tata Motors has purchased the manufacturing rights for India. [04:02.55]Licensing arrangements for other countries are currently in progress. [04:19.74]Final Reading [04:22.12]Nowadays in the United States, there are 200,000 miles of pipeline, [04:28.81]170,000 gas stations and 243 million vehicles using petroleum fuels. [04:36.66]Guy Nègre, the founder and CEO of Motor Development International, [04:42.30]is hoping to change all that. [04:44.88]He has invented a compressed air technology for cars. [04:49.07]The new invention is the AirPod. [04:52.63]The AirPod is a small four-wheel mini-car that uses compressed air to move pistons. [04:59.73]It uses a small motor to compress outside air to keep the tank full. [05:06.14]The small motor can not only operate on gasoline, diesel, vegetable oil, [05:12.01]but also be plugged into an electrical outlet for recharging. [05:17.11]With the demand for inexpensive, user-friendly, [05:20.64]high-mileage vehicles that will not cause global warming, [05:24.62]the AirPod is getting a lot of attention. [05:27.95]Air France and KLM airlines will be using AirPods to transport passengers between [05:33.29]arrival and departure gates at airports in Paris and Amsterdam beginning in 2009. [05:41.73]Zero Pollution Motors has purchased the rights for the U.S. market [05:46.42]and expects to manufacture 8,000 vehicles a year in the United States beginning in 2011. [05:53.87]Automaker, Tata Motors has purchased the manufacturing rights for India. [06:00.28]Licensing arrangements for other countries are currently in progress. [al:全新版大学英语(第二版)听说教程3] [ti:Unit14 PartB] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Unit 14 Women [00:05.98]Part B [00:07.47]Listening Tasks [00:09.82]Passage 1 [00:11.54]Women in Business [00:15.31]Exercise 1 [00:17.17]Listen to the passage and choose the right answers to the questions you hear. [00:23.67]Most women in France work. [00:27.13]Their average salary is about 75% that of their male co-workers, [00:32.87]even though laws passed in 1972 require "professional equality" between the sexes. [00:40.73]The good news is that women are increasingly moving into middle management. [00:45.07]A handful are top executives. [00:48.05]The higher their position, the harder it is to balance family and career. [00:53.29]A 38-year-old woman who graduated from the prestigious National School [00:58.51]of Administration remembers that when she took a senior post in a ministry, [01:03.66]her male colleagues assured her, "You are one of us, one of the guys." [01:09.20]But when she became a mother, [01:12.41]they stuck to age-old traditions that she couldn't follow — [01:16.32]long lunches and late-night meetings. [01:19.07]"It was too much pressure and I felt like I was being sabotaged," she says. [01:24.77]For those who want to balance family with a job, [01:28.52]as opposed to a high-pressure, high-visibility career, France is a haven. [01:34.79]Women marry later, on average, than in America — at age 25. [01:40.17]And they stay in the workforce. Part-time jobs are easy to find. [01:45.01]Maternity benefits are generous, with over six months of paid leave. [01:50.02]Women who've raised three or more children are entitled to a state-funded pension. [01:55.67]The quality of publicly funded education for children is high. [02:00.86]And abortion is not only legal, but it's paid for by the state. [02:05.79]French businesswomen dress elegantly, [02:09.18]argue intelligently and play hardball at the negotiating table. [02:13.78]They show their wit, intellect, ability to make puns and understanding of politics, [02:19.98]history and literature. [02:22.28]Unlike most American female executives who dress conservatively in a dark, [02:27.39]not particularly flattering suit, with no jewelry and little makeup, [02:31.77]Frenchwomen see no need to abandon femininity and elegance in the business world. [02:37.64]They prefer soft colors, stylish clothes, silk scarves, manicured nails, [02:44.42]light makeup, and simple but elegant jewelry. [02:50.70]Questions [02:52.14]1. What do you know about French businesswomen? [02:58.38]2. What does the speaker intend to say through the passage about French businesswomen? [03:07.19]3. What is implied in the passage about French businesswomen? [03:14.99]Exercise 2 [03:16.83]Listen to the passage again and fill in the blanks with the missing information. [03:23.78]Most women in France work. [03:27.17]Their average salary is about 75% that of their male co-workers, [03:32.91]even though laws passed in 1972 require "professional equality" between the sexes. [03:40.68]The good news is that women are increasingly moving into middle management. [03:45.60]A handful are top executives. [03:48.27]The higher their position, the harder it is to balance family and career. [03:53.42]A 38-year-old woman who graduated from the prestigious National School [03:58.98]of Administration remembers that when she took a senior post in a ministry, [04:04.08]her male colleagues assured her, "You are one of us, one of the guys." [04:10.00]But when she became a mother, [04:12.35]they stuck to age-old traditions that she couldn't follow — [04:16.64]long lunches and late-night meetings. [04:19.49]"It was too much pressure and I felt like I was being sabotaged," she says. [04:24.73]For those who want to balance family with a job, [04:28.88]as opposed to a high-pressure, high-visibility career, France is a haven. [04:34.76]Women marry later, on average, than in America — at age 25. [04:40.04]And they stay in the workforce. Part-time jobs are easy to find. [04:45.15]Maternity benefits are generous, with over six months of paid leave. [04:50.25]Women who've raised three or more children are entitled to a state-funded pension. [04:56.03]The quality of publicly funded education for children is high. [05:00.73]And abortion is not only legal, but it's paid for by the state. [05:05.75]French businesswomen dress elegantly, [05:09.18]argue intelligently and play hardball at the negotiating table. [05:13.82]They show their wit, intellect, ability to make puns and understanding of politics, [05:20.10]history and literature. [05:22.31]Unlike most American female executives who dress conservatively in a dark, [05:27.33]not particularly flattering suit, with no jewelry and little makeup, [05:32.39]Frenchwomen see no need to abandon femininity and elegance in the business world. [05:37.94]They prefer soft colors, stylish clothes, silk scarves, manicured nails, [05:44.27]light makeup, and simple but elegant jewelry. [05:50.09]Passage 2 [05:52.08]Are Women the Weaker Sex? [05:56.38]Exercise 1 [05:58.18]Listen to the passage and choose the right answers to the questions you hear. [06:04.74]Women and men are not created equal. [06:07.81]Mother Nature favors her own sex when it comes to longevity, [06:12.10]with women living about seven years — or 10% — longer than men. [06:17.75]Still, men actually get a head start in the battle of the sexes, [06:22.18]since male babies outnumber female babies by 115 to 100. [06:28.54]But by about age 30, women have caught up with men numerically, [06:33.47]and they then leave men in the dust, with three women alive for every man by age 85. [06:40.65]But there's the paradox: While women live longer than men,they're generally sicker. [06:46.93]Men tend to die from rapidly fatal health problems such as heart attacks, [06:52.25]accidents,suicides and homicides. [06:56.04]Women, on the other hand, tend to develop lingering illnesses [06:59.95]that often cause years of discomfort. [07:03.46]Women spend twice as much money on health care as men do. [07:07.28]They also consult doctors more frequently, take more drugs, [07:11.98]spend more days in hospitals and have more operations. [07:16.68]They also take more sick time off from work. [07:20.37]Why? The chief causes seem to be genes, hormones and interactions of the two. [07:26.65]Many women suffer from chronic conditions like muscle and joint pain, [07:31.69]sleep disorder, anxiety, headaches, and fatigue. [07:36.34]There is no known cause for them, [07:38.51]but they probably result from the body's abnormal response to stress. [07:42.58]Women may be more likely than men to have these diseases simply [07:47.19]because they are under more stress. [07:49.54]A woman is often under tremendous stress to fulfill [07:52.77]what she sees as her obligations to her family, her community and her employer. [07:58.60]Researchers still know little about women's health. [08:01.99]There is clearly a need for more research into [08:05.42]why women come down with chronic illnesses and what can be done about it. [08:11.97]Questions [08:13.78]1. What is the main idea of the passage? [08:21.04]2. What is the speaker's attitude toward women's health problems? [08:28.14]Exercise 2 [08:29.90]Listen to the passage again and decide if the statements you hear are true (T) or false (F). [08:40.47]Women and men are not created equal. [08:43.72]Mother Nature favors her own sex when it comes to longevity, [08:47.97]with women living about seven years — or 10% — longer than men. [08:53.75]Still, men actually get a head start in the battle of the sexes, [08:57.95]since male babies outnumber female babies by 115 to 100. [09:04.55]But by about age 30, women have caught up with men numerically, [09:09.38]and they then leave men in the dust, with three women alive for every man by age 85. [09:16.20]But there's the paradox: While women live longer than men,they're generally sicker. [09:22.89]Men tend to die from rapidly fatal health problems such as heart attacks, [09:27.97]accidents,suicides and homicides. [09:31.95]Women, on the other hand, tend to develop lingering illnesses [09:35.63]that often cause years of discomfort. [09:39.25]Women spend twice as much money on health care as men do. [09:43.49]They also consult doctors more frequently, take more drugs, [09:47.43]spend more days in hospitals and have more operations. [09:52.35]They also take more sick time off from work. [09:55.92]Why? The chief causes seem to be genes, hormones and interactions of the two. [10:02.38]Many women suffer from chronic conditions like muscle and joint pain, [10:07.45]sleep disorder, anxiety, headaches, and fatigue. [10:12.10]There is no known cause for them, [10:14.09]but they probably result from the body's abnormal response to stress. [10:18.56]Women may be more likely than men to have these diseases simply [10:22.59]because they are under more stress. [10:25.21]A woman is often under tremendous stress to fulfill [10:28.93]what she sees as her obligations to her family, her community and her employer. [10:34.85]Researchers still know little about women's health. [10:37.54]There is clearly a need for more research into [10:41.17]why women come down with chronic illnesses and what can be done about it. [10:48.26]Statements [10:49.82]1. Women live ten years longer than men. [10:56.55]2. The number of women gradually exceeds that of men by age 30. [11:04.23]3. Women spend more money on medicine because they are often seriously ill. [11:12.85]4. A woman bears a greater responsibility to her family, [11:17.56]community and employer than a man does. [11:23.43]5. Women can cope with stress better than men. [11:30.30]6. Men are likely to die from rapidly fatal health problems [11:35.54]while women often complain about stress-related diseases. [11:42.45]7. There's still much to be discovered about women's health. [11:49.53]Speaking Tasks [11:52.01]Pair Work [11:53.73]Debating — Arguments for or against the view [11:57.53]that women face unequal treatment in getting promoted [12:01.64]A Sample [12:03.04]In companies throughout the world, there are very few women top executives. [12:08.10]What do you think is the cause of this? [12:10.90]Is it because women are inferior or [12:13.12]because in many cases they are denied access to such positions? [12:17.77]Express and defend your views from the perspectives given in the card below. [12:23.76]Topic: Are women facing unequal treatment in getting promoted? [12:30.04]Perspectives: [12:31.62]1. From the perspective of a female employee (positive) [12:38.62]2. From the perspective of an employer (negative) [12:44.95]Possible Arguments (for reference) [12:48.69]From the perspective of an employer (negative) [12:53.48]I don't think women face unequal treatment on their way to executive positions. [12:58.14]The chances are equal for both men and women. [13:01.62]And there are quite a few outstanding women in leading positions [13:05.77]in various organizations, including business companies. [13:10.38]I think the answer to why there are not as many female top executives [13:15.06]as male ones can be found in women themselves. [13:18.54]Many women seem to have little confidence in their own abilities. [13:23.11]They seem to be persuaded that they are inferior to their male colleagues [13:27.85]and have no ambition to become top executives. [13:32.24]Perhaps the responsibility of a higher position frightens them, [13:36.67]so they simply give up. [13:38.88]Perhaps they would like to stay in a less demanding job, [13:42.09]which makes it easier for them to maintain a balance between career and family. [13:47.92]I don't think there is a glass ceiling above them as some people have imagined. [13:54.69]From the perspective of a female employee (positive) [13:59.43]I don't think I can agree with the opinions just expressed. [14:03.23]As far as promotion is concerned, women and men do not have equal opportunities. [14:09.51]It's true that some women have an inferiority complex [14:12.99]and have no ambition to get promoted to top positions. [14:16.66]But if we stop to consider what has caused them to think like that, [14:20.70]we will know how unfair it is. Ours is largely a male-dominated society. [14:27.21]For centuries women have been taught to be modest, passive, and obedient. [14:32.58]Therefore, many women lack confidence in themselves [14:36.29]and believe they are only fit for lesser jobs. [14:39.81]If they are persuaded to think along those lines, [14:42.52]they obviously stand no chance to get promoted to top positions. [14:47.09]But many women do overcome this inferiority complex [14:51.33]and go all out to compete with their male colleagues. [14:54.86]The trouble with them is they have to face a mostly male selective body, [15:00.05]and chances are they will not get promoted unless they are extremely outstanding. [15:05.68]There are so many men of average capability promoted to high executive positions, [15:11.42]for the mere fact that they are men. [15:14.22]Can we say there is equal treatment for both men and women [15:17.34]when promotion is concerned? [15:19.28]***** ***** ***** ***** [15:21.64]Now use the above sample as a model and discuss the following topic. [15:26.88]You can refer to the notes provided below for ideas and vocabulary. [15:31.80]You are also welcome to contribute ideas of your own. [al:全新版大学英语(第二版)听说教程3] [ti:Unit14 PartC] [ar:上海外语教育出版社] [by:上海外语教育出版社] [00:00.00]Part C [00:02.68]Test Your Listening [00:05.37]Listen to the passage and choose the right answers to the questions you hear. [00:11.81]More and more women today can be found in top positions in business and industry. [00:17.29]An example of this trend is Jennifer Bradbury. [00:23.23]After a very successful career as a model, she became a clothes designer. [00:28.83]Then,with money she had saved and borrowed, she bought part of a small company that [00:34.24]manufactured sportswear and became one of its directors. As she says, [00:39.95]it was then that "the real battle began". [00:43.20]The other directors often asked her opinions about the design and [00:47.09]the color of the company's products but they refused to [00:50.61]believe she understood anything about the "hard side of business". [00:54.63]Jennifer gives an example. She says, [00:57.52]"The company sold its sportswear only through small specialist shops. [01:03.07]I was sure we would never increase our sales unless [01:06.12]we sold through big department stores and even supermarkets. [01:09.87]The other two directors didn't like the idea at all at first. [01:14.02]They were afraid we would lose some of our traditional customers [01:18.07]if we did what I wanted. [01:19.94]I think part of the trouble was they didn't take the idea very seriously simply because [01:24.82]it came from a woman." [01:26.81]But Jennifer and her ideas are certainly taken very seriously now. [01:32.05]Under her leadership, the company has increased its sales and the number of customers. [01:37.64]It also manufactures a much wider variety of sports clothes, [01:41.93]many of them designed by Jennifer herself. [01:47.17]Questions [01:49.47]1. What does Jennifer do now? [01:54.21]2. How were the company's products sold in the past? [01:59.90]3. What does Jennifer mean by "the real battle"? [02:05.81]4. What can you learn about Jennifer from the passage? 全新版大学英语听说教程,答案 全新版大学英语听说教程 2009-03-07 20:19 阅读527 评论0 字号: 大 中 小 全新版大学英语听说教程答案第三册 Part B Text 1 Exercise 1: 1. c 2. a 3.b Exercise 2: 1. She suggested that her husband spend more time with his mother. She said to her husband, "Life is too short, but you need to spend time with the people you love. You probably won't believe me, but I know you love her and I think that if the two of you spend more time together , it will make us cl oser." 2. 1) ...she was waiting by the door with her coat on and she had her hair curled. 2) She h ad told her lady friends about this. Text 2 Exercise 1: 1. c 2. d 3. d Exercise 2: 1. F 2. T 3. F 4. T 5. F Part C 1. b 2. c 3. b 4. d 5. d Unit 2 Part B Text 1 Exercise 1: 1. b 2. a 3. d 4. c Exercise 2: 1984 / son / medical school / tuition / afford it / realize / newspaper ads / extra business / advertisement / succeeded / agent / changed / phone call / put aside / doing / immediately / familiar / father-in-law's / visited / his father-in-law alive / coin cidence. Text 2 Exercise 1: 1. T 2. F 3. F 4. F 5. F Exercise 2: 1. He was intrigued. 2. A bank statement. 3. his father-in-law had put an amount of money in the ba nk for his grandchildren's education. 4. A little over $15,000. 5. He could use the money to cover the tuition of his first year at a medical college. 6. He is a doctor in Illinois. Part C 1. F 2. T 3. F 4. F 5. T 6. T 7. F 8. T Unit 3 Part B Text 1 Exercise 1: 1. b 2. c 3.a Exercise 2: 1. Because she wanted to understand each other's expectations so that potential problems could be avoided and they co uld live happily together. 2. Cleaning up. Everything must be cleaned up and put aw ay before going to bed. 3. Sleeping. Time for bed: 11pm; time to get up: 6:30am e xcept on weekends. Text 2 Exercise 1: 1. F 2.F 3.T 4.T Exercise 2: 1. One rule says that if they get lost for more than five minutes when they are driving, they must stop and ask for direc tions. 2. Once Tom and Linda got lost when they were driving to a friend's wedding. 3. Linda wanted to stop at a gas station to ask the way, b ut Tom thought he could figure it out. 4. As a result, they were late for the wedding because the y went in the wrong direction for forty miles. Part C 1. ...not so special/not extremes 2. a. ...get angry quickly b. ...change themselves... Unit 4 Part B Text 1 Exercise 1: 1. d 2. c 3.a Exercise 2: Sam has been a police officer for 30 years. He has done everything from patrol to undercover work. He has also done d etective work and now he is supervising investigations. Sam thinks being a police officer is a very stressful job, but it depends on the assignment one has. In his opinion the big gest pert of the stress is the fear of the unknown and patrol i s the most stressful assignment. Text 2 Exercise 1: 1. T 2. F 3. T 4. F 5. T Exercise 2: 1. ... One is an exercise program, another is a psychological program with counseling for officers. And there are several discussion groups as well for officers to sit down and talk abo ut their stress with other officers. 2. 2)...He tries to get some sort of exercise every day. 3)...his personal relationships, especially his relationships with his wife. Part C 1. d 2. d 3. d 4. b 5. c Unit 5 Part B Text 1 Exercise 1: 1. D 2. D Exercise 2: 1. F 2.T 3.F 4.T 5.T 6.F 7.T 8.F 9.F 10.T Text 2 Exercise 1: 1. Reaching Everybody by Exposing Lies 2. They launched an advertising campaign to call on youth to fight against tobacco companies by starting the "Not fro S ale" commercial on television and radio. 3. They intend to spread the message that teenagers no longer want to be targeted by tobacco companies in their advert isements. Exercise 2: 1. c 2.a 3.c 4.c 5.b Part C Skatescooter ? Mostly made in Switzerland ? In 1999 ? Not until it was popular in Japan ? For sport; for transportation from home to the undergrou nd or from a bus stop to the office ? a variety of people, from students to business executive s ? Can be folded up without difficulty and is easy to carry about Unit 6 Part B Text 1 Exercise 1: 1. D 2. C Exercise 2: Leaves are Nature's food factories. Plants take water from the ground through their roots and carbon dioxide from the air. Then leaves turn water and carbon dioxide into sugar in the presence of sunlight and chlorophyll. This process is called photosynthesis. Leaves are mostly green because chlorophyll is green. As a matter of fact, there are, in leaves, small amounts of yellow and orange all along, but they are covered up by the green chlorophyll in summer. They show up in fall as chlorophyll disappears from the leaves, due to the decline of photosynthesis. The bright reds and purples we see in leaves of trees like maples are made mostly in fall. The brown color of tre es like oaks is made from wastes left in the leaves. Text 2 Exercise 1: 1. C 2. B Exercise 2: 1. They are leaf pigments, length of night, and weather. 2. It is the steadily increasing length of night. 3. They change their colors at the same time no matter whether they are on a high mountain or in warm lowlands because the timing of color change seems to be genetically inherite d. 4. It is because their needle-like or scale-like foliage is covered with a heavy wax coating and the liquid inside their cells contains cold-resistant elements. 5. In the Arctic because the winter there is too cold. Part C Exercise: 1. T 2.F 3.T 4.T 5.F 6.F 7.T 8.T Unit 7 Part B Text 1 Exercise 1: 1. B 2. C Exercise 2: 1. F 2. T 3. F 4. F 5. T 6. T 7. F Text 2 Exercise 1: 1. D 2. B Exercise 2: 1. Because she was afraid Krimali might not be able to cat ch her. 2. Because she thought the bed sheets could somehow pr otect the baby from being hurt if she failed to catch her. 3. Because they were afraid of the swaying ceiling. 4. to make it easier and safer for people to get down. 5. About two dozen were saved. Part C Exercise: 1. A 2.B 3.B 4.B 5.A Unit 8 Part B Text 1 Exercise 1: 1. B 2. A 3. D Exercise 2: 1. T 2. F 3. T 4. F 5. F Text 2 Exercise 1: 1. D 2. D Exercise 2: A ...a positive factor... ...no serious issues... ...not a significant factor. ...not affected their lives. ...at least a small disadvantage and a minor source of frustrati on in their lives. B Basic skills like learning to write, learning to use scissors and other hand tools and utensils, and learning various crafts and other activities Instructors and instructions ... Part C at 12 weeks both hands by 24 weeks both hands by 36 weeks left hand between 40 and 44 weeks right hand at 48 weeks left hand between 52 and 56 weeks right hand at 80 weeks both hands at the age of two right hand between two and a half and three years both hands by the age of eight ... Unit 9 Part B Text 1 Exercise 1: 1. In Mr. Andrew Song's office 2. Boss and secretary. 3. For an appointment with Mr. Andrew Song. Exercise 2: 1. T 2. F 3. F 4. F 5. F 6. T 7. T 8. F Text 2 Exercise 1: 1. b 2. c Exercise 2: Purpose of meeting: to discuss the causes for the decline in profits Time: 10:00 am Chair: Bernard Speaker: Sam Canning Position: Chief Sales Executive The main points of his talk: 1. Sales are down but not by too much 2. The budget for sales hasn't increased even with inflation 3. The products are old. Part C technical feature: ...--almost the same Price: ...10 to 15% more expensive than B prod ucts Market share: A--smaller but growing / B--larger at pre sent Fame: A products are less well known than B pr oducts Prospect: A-- has more potential to survive future commercial pressures as it has a technical lead in research, go od design and good marketing strategy. B-- will probably be unable to keep its pre sent status Decision reached: To invest in A Unit 10 Part B Text 1 Exercise 1: 1. B 2. C 3. C Exercise 2: 1. B 2. B 3. ACEFHIJ Text 2 Exercise 1: 1. D 2. B Exercise 2: 1. F 2. F 3. T 4. F 5. T 6. T 7. F 8. T Part C 1. employment agency 2. job-matching 3. broke down 4. essential 5. frustrated 6. There on the terminal screens appeared a single senten ce typed in by an annoyed counselor. 7. Before the laughter in the office could die down the com puters blinked and sent back into action. 8. It seemed that the power of the Middle East extended f ar beyond the oil fields. Unit 11 Part B Text 1 Exercise 1: 1. C 2. D Exercise 2: 1. popcorn 2. successful 3. $20 million 4. soft drinks 5. ice cream 6. three 7. four 8. box office 9. half the money 10. 69% 11. 89% 12. a little over 3p 13. $4 14. $3.95 15. 100% more Text 2 Exercise 1: 1. B 2. C 3. D Exercise 2: 1. falling from 2. swimming 3. driving 4. setting fire 5. fights 6. from 50 meters 7. 35 meters/exploring helicopter/train/tunnel Part C 1. dialogue 1 1.c 2. b 2. dialogue 2 1. d 2.d 3. dialogue 3 Unit 12 Part B Text 1 Exercise 1: 1. B 2. B 3. D Exercise 2: 1. midnight/31,2001/new notes (new currency) 2. 300 million/ changing their old currencies/15 million/ 52 million/ 646 million/ 568 million 3. greater Europe/ stronger, wealthier 4. championed/ peace and secruity Text 2 Exercise 1: 1. d 2. c 3. c Exercise 2: 1. when economic conditions are right 2. the polls showed that many Britons oppose the euro an d see it as harming Britain's sovereignty. 3. because as very small retail outlets they don't have the facilities for changing currencies. 4. 6.55 billion euros Part C PAY TO THE ORDER OF Cash $ 150 One Hundred and Fifty ---- EUROS ONLY Unit 13 Part B Text 1 Exercise 1: 1. C 2. B Exercise 2: In the 20th century there were two main theories on the origin of the universe. One is the steady state theory, and the other, the big bang theory. According to the former, the universe has always existed and will exist forever. If this view were correct, the universe should have looked the same millions of years ago as it looks now. but astronomers have found that the old universe did not look the same as it does now. therefo re, the steady state theory does not seem to be correct. The big bang theory states that the universe began in a massive explosion at a single point in space about 15 million years ago. If the statement were right, there should exist in the universe the cosmic background radiation from the explosion. Researchers have found evidence for its existence. In the 1960s, while studying radio signals from the Milky Way. researchers at Bell Labs found their work experiencing interference from every direction. They discovered that the interference turned out to be the cosmic background radiation . So the big bang t heory appears to be the correct. Text 2 Exercise 1: 1. expanding 2. gravity/ initial explosion/ in motion 3. density/ matter/ universe Exercise 2: 1. c 2. b 3. d 4. d 5. c Part C 1. Space telescope/ astronomers/ 13 2. eight million light-years 3. universe / young 4. 81/ in detail/ 13/ fragments 5. orbits/ disturbed/ gravitational pull 6. less/ a billion/ short 7. big massive/ smaller ones Unit 14 Part B Text 1 Exercise 1: 1. The advantages and disadvantages of genetic engineerin g. 2. genetically engineered foods may be dangerous to eat. 3. Carry out enough tests to ensure that genetically engine ered foods are safe to eat. Exercise 2: 1. a 2. c 3. d 4. c 5. c Text 2 Exercise 1: 1. F 2. F 3. T 4. F 5. F Exercise 2: 1. genetic/ produce/ rot/ less 2. process/ genes/ laboratory/ disastrous 3. negative/ genetic screening/ predict/ have 4. meaningless/ cure/ disease 5. hereditary disease/ carefully (twice)/ children 6. eugenics/ new/ harmful/ criminality 7. / 8. hair/ job/ hair/ medical/ refuse/ disease/ long 9. absurd Part C 1. Fields of God. 2. On June 8 or 9. 3. A mystery illness threatening the world. 4. Genetically modified wheat. 5. impossible. 6. he had changed his stand (tune). 7. Anti-GM hysteria. Unit 15 Part B Text 1 Exercise 1: 1. c 2. a 3. c Exercise 2: disadvantages: 1. equal pay 2. small/ top executives 3. higher/ family/ jobs advantages: 1. middle management 2. part time jobs 3. a. six/ pay b. pension/ three or more c. quality/ education d. legal/ state appearance: elegantly/ soft/ stylish/ silk/ nails/ makeup/ jewelry capability: negotiating/ much/ male Text 2 Exercise 1: 1. D 2. B Exercise 2: 1. F 2. F 3. F 4. F 5. F 6. T 7. T Part C 1.b 2.c 3.d 4.a 5.a Unit 16 Part B Text 1 Exercise 1: 1. a 2. c Exercise 2: 1. T 2. F 3. F 4. F 5. T 6. F 7. T 8. F Text 2 Exercise 1: 1. A 2. B Exercise 2: 1. The fuse went and the house was in total darkness. She realized she could no longer depend on Jim to fix things for her. 2. Because everybody else looked so young. 3. An old woman was also signing up for a class there to learn something new. 4. He did not seem to be happy. 5. Helen was totally changed and looked fantastic. Part C dialogue I 1. d 2. b 3. c dialogue II 1. a 2. d