听力教程3第2版Unit 12

Unit 12

Section One Tactics for listening

Part one spot dictation

Dangers in Your Garage

Imagine that your home contained a small factory with high explosives, dangerous industrial tools and potentially lethal* (1) energy sources. Sound far-fetched? Not really, because this "factory" is your (2) garage.

The National Safety Council (NSC) says that each year (3) household accidents kill about 20,000 Americans and injure another (4) three million. The culprits* in many of these mishaps* are the moden (5) equipment and supplies we keep casually in our garages and tend to (6) take for granted.

Last November, in a suburb of Chicago, three toddlers* (7) spilled a can of gasoline stored in a garage. One of the children dropped a tool that (8) struck a spark when it landed on the concrete floor.

Violet flames flashed in a loud (9) blast. Two of the children were hideously (10) burned and later died. The other child needed (11) extensive skin grafts* and plastic (12) surgery*.

A Wisconsin man was (13) cutting wood last fall. To move a (14) log, he set his chain saw down on the ground but (15) left it running. When he

returned for the saw, he (16) stepped on a branch that flipped the spinning (17) saw blade up toward his head. The cutting bits ripped his face from mouth to ear, (18) knocked out four teeth and left his lower lip hanging. It took more than (19) 180 stitches to close the wounds, and later he required neurosurgery* and extensive (20) dental work.

Part two Listening for gist

What is love? And what causes it? An American professor, Charles Zastrow, offers an interesting answer, particularly to the second question. He argues that there are many kinds of love and that particularly in one kind, which he calls "romantic love", we are strongly influenced not so much by what we actually feel but by what we tell ourselves about the way we feel. He calls this "self-talk".

For example, say，a woman is strongly attracted to a man. (It could just as easily happen to a man attracted to a woman.) She tells herself things like "He is all I have ever wanted in a man! He is warm, kind and affectionate and will understand all my needs." But when she discovers that he is, like all of us, just an ordinary human being with both strong and weak points, she is bitterly disappointed.

He points out that this kind of love often begins to fade and die as soon as the problems and obstacles which separate the two people are removed and a normal relationship begins.

He contrasts romantic love with what he calls "rational love". This is based on such things as:

- an accurate, objective idea of the other person's strengths as well as their weaknesses;

- the ability to communicate with each other openly and honestly, so that you can deal with problems as they arise;

- the ability to show affection openly to each other and to give as well as receive;

- a clear knowledge of your own goals in life;

- realistic and rational "self-talk", so that your feelings are not based on fantasy.

This kind of love is far more likely to lead to a lasting, satisfying relationship. But it is much more difficult to achieve, and is not as frequent as romantic love.

Exercise

Directions: Listen to the passage and write down the gist and the key words that help you decide.

1.This passage is about two kinds of love - romantic love and rational love.

2.The key words are "romantic love". influenced. "self-talk". fade and die. problems and obstacles. removed. normal relationship: "rational love". accurate. objective. strengths. weaknesses. / communicate. show

affection openly. a clear knowledge. goals in life. realistic and rational. lasting. satisfying relationship. difficult. achieve.

Section Two Listening Compression

Part 1 Dialogue

The Teacher

Interviewer: I recently read an article which said that in primary schools in particular chances of promotion of women

teachers are less than men, that men generally get

promoted far quicker than women in primary education.

Is this something you've noticed or is this something you

feel?

Mary: N o, this is something that is so. And we come back full circle really because it's not just teaching. I mean it's everything that

men are getting promotion more quickly than women. In the

primary sector there are far more women teachers than men but

there are more headmasters than headmistresses. Interviewer: So where does that leave someone like you? I mean what, what are the possibilities of your promotion in

primary education? At the moment you're in charge of a

section of the school.

Mary: Yes, I'm ... I'm in charge of the infant department which goes from the children who are three to the children who are seven.

And they transfer when they are seven to higher up the school

which is called the junior department. So I'm in charge of the

Lower School if you like.

Interviewer: And do you have ambition in that sense? I mean would you like to be a headmistress?

Mary: No, I would not. I would not like to be a headmistress at all. I mean this is the next stage of my career were I

ambitious urn ... but I basically enjoy being a

classroom teacher. Now perhaps this gives a clue to

why there are not more women heads. I don't know I

mean in the past it may have been that, and it may still

be, that because boys are brought up to be more

ambitious, that they're the ones who are going for

promotion and quick promotion, I mean, rapid

promotion so that they are heads by the time they're

thirty and they start out in their career thinking that

whereas I enjoy being a class teacher and urn ... I was a

deputy head before I got this post but I prefer to be in

the classroom with the children than sitting at a desk

doing administration which is what being a head means

if you're a head of a largish* school.

Interviewer: Are you pleased that you chose primary teaching as a

career and, and if someone came up to you at

school-leaving age and was wondering about what they

were going to do would you advise them to follow in

your footsteps?

Mary: I'm very pleased that I did - well I'm pleased most of the time.

Monday mornings I'm not pleased; some mornings during the

week and the end of the holidays I'm not pleased I'm a primary

teacher at all but I mean basically I am, 'cos I left teaching once

and then went back into it. So I think that shows that I am

committed to be a primary teacher.

Exercise

Directions: Listen to the dialogue and decide whether the following statements are true (T) or false (F).

l. F 2. T 3.T 4.T 5.F 6 T 7.F 8.F

Part 2 Passage

Voice

1.To sing with a choir or to hear a choir singing can be deeply moving. Voices go deeper into us than other things.

2.Early attempts at language are praised and encouraged, then, on

growing up, voice and talking take a practical place as we learn from, and respond to, those around us.

3.Talking is central to our existence. As human beings we talk with

friends and family and at work.

4.Many teachers and professionals, such as lawyers, managers,

marketing salesmen, who depend on their voices for work, rarely

consider their voices until they lose them.

5.There are many factors that affect our voices, such as home environment and culture, physical build and well-being, thought and emotion, social stance, experience and occupation.

Allowing voice to ring with joy creates joy in the listener. To sing

with a choir or to hear a choir singing can be deeply moving. George Eliot* said that she thought voices go deeper into us than other things. Thomas Hardy* in his poem The Voice describes the depth of feeling experienced in recalling the voice of his late wife.

When all is well our voices cry out at birth, and develop without effort. Parents respond to happy sounds and interpret the cries. Early attempts at language are praised and encouraged, then, on growing

up, voice and talking take a practical place as we learn from, and respond to, those around us. / Talking is central to our existence, with telephone, radio, television,

video conferences, videophones and computers to process and print what the owners say, but as human beings we talk with friends and family and at work. Voice becomes our unique sound. As the most portable and one of the most subtle instruments it is rarely fully exercised or explored, and loss of voice can be seen by other people as merely irritating.

An infant teacher was the first of several teachers in the 1990s to appeal to a Social Security Tribunal about loss of work (the last 10 years of teaching in primary school) caused by loss of voice at work. She told me how it affected her. Shopkeepers asked her husband what she needed rather than try to make out what she said. At social gatherings it was impossible for her to talk over the hubbub* of voices. Severe restrictions like this diminish a person, and their social identity.

The onset of voice problems can be gradual or sudden. Teachers have been known to open their mouths to talk and find no sound came. Many voice difficulties arise from unknowing misuse of the vocal mechanism. It is easy to take our voices for granted. Many teachers and professionals such as lawyers, managers, marketing and salesmen; preachers and call centre agents who depend on their voices for work, rarely consider their voices until they lose them.

There are many factors that affect our voices, such as home environment and culture, physical build and well-being, thought and

emotion, social stance, experience and occupation.

Actors in training explore all aspects of a character they play, especially those affecting body and voice. Teaching is also a form of performance to be explored and researched. What kind of teacher are you? What kind of teaching will the pupils respond to? The inadequacy of a young teacher, who is timid and self-conscious, is immediately recognized by the class, while the stress and demands of challenging pupils can stimulate a teacher to negative reactions of anger and shouting. Using a strong "teacher voice", raising the pitch or voice to top noise, or to deepen it unnaturally to demonstrate authority can become a habit.

Exercise A Pre-listening Question

Voice, or phonation, is the sound produced by the expiration of air through vibrating vocal cords. Voice is defined in terms of pitch, quality, and intensity, or loudness.

In the frequency domain we can define voice as a series of harmonically related sine waves, starting with a fundamental frequency of about 100 hz for males and about 200 hz for females and extending throughout the 3,000 hz or so frequency range.

Exercise B Sentence Dictation

Directions: Listening to some sentences and write them down. You will hear each sentence three times.

Exercise C Detailed Listening

Directions: Listen to the passage and choose the best answer to each of the following questions.

1 .D 2.A 3.C 4.B 5.B 6.C 7.A 8.C

Exercise D After-listening Discussion

Directions: Listen to the passage again and discuss the following questions.

1.Allowing your voice to ring with joy creates joy in the listener. Loss of voice may lead to the loss of work, and may diminish a person, and their social identity. Actors in training explore all aspects of a character they play, especially those affecting body and voice. Teaching is also a form of performance to be explored and researched.

2. (Open)

Section Three News

News Item 1

President Obama says high-speed rail could do for America what it is already doing for other countries, including China and Spain.

"A high-speed line between Madrid and Seville is so successful that more people travel between those cities by rail than by car and airplane combined. China, where service began just two years ago, may have more miles of high-speed rail service than any other country just five years from now."

High-speed rail only serves America's Northeast corridor, between Washington, D.C. and Boston, Massachusetts. But plans are under way to extend the rapid transit to other areas of the country.

Congress included $8 billion for rail development in the economic stimulus legislation it passed in February. Mr. Obama is including another $5 billion for high-speed rail in his federal budget.

High-speed rail has had mixed political support in the past. But President Obama says it could strengthen the U.S. economy, in addition to improving the country's transportation system. He says the United States should not be left behind while other nations are moving ahead with high-speed rail.

Exercise A

Directions: Listening to the news item and complete the summary.

This news item is about the U.S. plan for high-speed rail.

Exercise B : Directions: Listen to the news again and complete the following passage.

President Obama hopes the high-speed rail could do in the U.S. as it has already done in China and Spain.

Mr. Obama says High-speed rail cannot only strengthen the U.S. economy, but also improving the country's transportation system.

In the economic stimulus legislation Congress included $8 billion for rail development, and President Obama is including another $5 billion for it in his federal budget.

The first high-speed rail in theU.S.is only between Washington, D.C. and Boston. In the future the service will cover other parts of the country.

While other nations are moving ahead with high-speed rail, the United States Mr. Obama says, should not be left behind.

News Item 2

Children Authors

Over 100 first-time authors are writing books for elementary school students in North Platte, Nebraska, a small town in the middle of the USA. These authors know what interests kids, because they're only 13 years old themselves. Rachael Anderson is a typical student at Adams Middle School in North Platte. The slender red head takes math and science

classes, hangs out with her friends, and writes books. "My book is Polar Bullies and Snow Bears. In the very cold, very icy Arctic, Nan the smallest polar bear of all was building a snow bear," she says.

Rachael is one of 104 eighth graders taking language arts this semester. As part of the class, students create their own hardback books.

Allison Davis started the project nine years ago. The teacher says initially, it was just a way to give kids something fun to do before the school year ended.

Exercise A

Directions: Listen to the news item and complete the summary.

This news item is about the educational value of children s

book-writing proiect.

Exercise B

Directions: Listen to the news again and choose the best answer to complete each of the following sentences.

1.B

2.A

3.D

4.B

News Item 3

The Statue of Liberty is one of the most recognizable statues in the world. It is also a major tourist attraction.

But ever since the 2001 terrorist attacks at New York's World Trade Center, a small part of this structure - Lady Liberty's crown - has been closed to the public.

Due to security and safety concerns, the crown has been off limits to visitors for nearly 8 years. But on July 4, known as U.S. Independence Day, the Crown will once again be open to the public.

A journey to the top is not for everyone. First visitors have to climb more than200 steep steps through the center of the statue. Then when you get to the top the experience is cramped and the views a little limited but that has not stopped people from trying to book their place in line in advance. The number of people who can climb to the crown will be limited. Details have yet to be finally decided, but visitors are expected to be limited to about 150 visitors a day.

Exercise A: summary

It’s about the plan to reopen Lady Liberty’s crown of the Statue of Liberty on July 4.

Exercise B: Answer the following questions.

1. What is one of the most recognizable statues in the world according to the news item?

The Statue of Liberty.

2. When did terrorists attack New York’s World Trade Center?

In 2001.

3. Why has the crown been closed to the public since the terrorist attacks? Due to security and safety concerns, the crown has been off limits to visitors for nearly 8 years.

4. When will the crown once again be open to the public?

On July 4.

5. How do visitors get to the top?

They have to climb more than 200 steep steps through the center of the statue.

6. How many people are allowed every day?

Visitors are expected to be limited to about 150 a day.

Section Four Supplementary Exercises

Part 1 Feature Report

Life in a Nursing Home

Life in a nursing home or an assisted living facility has improved tremendously over the years. However, loneliness and boredom are rampant among some nursing home residents. In her third and final dateline report on this topic, Nina Keck looks at life in a long-term care facility in the northeastern state of Vermont.

NK: Mountain View Center in Rutland, Vermont, looks like a lot of American nursing homes. There are long hallways with clusters of people in wheelchairs. Staff members hustle from one room to the next and there's lots of background noise, moaning, talking, shouting, snoring. Seventy-two-year-old Dolores King sits in her bed with the television on but the sound turned off. Her ninety-two-year-old roommate is sound asleep.

"The days I feel good I get up in my chair and watch television ... I just don't have the ambition to do anything. I just sit and I watch television. I've got a roster of programs that I watch, and that's my day and night."

NK: Ms King has advanced multiple sclerosis*, which has paralyzed much of her body. A heart attack and cancer treatments have left her too weak to remain at her home and she's been in a nursing home since November.

NK: Eighty-six-year-old Ruth Helm is one of those people who finds happiness no matter where she is. She savors* the positives. At her last nursing home, for instance, she wrote personal histories of some of her fellow residents.

"People in that home had such interesting backgrounds, just like the people here have all got something to be memorized, so I asked each one if they would mind if I'd write their history up ... One was a navy

man who'd been all over the world. Another was a mountain man that had cut wood and it's just almost unbelievable. It's so interesting."

NK: Ms Helm would probably like to meet eight-nine-year-old Chet Eaton another one of those people who seizes the day.

NK: Industry experts say there will be big changes in long-term care over the next twenty years.

More people will opt for home-based care or assisted living facilities so traditional nursing homes will be filled with much sicker and older patients. Long-term care facilities will also better address the psycho-social needs of residents so that feelings of loneliness and boredom will, finally be addressed. Someone at the Vermont Council on Aging pointed out another big change that will likely take effect as more baby boomers enter nursing homes.

Exercise A

Directions: Listen to the news report and complete the summer

This news report is about life in a US nursing home.

Exercise B

Directions: Listen to the news again and fill in the blanks fill with details of the nursing home.

General feeling about the nursing homes: lonely and boring

Scene at Mountain View Center:

It looks like a lot of American nursing homes. There are long

hallways with clusters of people in wheelchairs. Staff

members hustle from one room to the next and there's lots of

background noise, moaning. talking. shouting. snoring.

Two people staying at a nursing home:

Dolores King: 72 years old, with advanced multiple sclerosis, which has paralyzed much of her body. A heart attack and cancer

treatments have left her too weak to remain at her home and

she's been in a nursing home since November.

Ruth Helm: 86 years old, one of those people who finds happiness no matter where she is. She savors the positives. At her last

nursing home, she wrote personal histories of some of her

fellow residents.

Chet Eaton: 89 years old

Future: There will be big changes in long-term care over the next twenty years. More people will opt for home-based care or assisted living

facilities so traditional nursing homes will be filled with much

sicker and older patients. Long-term care facilities will also better

address the psycho-social needs of residents so that feelings of

loneliness and boredom will finally be addressed

Part 2 Passage

Family Life Education *

1.Couples and families can learn to improve understanding and teamwork between spouses, to guide their children to reach their fullest potential.

2.An important outcome of the CFLE program has been its influence on the content of the university programs that prepare family life educators.

3.It is likely that these technologies will enhance rather than replace more traditional family life education approaches.

4.School boards and community interest groups may place restriction on the content taught in schools, thereby failing to meet some important needs of this age group.

5.Through educational programs, family life education makes an important contribution toward/ strengthening families to fulfill their significant role as the basic unit of society.

Family Life Education builds upon the strengths that families already have. Couples and families can learn to improve understanding and teamwork between spouses, to guide their children to reach their fullest potential, and survive the challenges of family life.

Qualified educators are central to the success of family life education,

as it is these individuals who bear major responsibility for shaping the educational experience and interacting with participants. Despite their importance, however, few guidelines are available to help prepare family educators. In 1985, the National Council on Family Relations established a certificate program to help improve the training and qualifications of family life educators. Through this program, recognition is given to individuals who hold a baccalaureate* or advanced degree in specified fields of study, have a minimum level of postsecondary education in the content areas of the Framework for Family Life Education, and have completed a specified level of related work experience. The Certificate in Family Life Education (CFLE) is a voluntary credential*, and has been granted to individuals in the United States, Canada, Puerto Rico*, Japan, Korea, the Philippines, and Singapore. An important outcome of the CFLE program has been its influence on the content of the college/university programs that prepare family life educators.

The Internet and the World Wide Web present new challenges for

family life education.

Information technologies make it possible to provide family-related information twenty-four hours a day, every day,. and may help facilitate the preparation of professionals through on-l1ne courses and chat rooms. Although it is likely that these technologies will enhance rather than replace more traditional family life education approaches, important

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第一部分 1.Woman: This is my family. I'm married. My husband's name is Bill. We have two children — a boy and a girl. Our little girl is six years old, and our little boy is four. Jennie goes to kindergarten, and Aaron goes to nursery school. My father lives with us. Grandpa's great with the kids. He loves playing with them and taking them to the park or the zoo. 2.Man: This is a picture of me and my three sons. We're at a soccer game. Orlando is twelve, Louis is ten, and Carlos is nine. All three of them really like sports. Orlando and Louis play baseball. Carlos is into skating. 3.Man: This is my wife June, and these are my three children. Terri on the right is the oldest. She's in high school. She's very involved in music. She's in the orchestra. Rachel — she's the one in the middle — is twelve now. And this is my son Peter. He's one year older than Rachel. Rachel and Peter are both in junior high school. Time really flies. June and I have been married for twenty years now. 4.Woman: This is a picture of me with my three kids. The girls, Jill and Anne, are both in high school. This is Jill on the right. She'll graduate next year. Anne is two years younger. My son Dan is in college. It seems like the kids are never home. I see them for dinner and sometimes on Saturday mornings, but that's about it. They're really busy and have a lot of friends. 第二部分 John: It's super, Mary. It's just what I wanted. Mary: Well, I know you said your old calculator was no good any more. John: Well, it wasn't that it was no good. It just wouldn't do all the things I need to do at work. And it certainly wouldn't remember telephone numbers for me like this one. Mary: I suppose you're going to start putting in numbers straightaway. John: I've put in one while we've been chatting. I've put in our solicitor's number. You know how often I need to call him on company contracts. Mary: So what others are you going to put in?

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Language Use 1. to exercise control over ... · The corporation in question is De Beers, the South African company that exercises extraordinary control over the world's diamonds. 2. to be pledged to ... · It seems quite extraordinary to think that Black African nations, which are, presumably, pledged to the downfall of South Africa, should have this constant arrangement with a South African corporation. 3. to embrace changes · As he sees it, companies can embrace those changes with enthusiasm, or ignore them and die. 4. in control · Jacket buttoned, feet fairly closed but

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Unit 1 Under the Same Roof PartⅠ B. 1.picture two 2.picture one 3.picture four 4.picture three C. 1.He’s a cook 2.There are six people in my family 3.She turned twenty in August 4.They live in Tokyo 5.I have two brothers and one sister 6.His name is David 7.She works in a hospital 8.Since 1994 9.Yes,two daughters and one son 10.We met at my best friend’s birthday party PartⅡ A. 1.The parents 2.The children 3.Different but equal 4.Women’ｓ 5.You know that you have to work at it to create love 6.Helping people learn to work at their relationships to make their relationship work B. lauthoritarian model:children have no rights permissive era:children are the bosses;they are allowed to do whatever they want to;parents run around behind the third position:parents and children are different but equal

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U1 Short conversations 1. Q: What can we learn from the conversation? B The woman should seek help from the writing center. 2 Q: Why does the woman choose to learn French? D She thinks speaking French is a must for cultured people. 3 Q: What did the man do last night? D He attended a speech. 4 Q: What made Melissa unhappy? C That she lost her chance to enter the contest. 5 Q: What does the man think of the woman’s op inion? A It is one-sided. Long conversation 1 Q: How is the woman doin g in th e man’s class? C She often fails to turn in her homework on time. 2 Q: What does the woman think of learning Spanish? D It presents difficulty for her. 3 Q: What do we know from this conversation about the man? A He has a good personal relationship with the woman. 4 Q: What is the woman most likely to do after talking with the man? C Work harder in her Spanish class.

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UNIT 2 Section One Tactics for listening Part 1 Sport Dictation My Mother My mother was an efficient (1) taskmaster who cooked, cleaned and shopped for nine people (2) on a daily basis. She was a disciplinarian* who would (3) make us seven kids walk up and down the stairs a hundred times if we clumped like (4)field hands to-dinner. She also enlisted us to help her in the day's (5) chores. My mother believed that each of her children had a special (6)knack that made him or her invaluable on certain (7)missions.My brother Mike, for example, was believed to have especially (8) keen eyesight. He was hoisted up as a human (9)telescope whenever she needed to see something (10) far away. John was the climber when a kite (11) got caught. My own job was navigator for our (12) gigantic old Chrysler. But my mother's (13) ability to get work done well was only (14) one side. She also had an (15) imagination that carried her in different directions. That (16) allowed her to transcend her everyday life. She did not (17) believe in magic as portrayed on a stage, but (18) valued instead the sound of a metal bucket being (19) filled by a hose, or the persistence of a dandelion at the (20) edge of a woodpile. Part 2 Listening for Gist For hundreds of years man has been fascinated by the idea of flying. One of the first men to produce designs for aircraft was Leonardo da Vinci, an Italian artist who lived in the fifteenth century. However, it was not until the eighteenth century that people began to fly, or perhaps it would be better to say float, across the countryside in balloons. The first hot-air balloon was made in April 1783 by the Montgolfier brothers in France. In the following years many flights were made by balloon. Some of the flights were for pleasure and others were for delivering mail and for military purposes, such as observation and even bombing. However, in the late nineteenth century, airship s superseded balloons as a form of transport. Airships came after balloons. The first powered and manned flight was made by a Frenchman, Giffard, in September 1852. His airship, powered by steam, traveled twenty-seven kilometers from Paris to Trappes at a speed of eight kilometers per hour. However the days of the airship were numbered as the aero- plane became increasingly safe and popular. Exercise Directions: Listen to the passage and write down the gist and the key words that help you decide. 1.This passage is about the early history of flying.