LECTURE AUDIOSCRIPTS
UNIT 1 What’s in a Name?？
TEACHER: Good morning, everybody. Good morning, Felipe, Monica, Theo, and I can't remember your name.
STUDENT 1: Patricia.
TEACHER: Patricia, right, Patricia. Those are all beautiful names, and that's our topic today-names. Names are a culture universal. This means everyone uses names. A person's name can tell us a bit about a person's family. Today, we’ll begin by looking at first na mes and how people choose names for their children. And then we'll talk about family names, and look at the different categories of family names. Although the scope of the lecture today is English-language names, we can use the same approach, you know, to look at names from any culture.
Let's take a brief look at first, or given names. There are several ways parents choose the first name for their child.
The first way is by family history. Parents may choose a name because it is passed from generation to generation; for example, the first born son might be named after his father or grandfather. Although family names are also passed to daughters, it is usually as a middle name. Adding "junior" or "the second" for example, William Parker the seconds only done with boys', not with girls’names.
The second way parents choose a name is after a family member or friend who has died recently, or after someone "they admire, like a well-known leader or a famous musician. Although most English first names mean something, for example, "Richard" means powerful and “Ann" means grace, nowadays meaning is not the main reason people select their baby's name.
The third way is to provide a "push" for the child. Parents want to choose a name that sounds very "successful." A strong name might help them in the business world, for example. Or they might choose a name that works for either gender, like Taylor or Terry. So, given these three methods, what is the
most common way parents choose a name? Many parents choose a name simply because they like it, or because it's fashionable or classic. Fashions in names change just as they do in clothes. One hundred years ago, many names came from the Bible names such as Daniel, and Anna, and Hannah and Matthew. Then fifty years ago, Biblical names went out of fashion. Nowadays, names from the Bible are becoming popular again.
Similarly, parents often choose classic names, names that were popular in 1900, 1950, and are still popular now. Classic names for boys include Thomas, David, Robert, and Michael. And for girls: Anna, Elizabeth, Emily, and Katherine, just to name a few. They're classic. They never go out of style.
Let's look at the origin of last names, also called family names or surnames. Researchers have studied thousands of last names, and they've divided them into four categories. The categories are: place names, patronymics, added names, and occupational names. A recent survey showed that of the 7,000 most popular names in the United States today, 43 percent were place names, 32 percent were patronymics, 15 percent were occupational names, and 9 percent were added names.
The first category is place names. Place names usually identified where a person lived or worked. Someone named John Hill lived near a hill, for example, and the Rivers family lived near a river. If you hear the name Emma Bridges, what image do you see? Do you see a family that lives near a bridge? If you do, you get the idea.
The second category is patronymics. That's P-A-T-R-O-N-Y-M-I-C-S. A patronymic is the father’s name, plus an ending like S-E-N or S-O-N. The ending means that a child, a boy, is the son of his father. The names Robertson, Petersen, and Wilson are patronymics. Robertson is son of Robert, Petersen is son of Peter, and so on.
The third category is added names. Linguists sometimes call this category "nicknames," but when most of us hear the word "nickname," we think of a special name a friend or a parent might use. The word "nickname" is actually an old English word that means an additional name, an added name. So I'll use the term "added name." This category of last names is fun because the names usually described a person. Reed, Baldwin, and Biggs are examples. Reed was from "red" for red hair. Baldwin was someone who was bald, someone who had little or no hair. And Biggs.
STUDENT 2: Someone big? TEACHER: Yeah, someone big, right. Now, if we look around the room, we
could probably come up with some new last names, like, uh. Curly or Strong. Now, the fourth category is occupational names. The origin of the family name was the person's occupation. The most common examples of occupational names still used today are Baker (someone who bakes bread). Tailor (someone who sews clothes). Miller (someone who makes flour for bread), and Smith. . . . Now, Smith is actually the most common name in the western English-speaking world. The name comes from an Old English word, smite, that's S-M-I-T-E, which means to hit or strike. In the old days, a smith made metal things for daily life, like tools. Every town needed smiths. What's interesting is that many languages have a family name that means Smith. In Arabic it is Haddad, H-A-D-D-A-D. In Spanish it is Herrera, H-E-R-R-E-R- A. In Italian it is Ferraro, F-E-R-R-A-R-O. And in German it is Schmidt, spelled S-C-H-M-I-D-T. All these names mean smith.
Though names may tell us something about someone's family history, you need to keep in mind that they may not tell us much at all about the present. For example, there's usually not much connection between the origin of the name and the person who has it now. Take the name Cook, for instance. A person named Cook today probably doesn't cook for a living. Also, many people change their names for various reasons. Lots of people who have moved to the United States have changed their names to sound more American. This happens less now than in the past, but people still do it. People also use pen names or stage names to give themselves a professional advantage. For example, the writer Samuel Clemens used the pen name Mark Twain, and Thomas Mapother IV uses the stage name Tom Cruisey.
So, let's recap now. In today’s lesson, we looked at how parents choose English first names. We also looked at some common origins of family names. In the next class, we'll look at how names are given in Korea and in Japan. This is covered in the next section of the book. That’s all for today.
Unit 2 English: A Global Language? TEACHER:Today’s topic is English as a global language. I know many of you speak English as a second language, right? How about you, Hiroshi? Is English your first language?
STUDENT 1: No, my first language is Japanese. English is my second language.
TEACHER: And how about you, Patricia?
STUDENT 2: English is my second language, too. My first language is Spanish.
TEACHER: See, many of you use English as a second language, even as a global language to communicate with other people who speak English as a second language. Today, I want to give you two contrasting points of view on whether or not English is a global language. The first is that English is obviously a global language. People who support this point of view believe English is the language people all over the world use to communicate, and that it is gradually replacing other languages. The second point of view is that English is not truly a global language because it is not the main language spoken by people worldwide. Supporters of this view say that though many people speak some English worldwide, English has not replaced other languages. They acknowledge that people use English every day, for many reasons, but this doesn't mean English is replacing other languages, nor does it make English the main language spoken in the world.
First, let's examine the first view. First of all, English is the dominant language of business, travel, and science. When people need a common language, they often use English. Think about it. English is often used at tourist information centers, in international hotels. If you use a taxi in Rome, and you can't speak Italian, the taxi driver is more likely to use English than any other languages. It is use at business meetings and international sports events. The European Union u ses English, along with French, at its meetings….ASEAN the Asian trade group, uses English at its meetings. Can you think of other situations in which English is used as common language?
STUDENT 2: How about this class? All of in the Philippines, Singapore, and Indian.
TEACHER: Absolutely. Educational settings are a great example. Any others?
STUDENT 2: How about a chatroom on sometimes go to chatrooms and
everyone is using English.
TEACHER: Excellent example. The Internet has created a lot of communities and people often use English. In fact, most people who use the Internet know English. This helps support the view that English is a global language.
The second major reason that people believe English is a global language is that it is the official language of more than seventy-five countries. This means these countries use English in schools, banks, business, and government. Of these seventy-five countries, English may be the only official language of the country, like in England, or English may be used along with other official languages, like in the Philippines, Singapore, and India. In countries like India, where so many languages are spoken, you can see how using English as an official language makes it easier for people to communicate.
The third reason to support the global argument is that every year about 1 billion people study English. Why? What are some of the reasons? Hiroshi? How about you?
STUDENT 1: Well, now to study, and someday I want to be in international business.
TEACHER: That's a solid reason. How about you, Oksana?
STUDENT 3: I'm not really sure. I just think it will help me in the future somehow.
TEACHER: OK. There's a more general reason. The point is, people want and need to learn English because it offers them opportunities.
To sum up, English is used every day by many people. People all over the world come in contact with each other for many reasons. They need a common language, a language to facilitate communication. Being proficient in English gives someone an advantage in these situations.
OK. I have given you many examples of how English is used in a variety of situations. Nevertheless, does this mean that English is a global language?
Let's look at why some people don't believe English has replaced other languages. First, there are about three times as many people who speak Chinese as their first language as those who speak English as a first language. And in many countries where some people use English for work each day, they don't use English anywhere else. Even in English-speaking countries, there are millions of people who prefer to speak a language other than English at home, with friends, or at work.
Second, I mentioned before that seventy-five countries have English as their official language. This doesn't mean all, or even most of the people in these countries can speak English. For example, in India, most sources agree that only about 5 percent of the population speaks English. That's a small percentage!
Third, how much English does a person need to know to be called an English speaker? People may learn some English for specific situations, such as the taxi driver I mentioned earlier. However, I think you would all agree with me that a taxi driver who knows a few phrases like where are you going?" or "What is the name of your hotel?" isn't really a proficient English speaker. Another example is Airspeak, the English that is used by air traffic controllers and pilots. A pilot for Japan Airlines or an air traffic controller in Paris needs to know Airspeak. But they may learn only the English words they need for these jobs, and therefore they can't be considered English speakers.
The point here is that people all over the world may use some English for work or other situations. Nevertheless, this doesn't mean they are fluent in English. They still use their first language for daily communication. English is not their main language.
So, what does this all mean? I think it's safe to say that English will continue to be the main language used in many international settings because, as I said earlier, people all over the world need a common language. And, for now, English is that language.
But, English won't replace other languages for most daily communication and this, to me, is what a global language really is, one that replaces others for most everyday communication. Some people are afraid of this. They worry that as people use English more and more, their ability in their first language will decline. I think people will use English along with other languages. We are moving into a global culture, and as this continues, I think people from non-English speaking countries will want to maintain their culture, including their first language. They may still want to learn English, but I don't see them giving up their own language for English. What do you think?
I'm going to stop there. I know that's a lot of information to digest. We'll continue talking about some of the differences in the English words used in various countries like Australia, Singapore, and the Philippines. That's all for today. Come see me if you have any questions.
Unit 3 High Anxiety: Phobias
TEACHER: Good afternoon. Today we're going to turn to a new topic in psychology and start looking at some specific psychological problems. There are a variety of mental problems that can affect us in our daily lives-some are not so serious, like a fear of cats or of insects, and others are more serious. Now as psychologists, we try to study these different problems and find ways to help people.
I want to start the discussion by talking about a fairly common kind of psychological problem-a phobia, that's P-H-O-B-I-A. First, I'll explain what a phobia is and then I'll talk about some theories on why people have phobias. As you probably know, a phobia is a fear. So do any of you have phobias? Oh, come on, you can tell me; I'm a psychologist. Yes, Monica?
STUDENT 1: I have a fear of swimming. I don't like to go near the ocean. TEACHER: OK, that's not an unusual phobia. Anyone else? Ali? STUDENT 2: I hate dogs. I mean, I just don't like them. When I see a big dog, actually any dog, I just get nervous, so I avoid them.
TEACHER: OK, that's another common phobia. Thanks for sharing those examples of phobias. A phobia is not a normal fear; it is an extreme fear―a very strong fear. For example, my brother, who's a successful artist, had compute r phobia. He didn't simply dislike using computers. He used to have a very strong fear of using them.
Psychologists have come up with three characteristics of a phobia. People display these three characteristics if they have a phobia, not just a normal fear. Now first, a phobia is not a rational response. It's a very strong reaction, too strong for the situation. For my brother, this meant he had a very strong physical reaction if someone asked him to use a computer. He started shaking violently and had trouble breathing. Once, he even started choking. Physical reactions like this are common. Second, a phobia often lasts for a long time, for months or even years. In my brother’s case, i t lasted several years. Third, the reaction is too strong for a person to control. For example, even if my brother told himself not to be afraid at the computer, it didn't help. He still felt very afraid. Usually, people avoid whatever it is they are so afraid of. So, in my brother’s case, he avoided using a computer.
OK, so those are the three characteristics of phobias. It's an extreme, irrational
response, it's long-lasting, and it’s uncontrollable.
STUDENT 3: So uncontrollable means even if you try to control it, you can't? TEACHER: Yes, it means you can't control it by trying to deny you feel the phobia. There are ways to treat phobias, and we'll talk about those in a minute. Yes?
STUDENT 4: What happened to your brother? Did he get over it? TEACHER: Yes, he did. The main thing was that he decided that he wanted to get over it, and he was treated by a psychologist. Now he uses computers all the time.
OK, so let's spend a minute going over some classifications of phobias. Phobias are classified by the thing or situation that the person fears. Greek or Latin names are usually used to describe the fear. Here's an example: hypno, H-Y-P-N-O, means sleep, so fear of sleep is hypnophobia. Cyno, C-Y-N-O, means dog. So a fear of dogs is ... cynophobia, right? Here's another example. Aerophobia. Listen to the first part, Aero. What's the fear? Aero as in airplane- aerophobia is fear of flying.
Let's turn now to the causes of phobias. One theory is that a phobia is learned. This means something happens that causes someone, or in a sense "teaches someone" to free afraid. For example, Ali could have learned to be afraid of dogs if he was attacked and injured by one as a child.
People can also learn to have phobias by watching how other people react. In fact, doctors find that phobias tend to run in families. For example, let's imagine that Ali’s mother has always been afraid of dogs. Whenever All and his mother were together and saw a dog, his mother would get very scared, very nervous. When Ali saw how his mother reacted, he would then gradually become very scared, too. He would then have developed cynophobia from watching his mother. So, you can see that there are two ways learning can be involved in phobias. So, the first theory is that a phobia is learned. Learned either by direct experience or by watching the reactions of others.
The second theory says that a phobia is only a sign of a deeper problem. This means that the phobia isn't the whole problem. Let's take another example. I once treated a teenager who was very afraid of the dark. He couldn't be in a dark room by himself. He was terrified to go outside at night, and so on. According to this theory, when he acted afraid of the dark, he was really showing his fear of something else. In therapy, it was revealed that he was afraid of his father. His father was very strict when he was young, and once his father made him sit in a dark the room when he did something bad.
According to this theory, his fear of the dark was a sign of his deeper, real fear of his father. Yes, question.
STUDENT 4: So what did you do? Did he have to talk with his father? TEACHER: Well, no, we couldn't do that. But recognizing that he was really afraid of his father, and not the dark was the key step in the treatment. Now
he's cured. No more fear of the dark.
OK, so let's think about these two theories, and about the main difference between them. The first theory says that the phobia is the problem itself. Right? And, the second theory says that the phobia is a sign of a deeper problem the person has. Why is this difference important? It's mostly important in deciding how to treat the person. According to the first theory, if a phobia is learned, perhaps it can be unlearned. A psychologist who follows this theory will try
to teach someone to react differently, to behave differently when he or she feels afraid. Changing the person’s behavior is the goal. On the other hand, a psychologist who believes the second theory may start by trying to teach the person to react differently, but the doctor is interested in more than that. The doctor’s objective, or goal, is to help the patient reveal the deeper psychological problem, because it will be easier to treat the phobia if the deeper problem is identified and worked on as well.
I want you to think for a minute about the significance of having these two theories, or any competing theories. What does it mean? It tells us that psychologists, like any scientists, have to continue to do research, to learn, and to test treatments we believe will be effective based on research. Treatments improve the more we learn.
I’m going to stop there for today. In the next class, I want to talk about other psychological problems. Read the next unit in your book before the next class. That’s all for today.
Unit 4 TV: What We Watch
TEACHER: Good morning. Who watched TV last night? Ah, most of you. OK, today we are going to talk about an important part of the media—TV. Specifically, TV viewing and TV dramas. Now first, I'll give you some background, then we'll discuss what makes this type of programming, dramas, so popular worldwide.
OK. Let's get started. Most of you would agree that watching TV is part of most people lives. Now statistics vary on how much TV people watch, but research shows that quite a few Americans, on average, exceed six hours of TV per day.
An English professor named Cecelia Tichi has studied TV for many years. In her book, Electronic Hearth: Creating ' an American Television Culture, she discusses how the TV has become the center of activity at home. We walk into a room, turn on the TV, and suddenly the outside world becomes less important. People use TV to tune out, or forget, about the outside world. We're safe to relax and join the world of the TV shows. Do you ever feel this way about TV? ... Yes, many of you are nodding. She also sees our culture as being defined by TV Now, by this she e means that TV has a huge influence on our attitudes, on what we like to eat, on what we like to wear, on what we like to talk about. For example, popular TV shows are discussed at work, at school, in coffee shops. Why, even children four or five years old do this with their favorite shows. This shows that we live in a TV culture.
Improved technology has contributed further to our TV culture. Satellite services, in particular, have expanded the TV programming in many parts of the world. There are now hundreds of TV channels people can watch, and the options continue to expand: game shows, sports, news, talk shows, comedies, TV dramas, movies, ... Man, with cable and satellite there are a lot of choices. Nielsen Media Research studies people’s TV viewing habits in the U.S. They monitor which shows are popular brand with whom. For example, popular shows have included the game show Who Wants To Be A Millionaire? And the reality TV show Survivor. They were very, very popular and watched by millions of people of all age groups.
Now, all of this is really background. What I want to focus on today is one form of a popular TV show that is popular with many people of many age
groups. This is rat TV dramas, specifically TV dramas known as soap operas, or, in Spanish, telenovelas.
Some of you might be familiar with telenovelas. Telenovelas and soap operas in the U.S. are similar but have one big difference—the number of episodes they have. Telenovelas and TV serials end after about 200 episodes. The story eventually ends. Soap operas in the U.S., however, continue day after day for many years and may never end. Well, for example. The Guiding Light has been on^ for more than 12,000 episodes, and on it goes. Can you believe that? More than 12,000 episodes! Soap operas started in the United States in 1959, with the show The Guiding Light. These TV shows were called soap operas because the main advertisers were companies that made soap.
Now, this type of programming is popular all over the world. Dozens of countries make their own soap opera shows. Mexican soap operas have been voted the most popular TV show of the year in countries such as Korea and Russia. Japanese soap operas are sent to Belgium. U.S. soap operas are watched worldwide. The Latin American soap opera, Betty La Fea, or Betty The Ugly, was a huge success in the U.S. Brazilian telenovelas are the most widely distributed television shows in the world and have been seen in more than 100 countries. And there are many other examples.
What is it about these shows that makes them popular everywhere? And why do people from very different cultures all enjoy watching the same soap opera? Well, there are a couple of reasons.
One reason suggested by Robert C. Allen, who has done extensive research
on television viewing, is that many soap operas deal with universal themes that people all over the world understand. Themes are topics ---for example, family, love, personal struggle, money problems, marriage problems, health problems, job problems. Viewers do not need to know the culture in order to understand the family problems in the show.
Now according to Irna Phillips, one of the creators of The Guiding Light, another reason is that people identify with the characters. They feel the characters are just like them. To quote her from an interview, "they (the soap operas) deal with life as we know it." Now by this she means the families in soap operas deal with problems of everyday life. And so, as people watch every day, day after day, a special bond or feeling develops between them and the TV family. They get to know the characters and their problems. The TV family's welfare becomes important. There is a sense of community, of sharing, of family. All of these things contribute to character loyalty. If any of
you have watched a show regularly, you know what I mean. You watch it because you identify with the characters.
Now, writers of TV shows understand that TV viewers want to have a group
of characters to know and care about. As Wendy Riche, former executive producer of General Hospital put it, "the audience wants a personal human connection and when they get it, they are devoted.” This means they become very loyal to the TV characters they watch every day. To give an interesting example from As the World Turns: Some years back, the writer wanted to have the main character, Bob Hughes, get shot on a Friday. Well, that Friday turned out to be Christmas Eve. The producers of the show told the writers. “No, no, no… he can’t be shot on this Friday’s show. Do you know why? STUDENT 1: Because it was too violent.
TEACHER:Well, no, not because it was too violent, but they didn’t want
him shot on the Friday before Christmas.
STUDENT 1: Why? I mean, why not?
TEACHER: Because the audience would worry all weekend about him. They wouldn’t know if he was alive or dead, and they would not enjoy Christmas. So the writers had to change the story, and have him shot after Christmas. I mean, the viewers really identify with these characters as if they’re real people. Writers for evening TV also try to create character loyalty, but not with a continuing story. Instead, each week, the story begins and ends. However, each week the same characters appear, and viewers watch because they know the characters and they care about them, like friends. A great example of this was the show Seinfield. There were four main characters Jerry, George, Kramer, and Elaine. They each had their own problems their own personalities. Viewers got to know them, and wanted to see what would happen to them. When you think about it, don’t good writers usually do this? They develop
our interest in the characters so that we want to keep reading, or keep watching TV.
The next time you watch a soap opera, thin about the themes that make these shows so popular worldwide. Think about how as people watch each day, they get to know the characters and become a part of that TVB community. OK, that’s all for today. Uh, it’s time for you to go home and watch some TV!
Unit 5 Learning differently
TEACHER: Hello everyone. I think we can get started now. As we have studied in this class, there are many different ways of learning, and there are many different learning problems. Some people have problems with reading, or math, or with expressing their ideas in words. Some people have memory problems-for example they have difficulty remembering what they hear or read. Other people have problems holding a pencil or pen so that they can write. As educators, these are challenges that we need to understand, because everyone deserves an education and it's our job to promote learning.
Today I'd like to talk about one common cause of learning problems-dyslexia. The term “dyslexia” that s D-Y- S-L E-X-I-A, is from Greek. It means
diff iculty with words and language. In the first part of my talk, I’ll briefly explain what dyslexia is and give you some general background about it. Then, in the second part I will present one doctor's explanation of why people with dyslexia have learning difficulties.
OK what is dyslexia? Dyslexia means a difficulty with reading or writing. Before about 1970, researchers thought dyslexia was a visual problem. A problem seeing letters and words correctly. But this theory was never confirmed to be true. Researchers have now concluded that the main problem may be that dyslexics have trouble matching sounds with letters in words because their brains work differently from other people’s. Let me explain that. Every word is made up of sounds, right. The sound units are called "phonemes." Let’s take the word "cat." Now, someone who is not dyslexic
will read the word "cat" and be able to break it into the sounds, the phonemes Ca-A-Te. However, someone who has dyslexia has trouble breaking down the word into sounds, and as a result has trouble reading the word.
There are other problems people with dyslexia may have, and not everyone who is dyslexic has the same problems. That's why there is no definition of dyslexia that is accepted by everyone. We do know, however that a dyslexic person's brain works differently from other people’s. Here are a few examples of students with dyslexia and their learning problems. Anna knows the answer to a question, but says the wrong words. Thomas studies hard for a spelling test. He can say how each word is spelled, but he cannot write the words correctly on the test. Kurt tries to pay attention in class, but he has trouble sitting still and listening. He can’t concentrate, and his teachers think he doesn't care about school. Seiji has trouble with the order of things, such as the steps in a math problem, his history lessons, or even his own daily schedule.
Susan has trouble following directions. She may confuse left and right . . . . Yes, do you have a question?
STUDENT 1:I don’t understand about the boy who can’t sit still. TEACHER:The boy who can’t concentrate in class?
STUDENT 1: Yes, I mean how is that dyslexia?
TEACHER: Well, typically, the child has trouble following spoken directions or understanding the steps in a lesson and so he becomes very nervous or upset and can’t concentrate. OK?
STUDENT 1: Oh, OK. So the dyslexia prevents him from concentrating TEACHER: Right. These are some of the challenges for people with dyslexia. And as I said earlier, no two people have identical problems. Of course, there are other reasons why a student might not pay attention on class, or have trouble reading. However, these are problems someone with dyslexia may have because a dyslexic person’s brain works differently from other people’s. Another question, yes?
STUDENT 2: How common is dyslexia?
TEACHER:It’s estimated that 10 percent of all school children are dyslexic. STUDENT 2:Wow, that’s a lot, I heard that it only affects boys. That’s not true, is it?
TEACHER: No. Research has confirmed that both genders can have dyslexia. OK, so that gives you an idea of the problem but what causes dyslexia? Researchers think that there may be a genetic basis for dyslexia, that the problem is inherited from the mother or the father. This is based on the fact that about 85 percent of children with dyslexia have either a mother or father who is dyslexia.
What’s interesting―as well as challenging for us educators―is that these kids generally score high on intelligence tests, but they usually can’t read, write,
or spell at the same level as their classmates. This can be a problem because other people, even their teachers, often don’t believe that the kids are very intelligent. In addition, dyslexics often feel like there’s something wrong with them because they can’t learn the same way other kids at school can. They often feel stressed and blame themselves, especially when other people say they are lazy and not trying. Many of them try very hard to learn, but still have trouble.
In this part of lecture, I’ll present the work of Dr. Harold Levinson, a psychologist who has studied dyslexia for over twenty-five years.
To help us understand dyslexia, he tells us to think of our brains as TV sets, and to think of the parts in our brains that receive information as computer chips. Every day, these chips the parts in your brain, receive information, right now this information enters the brain as signals of what we see or hear or touch, and so on. Now, the job of these brain parts is to tune in the signals to different channels in our brain. Your brain receives the signals just as your
TV set at home does, like it tunes in, say, Channel Five or Channel Six. Now, if these computer chips aren’t working right, they can’t receive the signals correctly. Nor can they tune in the correct channels. So the signals drift around and become unclear, and as the signals drift, this causes problems. For example, if a child’s brain cannot receive the signals on a page as she reads, she has difficulty reading. If a child cannot tune in the signals hears in class, he has difficulty understanding what the teacher tells him. If a signal drifts, this can also control energy levels, our ability to concentrate, our ability to distinguish what is important and unimportant. This is why some children have difficulty sitting still in class.
The good news is that after many years of research, Dr. Levinson and others have concluded that the brain can learn to fix the drifting. Children who receive help often learn to deal with their individual problems, and do better in school. Naturally, it’s best if the schools intervene and give help when the children are very young. It’s also important that teachers, and you future teachers, be flexible about how you teach, and consider the different learning needs of students with dyslexia… in some special schools for dyslexic learner, the teachers read to the students. They don’t require the students to read or write to learn. Teachers present lessons in a variety of ways. Students can take tests orally, other than in writing. And reading and writing are taught as separate skill. This approach recognized that these students are very capable of learning, but need to be taught in different way because they learn differently. This is a very positive step.
So, today I’ve given you some general ideas about what dyslexia is, and what educators are doing to help these students learn. OK. Well, that’s enough for today. OK, well, talk more about this in the next class.
Unit 6 Immigration: Bound for the United
States
TEACHER:All right. Let’s get started. U.S immigration is our topic today.
I know many of you are immigrants, so you know something about this topic. As you may know by my last name, I have a German background; my parents immigrated to the U.S from Germany about fifty years ago….Yes, Question? STUDENT 1:Does that mean you’re an immigrant?
TEACHER: Well, no. My parents are immigrants. They came to the States from Germany. I'm a first generation the German-American because I was born here.
First we’ll talk briefly about immigration, the history of immigration to the U.S., and the story of diversity in the U.S.
To immigrate means to move from one country to another. It's a permanent move. By contrast, if you go to live and work in France for two years, you don’t immigrate there; you move there temporarily, because you plan to return to your country. So to immigrate means to move to another country to live there indefinitely. Immigration happens all over the world. Most people do it to improve their economic or social situation. What I'll do now is give you a brief chronology of U.S. immigration. Let's start with the colonial period, the first wave of immigrants in the seventeenth century. Most immigrants were from Western Europe. Although the Spaniards arrived in 1513, the first permanent settlement in North America was one that the British started in 1607 in Jamestown, Virginia. People were not prohibited from immigrating by the British; anyone could come. Life was difficult, and some people did not survive, but people felt it was worth the risk to have a better life in the colonies. The French, Spanish, and Dutch also came, but in smaller numbers, I should also point out d that about 20 percent of the population at this time was African American. However, most weren't immigrants; they were brought from Africa as slaves. Today we’re limiting our discussion to voluntary immigrants ----to people who choose to come to the U.S.
Now, by 1775, the U.S. population had grown to about 2. 5 million. The country was growing fast. Some thought too fast. So in the 1790s, laws were passed to control immigration for the first time. The Naturalization Act of 1798 required immigrants to live in the U.S. a certain number of years before they became citizens.
The second big wave of immigration happened between 1840 and 1920.
During this wave, about 37 million people came to the U.S. The industrial revolution had been in Europe, causing a big shift from farming to factory jobs. Many left for the U.S., hoping to continue doing the farming jobs they knew. About 80 percent of these second wave immigrants were from all over Europe. During this second wave, Chinese workers also came to the U.S., mostly as contract workers. They arranged, or contracted, to work for an American company before they left home. Most of them worked in the gold mines of California, and later built railroads. Then laws were passed in the 1880s to keep most contract workers out.
Now let’s see, whe re are we? Ah, yes, uh, 1891. In 1891, the U S. Congress created the INS, the Immigration and Naturalization Service, to control immigration. Any of you who want to immigrate to the U.S. have heard of the INS Up until 1891, each state had its own laws and could decide which immigrants could enter. So no one really controlled the total number of people allowed m each year. After 1891, the federal government made the laws instead. A year later, in 1892, the INS opened Ellis Island in New York Harbor. Ships would go past the Statue of Liberty, the symbol of a new life for many people, and stop at Ellis Island. Have any of you seen Ellis Island? Or the Statue of Liberty? You have, Stefan?
STUDENT 2: Yes, I have. The Statue of Liberty and Ellis Island. TEACHER: What did you think?
STUDENT 2: Very impressive. Interesting, too.
TEACHER: Yes, it is interesting now that Ellis Island has been made into a museum. It's an important part of American history. Between 1892 and 1954, when Ellis ' Island was closed, about 12 million immigrants entered 1 through there, most from Europe. I'd encourage you all to go for a visit.
Let's go back for a minute. About 9 million people entered the U.S. between 1900 and 1910. As a result, the U.S government decided that it needed to limit the number of immigrants. This led to a series of new laws. First, the Immigration Act of 1917 was passed to restrict who could enter. Then in 1921, the U.S. Congress passed a quota system. This meant they decided that a certain number of people from each country could enter the U.S. each year.
At For example, 2 million from Germany could enter. Once le that number had immigrated, no more were allowed until [0 the next year. That's how the quota system worked. During this period, say up until the 1960s, the U.S.
was called a "melting pot." The attitude was that immigrants had to give up their traditions and cultures in order to create a uniform society. People were expected to forget about being Italian or Chinese. They were expected to learn
English and to adjust to American ways of doing things.
Now, let's look at the third wave, the period from 1965 to the present time. In 1965, the quota system was abolished. Instead, a limit of 290,000 was set on the total number of people who could enter each year. During the 1970s and 1980s, about 80 percent of the immigrants were from Latin America and Asia, and only 20 percent were from Europe and elsewhere. So if you compare the second and third waves, you see that in the second wave hen it was mostly Europeans, and in the third wave it was mostly Latin Americans and Asians. Again, economic opportunity was the main reason people immigrated.
Each year, after 1965, many people wanted to immigrate to the U.S. many more than the 290,000 limit. This led to the Immigration Act of 1990. The Immigration Act of 1990 raised the yearly limit from 290,000 to 700,000. However, from 1990 to the present the actual number has been closer to 1 million, one reason for this being that the U.S. needs workers for many of its service jobs, such as in restaurants or hotels or in farming.
In recent years, many people in the U.S. have come to realize that the country's greatest strength is the diversity of its people. So, the old melting pot ideal has been replaced with the ideal of cultural diversity, with recognizing the importance of Americans’ many different cultural backgrounds. You can see this today in strong communities that are Korean-American, Japanese- American, Italian-American, Mexican-American, and so on. Any question about this? Susan?
STUDENT 3:I’m confused. I thought the melting pot was a good thing, that people should mix together and form a strong society.
Teacher: Yes, I think you’re right---we do want to mix together and form a strong society. But now the metaphor is that we want to have a mixed salad, where each ingredient keeps its original flavor, too. Does that sound like a good thing?
STUDENT 3: Yes, it makes sense.
Teacher: Well, let’s sum up. There were several waves of immigration into
the U.S. The earlier waves were mostly Europeans, while the later waves have been mostly people from Latin America and Asia. The main reason has always been economic; they are looking for better jobs and a better life than they had in their home country. In the next class, I’m going to talk about current immigration laws. We’ll start there next time. That’s all for today.
As you can see, there are benefits to DNA testing. However, there are also some concerns that this type of information might be used against us in the future.
Now let's consider how DNA testing could be used against you. What if a company you wanted to work for asked you to take a DNA test? And what if your DNA test showed that you had a gene defect linked to a certain type of cancer? Would the company decide not to hire you? People also worry about health insurance. They're afraid they might not be able to get health insurance if their DNA test shows they're at a higher risk for certain diseases. As a result, in the United States, some laws have been passed to protect the privacy of medical records.
Now DNA testing has other possibilities that we won't discuss today. But in any case, many people think about the negative uses of testing--the fear that
it will be used against people or to create "perfect" babies. Others think about police being able to trace criminals and possible advances in healthcare. But, another way to think about it is that it tells us more about who we are, and that's the goal of biology--to understand nature. I guess I'll stop there for today. In the next class, l want to talk in more depth about uses of DNA testing by doctors. OK, we'll start there next time. That's, uh, that's all for today
新世纪大学英语视听说教程2的listening 原文 Unit One, Book 2 Listening 2 Just a few old keepsakes Boy: Hey, Grandma, what’s in this box Grandma: Oh, nothing really… Just a few old keepsakes. B: Keepsakes G: Young man, you know what a keepsake is! B: No, I don’t. I really don’t. G: Well, it’s something you keep. It’s something that gives you a lot of memories. B: Oh. What’s this G: Now don’t go just digging around in there! ... Hmmm, let’s see…. that’s my first diary. B: Can I…. G: No, you can’t read it! It’s personal! I wrote about my first boyfriend in there. He became your grandfather! B: Oh, ok…. Well then, what’s that It has your picture in it. G: That’s my passport. Y ou can see, I traveled to Europe by ship. B: What’s that big book G: My yearbook. It’s my high school book of memories. B: Class of 1961! Boy, that’s old! G: That’s about enough out of you, young man. I think it’s time we put this box away and… Listening 3 My first trip alone At the age of thirteen, I took my first trip alone. I went to visit my grandparents in Los Angeles. I felt very nervous about traveling so far, but my mother said, “Don’t worry. You’ll be fine.” I got on the airplane and talked for a long time to a very nice woman who sat next to me. My grandparents met me at the airport and took me to their home. I stayed there for two weeks, and I had so much fun with them! It was my first time in Los Angeles, and I saw lots of really interesting places. In the end, I didn’t want to go home! Listening 4Making memories A popular new hobby is scrapbooking---making beautiful books to hold
新世纪大学英语视听说教程2的listening 原文及答案 Unit One, Book 2 Listening 2 Just a few old keepsakes Boy: Hey, Grandma, what’s in this box? Grandma: Oh, nothing really… Just a few old keepsakes. B: Keepsakes? G: Young man, you know what a keepsake is! B: No, I don’t. I really don’t. G: Well, it’s something you keep. It’s something that gives you a lot of memories. B: Oh. What’s this? G: Now don’t go just digging around in there! ... Hmmm, let’s see…. that’s my first diary. B: Can I….? G: No, you can’t read it! It’s perso nal! I wrote about my first boyfriend in there. He became your grandfather! B: Oh, ok…. Well then, what’s that? It has your picture in it. G: That’s my passport. Y ou can see, I traveled to Europe by ship. B: What’s that big book? G: My yearbook. It’s my hi gh school book of memories. B: Class of 1961! Boy, that’s old! G: That’s about enough out of you, young man. I think it’s time we put this box away and… 男孩:嘿,奶奶,这个盒子里是什么? 奶奶:哦,没什么…几个旧的纪念品。 纪念品吗? 旅客:年轻人,你知道什么是纪念品! B:不,我不喜欢。我真的不喜欢。
托业考试听力DBCDBCCCD 段落1 A: how was your English exam, Pedro? did you study for it? Pedro, 英语考试考的怎么样？考试前复习了么？ B: it was ok, I guess. I studied only the vocabulary. I thought that was what would be tested most. did you study, Alex? how do you think you did? 我想还可以吧，我只复习了词汇部分，因为我觉得这一部分出题的频率最高，你复习了么Alex？你考的怎么样呢 A: I think I did pretty well, I started studying for it last week. I studied the vocabulary, grammar, and practiced writing. 我觉得我考的相当不错，我从上周就开始为考试做准备，复习了词汇，语法，还练习了写作文。 B: really? that's great, then you'll probably get a really good score. 真的么，你真棒，这样看来你可以得到一个非常不错的分数 试卷问题 what exam are Pedro and Alex talking about? A grammar B Spanish C writing D English how did Pedro prepare for the test? A he wrote essays B he studied vocabulary C he studied the text book D he studied a lot of earlier tests how long did Alex study for the test? A one day B two days C one week D two weeks 段落2 A: Marry, you will never guess what Ms. Jennings game me at the office party, two tickets to la boheme！ Mary 你绝对想不到Jennings 女士在员工聚会上给了我什么，两张歌剧《波希米亚人》的门票！ B:i don't believe it! I have been wanting to see it since it first opened. when are the tickets for? 真是难以置信！开始公演的时候我就想去了，是哪一天的票？
Unit5 Ⅰ.Lead-in 1.People keep pets for a variety of reasons. Some feel lonely and need company. Other people keep pets for security. Still others buy pets just to be in fashion. Finally, some people keep animals at home just out of love or pity. Their hearts are full of love, which pours out naturally for animals as well as humans. 2.Most people prefer dogs to cats. Dogs are more loyal to their owners than cats are. Also, dogs are more intelligent than cats. They can carry out human instructions and perform fairly complicated functions. Moreover, with its strength and agility, the dog is capable of protecting the house and its master. However, I wouldn't go as far as to claim that cats are worthless. Thanks to their soft fur, meek tempers and cute faces, they are often ladies' favorites. 3.It's hard to arrive at a conclusion on this question. It is obvious that if a pet like a cat is kept in the apartment without much chance of going out, it looks sad and inactive. Without proper physical exercise and enough exposure to the sun, it tends to become weak. However, they also have their compensation. In a human household pets are normally well fed. I should like to point out that a pet's intelligence is also an important factor. A dog or a cat may be intelligent enough to feel lonely, but I doubt whether less intelligent animals like a tortoise or fish can feel the difference between the human home and the wild or whether they can develop a feeling of loneliness, sadness or homesickness. In any case, a human home can provide them with better living conditions. 4.In my opinion, it is all right for us to eat meat such as pork, beef and chicken. To explain this, let me quote from the movie "The Lion King". The father lion tells his son that it is all right for them to eat the antelope: "When we die, our bodies become the grass. And the antelope eat the grass. And so we are all connected in the great Circle of Life." In the case of dog meat, people's opinions seem to vary. I think with the progress of human civilization and improvement of the living standards, we should discard the habit of eating dogs, since they are so intelligent and so loyal to us. Ⅲ.Listening In Task1:Dogs aren't allowed here! Manager: I'm sorry, Miss, but dogs aren't allowed in this theater. Mary: But I have a ticket for him. Manager: I'm very sorry, but animals aren't permitted. Mary: You don't understand. This is a special case. My dog is so well-trained and so intelligent that he's almost human. Manager: I see that you have an exceptional animal, but... Mary: I promise you that if there is any problem we'll leave the theater immediately. I promise you that this dog isn't like any other dog you've ever seen. Manager: Well... all right. I'll let you go in, since the theater is almost empty tonight. But your dog will have to behave himself, or you will have to leave. Mary: Thank you very much. Task2:Put the cat out!
新求精德语初级听力原 文
H?rtexte Lektion 1: → Text B：Am Zoll ++ Guten Tag. --- Guten Tag. ++ Ihren Pa? bitte! --- Hier bitte! ++ Sie hei?en Zhang Wei? --- Ja. Zhang ist mein Familienname und Wei mein Vorname. ++ Frau Zhang, woher kommen Sie? --- Aus Beijing. ++ Was ist im Koffer? --- Kleidung. ++ Gut. Auf Wiedersehen. --- Auf Wiedersehen. → Text D：Im Flugzeug ++ Guten Tag. --- Hallo. ++ Ich hei?e Tom. Tom Meyer. Und du? --- Ich hei?e Nicole, Nicole Meyer. ++ Wie bitte? --- Nicole Meyer. ++ Oh, du hei?t auch Meyer. --- Ja. ++ Und woher kommst du? --- Ich komme aus Berlin. Und du? ++ Ich komme auch aus Berlin. Ich studiere in Berlin. --- Ach. Und wohin fliegst du? ++ Ich fliege nach London. --- Wirklich? Ich fliege auch nach London. Ich studiere in London. → Text F：Michael Kaufmann Michael Kaufmann ist Lehrer. Er lehrt Deutsch. Herr Kaufmann kommt aus Deutschland, aus Frankfurt. Aber jetzt wohnt er in Shanghai. Er ist nun Deutschlehrer in Shanghai. Lektion 2:
Unit 6-Conversation 1 Janet: What are you reading, Kate Kate:Alice in Wonderland, by Lewis Carroll. Do you know it Janet: I've heard of it, yes, but I've never read it. It's a 19th century children's story, isn't it K a te: That's right. It's very famous. It's set in Oxford. It starts with this young girl sitting on a river bank. The interesting thing is, the author, Lewis Carroll, he was an Oxford professor and he used to have tea with the girl's family on this river bank. Ja net: Oh, that's fascinating! I'll put it into my diary. Kate: Is that what you're writing I know you've been keeping a diary all the year. Janet: It's been a great year. I've had such a good time — so lucky to have Mark and Kate as friends. Feel I've been doing well with work. Much happier about asking questions in tutorials. Janet: My screen's gone dark. Mark: You're using the battery, remember. It's run out, obviously. Janet: It can't be the battery. It's still charged. Oh no it's still black. Oh dear, I hope it's nothing serious. I haven't backed anything up recently. Kate: That's not like you, Janet. Janet:I know, but I lost my memory stick. I really should have backed things up. How stupid of me not to do that! Supposing I've lost everything! Mark: Let me take a look. The power is still on. And also the operating system still seems to be working ... I think it has to be the graphics card ... But maybe that's not the problem ... Janet: If only I'd backed things up! Kate: Relax, Janet! We'll take it to the computer shop this afternoon. I'm sure it'll be OK. Janet: I hope so. Unit 6-Conversation 2 Janet: Tell me about Alice in Wonderland. Kate: I tell you what, I'll read it to you. Kate: Alice was beginning to get very tired of sitting by her sister on the bank and having nothing to do: Once or twice, she had peeped into the book her sister was reading, but it had no pictures or conversations in it, "and what is the use of a book," thought Alice, "without pictures or conversation" So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid) ... Janet: Kate, Mark, where are you going You've got my laptop! Kate: It's all right, Janet, we're taking it to the computer shop. We'll be back soon. Mark: It's not like Janet to forget to back up her work. Kate: She should have been more careful. Janet: It was stupid of me, I know! Stupid, stupid! Janet: Oh! It was a dream! What a relief! Kate: You were talking in your sleep. Janet: What was I saying Kate: "Stupid, stupid." M ark: I've sorted out your computer. Janet: Have you Oh, thank goodness! What was the problem Mark:It was the graphics card, as I predicted ... Janet: Is that what it was! I'm so relieved! Thanks, Mark. Kate: He's great, isn't he Janet: Yes. So are you, Kate. Kate: You're such a good friend. Unit 6-Outside view Computers are a very important part of our lives. They tell us about delays to transport. They drive trains, analyze evidence and control buildings. Did you know that 60 per cent of homes in Britain have got a PC (a personal computer) For many young people, playing computer games is their favorite way of spending spare time. Computers are a very important part of most areas of life in Britain-libraries, the police and in school. But they are becoming more important in our homes as well. They’ll even control the way we live-in “smart homes” or computer-controlled houses. The smart home is now a real possibility. It will become very common. A central computer will adjust the temperature, act as a burglar alarm and switch on lights, ready for you to come back home. And of course you will be able to give new instructions to the computer from your mobile phone. So if your plans change, your home will react to match. Many homes have got lots of televisions and several computers. The smart home will provide TV and Internet sockets in every room, so you’ll be able to do what you want whenever you want. If the temperature outside changes, the smart home will adjust the temperature levels inside. The computer will also close the blinds when it gets dark or to stop so much sun from entering a room. And if you want to eat when you get home, the computer will turn the oven on for you! Are computers taking over our lives In a survey, 44 per cent of young people between 11 and 16 said their PC was a trusted friend. Twenty per cent said they were happier at their computer than spending time with family or friends. Another survey found that people in Britain spend so much time on the phone, texting and reading emails that they no longer have time for conversation. What do you think about that Unit 6-Listening in
2016普通高等学校招生全国统一考试（新课标I）英语试卷类型A 第Ⅰ卷 第一部分听力（共两节，满分 30 分） 做题时，现将答案标在试卷上，录音内容结束后，你将有两分钟的时 间将试卷上的答案转涂到答题卡上。 第一节（共5小题；每小题分，满分分） 听下面5段对话，每段对话后有一个小题。从题中所给的A、B、C三 个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后， 你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读 一遍。 例：How much is the shirt A. ￡19. 15 B. ￡9. 18 C. ￡9. 15 答案是 C。 1. What are the speakers talking about A. Having a birthday party. B. Doing some exercise. C. Getting Lydia a gift. 2. What is the woman going to do A. Help the man. B. Take a bus. C. Get a camera. 3. What does the woman suggest the man do A. Tell Kate to stop. B. Call Kate, s friends. C. Stay away from
Kate. 4. Where does the conversation probably take place A. In a wine shop. B. In a supermarket. C. In a restaurant. 5. What does the woman mean A. Keep the window closed. B. Go out for fresh air. C. Turn on the fan. 听第6段材料，回答第6、7题。 6. What is the man going to do this summer A. Teach a course. B. Repair his house. C. Work at a hotel. 7. How will the man use the money A. To hire a gardener. B. To buy books. C. To pay for a boat trip. 听第7段材料，回答第8、9题。 8. What is the probable relationship between the speakers A. Schoolmates. B. Colleagues. C. Roommates. 9. What does Frank plan to do right after graduation A. Work as a programmer. B. Travel around the world. C. Start his own business. 第二节（共15小题；每小题1. 5分，满分22. 5分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给 的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每
新世纪大学英语视听说教程2的optional listening 原文及答案免费下载 Unit One, Book 2 2-1-3------- 2-1-4 ------ Listening 1 Boy: Hey, Grandma, what’s in this box? Grandma: Oh, nothing really… Just a few old keepsakes. B: Keepsakes? G: Young man, you know what a keepsake is ! B: No, I don’t. I really don’t. G: Well, it’s something you keep. It’s something that gives you a lot of memories. B: Oh. What’s this? G: Now don’t go just digging around in there! ... Hmmm, let’s see…. that’s my first diary. B: Can I….? G: No, you can’t read it! It’s personal! I wrote about my first boyfriend in there. He became your grandfather! B: Oh, ok…. Well then, what’s that? It has your picture in it. G: That’s my passport. YOU can see, I traveled to Europe by ship. B: What’s that big book? G: My year book. It’s my high school book of memories. B: Class of 1961! Boy, that’s old! G: That’s about enough out of you, young man. I think it’s time we put this box away and…
Directions: In this section, you will hear several conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversations and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. A: How are you getting along, Julie B: After the vacation Much refreshed. A．It is interesting. B．It is tiring. C．It is exciting. D．It is refreshing. A: Why are you so cheerful while I'm so stressed all day B: Well, you should work off your stress. A．work not so hard B．work on easier problems C．eat healthy D．get rid of her stress I see you laughing all the time. B: Oh Eric. I'm ... reading a comic book. A: Comic book I didn't know you are interested in it. B: Well, it's a recent interest. When I was low in spirit three months ago, a friend gave me a comic book to read. And I became instantly addicted to such books. You know ... the pictures are so funny ... now I feel much better. A: I didn't know that. No wonder you are always in good spirits these days. B: Yes, and maybe you should read them, too, Eric. A: I ... I don't know. I'm just too busy with my thesis. It's for my master's degree and time is running out ... Ah, pretty much stress on me. B: Now you see Eric That's why you need to give yourself a break to read something amusing. It helps, I promise. A: Really Can reading comic books reduce your stress B: Of course. I'm a living example. Actually I'm having stress too ... you know, the tests, the job, things like that. But when reading the fun stuff, I just forgot all my worries. Later I find myself more powerful to deal with the issues in my life. A: That sounds magical. I'd like to try. Er ... what are you reading now B: Garfields, the cat. It's good. There's another one and you can borrow it. A: Oh, thank you, Penny. You're very helpful. Questions 3 to 5 are based on the conversation you have just heard. months ago, a friend gave Penny _____ when she was in low spirits. （岭师分享群4发布） A．a flower B．a comic book C．a comic DVD
Module 1 Unit 1 同步验收练习参考答案Part 1听力部分录音原文及参考答案: I. 1. These are my family and relatives. 2. This is a birthday card from Tom. 3. I have two sisters. They are twins. 4. I usually go shopping with my mother. 5. That is a photo of my brother. 6. Kitty has got a lot of presents from her parents. (1—6 BFEADC) II. 7. M: What’s this, Alice? W: It’s my family tree. M: Who are those two men? W: They are my uncles. Q: How many uncles does Alice have? 8. M: Who is the old woman? W: She’s Mary’s grandmother. M: How old is she? W: About 60. Q: How old is Mary’s grandmother? 9. W: Mike has got two birthday presents. M: Oh? Who are they from? W: They are from his mother and father. M: Has he got anything from his relatives? W: No, he hasn’t. Q: What has Mike got now? 10. M: Who are these birthday cards from? W: My grandmother and grandfather. M: Are those red cards from your grandparents, too? W: No, they are from my aunt and uncle. Q: Who are the red birthday cards from? 11. M: How many uncles do you have? W: I have two. How many uncles do you have? M: I have two, too. W: Do they usually play games with you? M: Sometimes do and sometimes don’t. Q: What are they talking about? 12. W: Do you know that girl under the tree? M: Which one? W: The one in a red skirt.
全新版大学英语（第二版）听说教程2 Unit 1 Sports Part A] Listening Strategy Identifying Numbers Numbers appear very often in every kind of listening material. The ability to catch the exact num bers spoken in English is an important but difficult skill for a Chinese learner. A good way is to pra ctice over and over again the pronunciation of the numbers, particularly the different ways to say thirteen and thirty, fourteen and forty, etc. It also helps to practice writing down the numbers yo u hear quickly in numerical forms, without translating them into Chinese. You're going to hear a p assage about Michael Jordan, a retired American professional basketball player. Listen carefully and fill in the blanks with the missing numbers. Michael Jordan is the greatest basketball player of all time. He was born on Feb.17, 1963, in Broo klyn, New York. He is 1.98 meters tall and weighs 216 pounds. Jordan joined the Chicago Bulls tea m for the 1984 season. In the 1986 season he shot 3041 points, the third highest score ever. He w as named NBA Slam Dunk Champion(扣篮冠军)in 1987 and won the Most Valuable Player Award in 1988, an honor repeated four times in the next ten years to 1998. Jordan guided his team to win six NBA championships during the 1990s, s coring 45 points during the sixth and last game of the 1998 NBA finals. In 1999, he was named th e greatest North American athlete of the 20th century. Jordan left the NBA at the beginning of th e 1993-1994 NBA season to pursue a career in baseball. Since his baseball game wasn't quite as g ood as his basketball games, he finally gave it up to rejoin the Bulls in 1995. Yet, after playing for f ive more years, he once again announced his retirement in 1999. But he returned for two more N BA games in 2001 as a member of the Washington Wizards. [ti:Unit 1 Part B] Listening Tasks A Conversation Why Don't You Join Me at the Gym Sometime? Exercise 1 Listen to the conversation and choose the right answers to the questions you hear. Peter: Hi Laura. Where are you heading with that big bag? Laura: Hi, Peter. I'm off to the gym. I've got to stay in shape, you know. I try to go three times a w eek, but I'm busy so I can't always make it. Peter: I know more women who work out than men. What's the main reason you work out? For y our health, or to look good? Laura: To be honest, for both. With women, good looks are always a very important consideration . Peter: If they were honest, most men who work out would admit that they also do it to look bett er, and not merely for health reasons. Laura: How about you? Do you get any regular exercise? Peter: I do a lot of walking, for exercise and enjoyment sometimes ten to twenty kilometers at a ti me but I never go to the gym like you do. Laura: Well, walking is good exercise. How about sports? Peter: Not since my school days. I used to love playing baseball, but it's impossible to get enough people together for a game now. Mostly I just watch sports on TV. Laura: I play tennis fairly regularly with my friends, and sometimes go swimming and cycling by m yself.