Unit 1
Part Two
Listening I
Interviewer: Angela, you were born in Korea but you've been living in Canada for a long time, haven't you?
Angela: Yes, I was 10 years old when my parents immigrated to Canada and I've been living here for 20 years now.
Interviewer: Do you think that belonging to two different cultures has affected your personality? Angela: Yes, definitely. There are times when I think that I have two personalities. Depending on where I am and who I'm with, I'm Korean or I'm Canadian.
Interviewer: That sounds complicated. Could you explain what you mean?
Angela: Well, growing up in Canada when I was going to high school, for example, I was known as Angela to the outside world, and as Sun-Kyung at home. I would wave hello to my teachers, but bow to my parents' Korean friends when they visited our home.
Interviewer: Do different cultures have different ideas as to what is polite?
Angela: Yes, definitely. In high school, I was expected to look straight in the eyes of my teachers and to talk openly with them. But when Koreans spoke to me, I was expected to look at my feet and to be shy and silent.
Interviewer: Do you think that having two personalities makes you a richer person?
Angela: Yes, but sometimes I don't know who I am.
Exercise 1
1. F
2. F
3. T
4. F
5. T
6. T
Exercise 2
1) outside world 2) at home 3) wave hello 4) bow
5) look straight in the eyes of 6) openly 7) look at my feet
8) shy and silent
Listening II
I am a very sensitive person, and that's good to a point. I feel everyone should be able to feel or understand what others are going through. But when you hurt, cry, or are unhappy for people you don't know, or for a movie that is not real, then I think that's a little too sensitive. That's the way I am.
I am a very independent person. I must do things for myself. I don't like people doing things for me, or helping me, or giving me things. It's not that I don't appreciate it, because I do. I just feel that when someone does something for you, you owe them, and if there is one thing I don't like to feel, it's that I owe anyone anything.
I think I would be a good friend. I would do almost anything for someone I like, and would share or give anything I have. I'm very caring and understanding. People trust me with their secrets, and they're right for doing so because I never tell any secret that is told to me. I'm always there to help in any way that I can. All you have to do is ask.
I enjoy life and people, which makes me feel good. I find fun in almost everything I do (except housework). I like to watch people, talk to them, and be around them. It makes no difference whether I agree or disagree with what they feel, or how they live, or what they look like, or what age they are. I just enjoy learning and being aware of everything and everyone around me. Exercise 1
1. sensitive/ caring independent / understanding
2. good friend
3. life people
4. learning being aware
Exercise 2
1. B
2. C
3. A
4. D
5. B
Part Four Testing Yourself
Section 1
One day, when Mr. Smith came home from work, he found his wife very upset about something. Mr. Smith always thought that he was more sensible than his wife, so he started to give her a lecture on the importance of always remaining calm.
Finally he said, "It's a waste of your strength to get excited about small things. Train yourself to be patient, like me. Now, look at the fly that has just landed on my nose. Am I getting excited or annoyed? Am I swearing or waving my arms around? No. I'm not. I'm perfectly calm."
Just as he had said this, Mr. Smith started shouting. He jumped up and began to wave his arms around wildly and swear terribly. He couldn't speak for some time, but at last he was able to tell his wife: The thing on his nose was not a fly, but a bee.
1) upset 2) sensible 3) lecture 4) calm 5) strength
6) landed 7) waving 8) perfectly 9) wildly 10) bee
Section II
Tom: Oh, that Mr. Taylor. He is so boring!
Mother: What do you mean?
Tom: His lessons put me to sleep. And he's so quick-tempered, Mum.
Mother: Quick-tempered? Mr. Taylor? Are you sure darling?
Tom: Yes, he gets angry very quickly.
Mother: That doesn't sound like Mr. Taylor at all!
Tom: And do you know, he spends all the time looking at his reflection in the window, admiring himself.
Mother: Really? And why does he do that?
Tom: Because he's vain, that's why! And conceited! He thinks he knows everything.
Mother: Oh, Tom. Be reasonable. I'm sure you're exaggerating. Mr. Taylor seems such a nice, kind man.
Tom: Well, he isn't. He is mean and cruel.
Mother: Cruel? Now how can a history teacher be cruel?
Tom: Because he only gave me two out of ten points in my history test.
Mother: Oh, now I understand. Tom, I think you'd better get on with your homework!
1. B
2. B
3. D
4. B
5. D
6. A
7. C
8. B
Section III
(S1 = the first speaker; S2 = the second speaker; S3 = the third speaker; S4 = the fourth speaker) S1: In this week's edition of Up with People we went out into the streets and interviewed a number of people. We asked a question they just didn't expect. We asked them to be self-critical...to ask themselves exactly what they thought they lacked or—the other side of the coin—what virtues they had. Here is what we heard.
S2: Well...I...I don't know really...it's not the sort of question you ask yourself directly. I know I'm good at my job... At least my boss considers me hard-working, conscientious, and efficient. I'm a secretary by the way. When I look at myself in a mirror as you sometimes do in the privacy of
your own bedroom...or at your reflection in the shop windows as you walk up the street... Well...then I see someone a bit different. Yes...I'm different in my private life. And that's probably my main fault I should say... I suppose I'm not coherent in my behavior. My office is always in order...but my flat! Well...you'd have to see it to believe it.
S3: Well...I'm retired, you know. Used to be an army officer. And...I think I've kept myself...yes, I've kept myself respectable the whole of my life. I've tried to help those who depend on me. I've done my best. I am quite self-disciplined. Basically I'm a good guy, fond of my wife and family... That's me.
S4: Well...when I was young I was very shy. At times I...I was very unhappy...especially when I was sent to boarding school at age seven. I didn't make close friends till later...till I was about...fifteen. Then I became quite good at being by myself. I had no one to rely on...and no one to ask for advice. That made me independent. My wife and I have two sons. We...we didn't want an only child because I felt...well I felt I'd missed a lot of things.
1) secretary 2) hard-working 3) efficient 4) private
5) army officer 6) help 7) fond 8) independent
9) shy 10) fifteen
Unit 2
Part Two
Listening I
Mart Moody from Tupper Lake used to tell this tale. "I went out one day and there was a big flock of ducks out on Tupper Lake. And I had this good dog. I shot at the ducks, and then I sent the dog out there. She was heavy with pups at the time, and I didn't know whether I should send her out there. It was a cold day in the fall. Well, she took right off and away she went. But she didn't show up when it got dark. I began to worry about her. She was a good dog, a really good retriever. She'd get anything I shot at.
"So the next morning I woke up and I thought I'd better go and see if I could find her. And I got down to the shoreline of the lake and I looked out. Suddenly I saw something coming. It was this dog. She came into the shore! She had three ducks in her mouth. And behind her she had seven pups. And each of the pups had a duck in his mouth."
Exercise 1
1. B
2. B
3. A
4. B
5. C
Exercise 2
1. T
2. F
3. T
4. T
5. F
6. T
Listening II
There was an old man who had a daughter. He told his daughter that he had invited a preacher to his house. He said, "Daughter, I'm going down to the train to meet the Reverend, and I've roasted two ducks and left them there for him in the other room. Don't you touch them!" The daughter said, "No, I won't touch them." So her papa went to the train to meet the Reverend, and the girl began to taste the ducks. The ducks tasted so good that she kept on tasting them until she had eaten them all up, every bit of them.
After the old man came back, he didn't even look in the place where he had left the ducks. He went directly into the other room to sharpen his knife on the oilstone so he could carve the ducks. The preacher was sitting in the room with the girl. She knew that her papa was going to punish her, and she started crying and shedding tears. The preacher asked, "What is the matter with you, girl?"
She said, "Papa has this one bad fault: He invites preachers to his house and goes to sharpen his knife to cut off both their ears." And the Reverend asked, "What is that you say, daughter?" The girl said, "Yes, Papa invites preachers here all the time and cuts off both their ears." The preacher said, "Daughter, hand me my hat. Quick!" The girl gave him his hat and he ran out of the door quickly. The daughter called her papa and said, "Papa, the preacher got both the ducks and has gone." The old man ran to the door and yelled to the preacher, "Hey, where are you going in such a hurry? Come back here right now!" But the preacher just kept running and shouted back over his shoulder, "Damned if you'll get either one of these."
Exercise 1
1. A
2. A
3. B
4. C
5. C
Exercise 2
1. T
2. F
3. T
4. T
5. F
6. F
Listening III
Jack Storm was the local barrel maker and blacksmith of Thebes, Illinois. He had a cat that stayed around his shop. The cat was the best mouse catcher in the whole country, Jack said. He kept the shop free of rats and mice. But, one day, the cat got caught in a piece of machinery and got a paw cut off. After that, he began to grow weak and thin and didn't take any interest in anything, because he wasn't getting enough to eat.
So, one day, Jack decided to make a wooden paw for the cat. He made it with his pocket knife and fastened it on the injured leg. After that, the cat began to grow sleek and fat again. Jack decided to stay at the shop one night to see how the cat managed with his wooden paw.
After dark, the cat got down in front of a mouse hole and waited. Pretty soon a mouse peered out cautiously. Quick as a flash the cat seized it with his good paw and knocked it on the head with his wooden one. In no time, that cat had eighteen mice piled up in front of the mouse hole.
Exercise 1
1) stayed around 2) mouse catcher 3) rats and mice
4) got a paw 5) weak and thin 6) make a wooden paw
7) fastened it 8) grow sleek and fat 9) managed
10) peered out cautiously 11) seized it with 12) eighteen mice
Part Four Testing Yourself
Section 1
Long long ago, there was a pretty girl named "Red Riding Hood" because she was always wearing a red hood. One day her mother asked her to take some snacks to her grandmother because her grandmother was ill. Her mother told her, "Don't hang around on your way. Don't leave the main road."
On her way, she saw a wolf. The wolf asked her where she was going and she told him that she was going to her grandmother's house. The wolf thought to himself how delicious she would taste. Red Riding Hood danced in the woods, picking flowers for her grandmother and forgetting what her mother had said to her.
The wolf went to the grandmother's house and ate up the poor lady. Then he waited in the bed for Red Riding Hood.
As Red Riding Hood came into the grandmother's house, she found her grandmother looked rather strange with very large ears, eyes, hands and mouth. And suddenly the wolf jumped out of the bed and devoured the little girl.
At that time, a hunter passed the house and heard loud snores made by the wolf. He went in and carefully cut the wolf's stomach open because he thought the wolf had probably eaten the grandmother. Then both little Red Riding Hood and her grandmother escaped from the wolf's stomach. After that, Red Riding Hood remembered the importance of her mother's words and never left the main road again.
Questions:
1. Why was the girl called "Red Riding Hood"?
2. What was she asked to take to her grandmother?
3. What did her mother tell her NOT to do on the way?
4. How did the wolf think Red Riding Hood would taste?
5. What did the wolf do to both the girl and her grandmother?
6. Who rescued Red Riding Hood and her grandmother?
1. C 2 . B 3. C 4. B 5. A 6. C
Section II
Moon was sad. She had spent many years looking at the people on Earth and she saw that they were afraid. They were afraid of dying. To make them feel better she decided to call on her friend Spider to take a message to them.
"Spider," she said. "The people on Earth are afraid of dying and that makes me very sad. Please tell them that they will all die sooner or later but it is nothing to be scared of."
So Spider slowly made his way to Earth, carefully picking his way down on moonbeams and sunbeams. On his way he met Hare.
"Where are you going, Spider?" asked Hare.
"I am going to give the people of Earth a message from Moon," he said.
"Oh, you'll be far too long. Tell me the message and I'll take it there for you," replied Hare.
"OK! Moon wants the people of Earth to know that they will all die..." Spider started.
"Right! Tell the people of Earth that they will all die," said Hare. And with that, Hare disappeared off to Earth.
Spider gloomily made his way back to Moon and told her what had happened. Moon was very angry with Hare when she heard what he had said to the people, and hit him on the nose! That is why, to this day, Hare has a split lip.
"You should have taken the message yourself," said Moon to Spider.
And to this day, Spider is still carefully carrying Moon's message and spinning the web in the corner of our rooms—but how many of us listen?
1. T
2. F
3. F
4. F
5.T
6. F
7. T
8. T
Section III
We don't often know how a word or a legend associated with that word started; however, in the case of the American "cowboy" we do. The cowboy legend began in 1867 when the first transcontinental railroad was being built across the American West.
A branch line of the new railroad went to Abilene, Kansas. In Abilene, a 29-year-old cattle merchant, Joseph McCoy, had a plan that made him a millionaire and put his name in dictionaries. His plan was simple. He knew that in the high grasslands of southern Texas there were large herds of cattle. If these cattle could be brought to Abilene, they could be put on trains and shipped to cities in the North and East, where they would bring good prices. He bought a lot of land close to the railroad in Abilene, where cattle could be kept before being shipped, and put his plan into
action.
McCoy advertised for ranchers and cow-handlers to bring their herds of cattle to his new railway cattle yard in Abilene. He offered $40 for each of the cattle, ten times more than anyone else did. One hundred days after his offer was made, the first herds arrived from the South. Each herd had two or three thousand cattle in it. In the next four years, McCoy shipped more than two million cattle to the North and East. He soon became a millionaire.
McCoy referred to the men bringing the cows to Abilene as "cowboys". Soon there were at least 5,000 cowboys bringing cattle up to Kansas from Texas. Because the camera had recently been developed, many photos were taken of the cowboys and their long trips with the cattle. These photos were published in eastern newspapers and the cowboy became an American folk hero. Soon writers, such as Zane Gray, were writing books about the cowboys and their adventures. Thus the legend of the cowboy grew and developed into the 20th century.
1.1867
2. shipped ( If these cattle could be brought to Abilene, they could be put on trains and shipped to cities in the North and East.)
3. millionaire
4. land
5. cattle
6. million
7. cowboys 8. camera 9. hero 10. adventures
Unit 3
Part Two
Listening I
In August 1975, three men were on their way to rob the Royal Bank of Scotland at Rothesay when they got stuck in the revolving doors. They had to be helped free by the staff and, after thanking everyone, sheepishly left the building. A few minutes later, they returned and announced their intention of robbing the bank, but none of the staff believed them. When, at first, they demanded ￡5,000, the head cashier laughed at them, convinced that it was a practical joke.
Considerably disheartened by this, the gang leader reduced his demand first to ￡500 then to ￡50 and ultimately to 50 pence. By this stage the cashier could barely control herself for laughter. Then one of the men jumped over the counter and fell awkwardly on the floor, clutching his ankle. The other two made their getaway, but got trapped in the revolving doors for a second time, desperately pushing the wrong way.
Exercise 1
1. B
2. C
3. D
4. A
Exercise 2
1. F
2. T
3. F
4. T
5. F
6. T
Listening II
Man: Yes, I'd like to report a theft.
Police Officer: Okay. Can you tell me exactly what happened?
Man: Well, I was walking home from work two days ago, enjoying the nature all around me...the birds, the frogs, the flowing stream...[Okay, Okay] when this woman knocked me right off my feet, grabbed my stuff, and ran off through the trees. [Hmm]. I was so surprised by the ordeal that I didn't chase her.
Police Officer: Yeah. Can you describe the woman for me?
Man: Yeah. She was about 190 centimeters tall...
Police Officer: Wait. You said a woman robbed you.
Man: Well, I'm not really sure. [Hmm]. You see, the person was wearing a white and black polka-dot dress, a light red sweater over it, and she...or he...was wearing a pair of basketball shoes. Police Officer: Hmm. What else can you tell me?
Man: Okay. Like I said, the person was about 190 centimeters tall, heavily built, with long wavy hair. She...or he...was probably about in her or his late 30s. I didn't get a good look at the person's face, but well...uh...
Police Officer: What? Was there something else?
Man: Well, the person...had a beard.
Police Officer: Ah! What was, uh, taken...exactly?
Man: Well, just my left shoe. Crazy, isn't it?
Police Officer: Ah hah! The "bearded woman" has struck again!
Man: The "bearded woman"?
Police Officer: Yeah. It's this man who dresses up like a woman and, for some unknown reason, removes the left shoe from his victims. He's really quite harmless, though, and he usually returns the shoe to the crime scene a couple of days later.
Man: Hey, he can keep my shoe, and I'll just take off my left shoe every time I walk through the park.
Exercise 1
1. B
2. D
3. A
4. D
Exercise 2
1. 30s
2. male
3. 1.90
4. long wavy
5. heavily built
6. light red sweater
7. beard
Listening III
Melissa Luzzi, a Dallas resident who owns an embroidery business, thought her home was secure. But in broad daylight a thief got in by smashing through a floor-to-ceiling window in the back of her house. Incredibly, no neighbors heard the disturbance—and her home was robbed of everything of value.
One thing common to every neighborhood I visited: empty streets for much of the day. Many of us are working, and the kids are in school. But there's usually someone home in the neighborhood.
I've found that, nationwide, police respond much faster to 911 calls than to alarms. So keep an eye on your neighbors' property, and ask them to do the same for you. Call the police if you hear breaking glass, or see someone lurking about or notice anything suspicious.
You also might consider joining a community crime-watch group. "Criminals know which neighborhoods have watch groups," says Dallas Sgt. Tony Takats. "They avoid them like the plague."
"The little old lady who's home all day?" adds Steve Bell, a 31-year veteran of the Dallas police force. "She's the best security you've got."
Exercise 1
1. B
2. C
3. D
4. A
Exercise 2
1. 4. 5.7
Part Four Testing Yourself
Section 1
A pensioner was shot to death in front of his wife last night. He had complained about local drug
dealers shortly before his murder. Terry Morgan, 69, had just driven his wife back from work but was killed by a single shot to the chest as he got out of his car. His wife was opening the front door when she heard a loud bang and found her husband lying on the ground. He died without saying anything. The murder happened at his home in Rugby. It shocked everyone in his town. People said it was really a cold-blooded killing. As police began a major investigation into this horrible murder, they found Mr. Morgan had made complaints to a local official about drug dealing in a nearby street. He had mentioned his concern twice to the local official. A neighbor of Mr. Morgan said he was against drugs of any kind. Whenever this topic arose he always expressed strong views about drugs. Last summer, gangs of teenagers in his neighborhood were found to be drug abusers. He tried to help them stop using drugs, but it only made them angry. But it's still too early to say this is related to the murder. A lady who used to live in the same street as Morgan said, "Mr. Morgan was a respectable man, a nice man. But it's getting really bad here with gangs of teenagers abusing drugs and stealing. They should be the ones accused of this murder."
1) complained about 2) work 3) got out of 4) on the ground 5) shocked 6) cold-blooded killing 7) investigation 8)drug dealing 9) concern 10) against 11) strong views 12) using drugs 13) too early 14) respectable 15) accused of
Section II
Last month, the Wilsons went to Green Trees Park. Jim and Sally sat under the trees and talked and read. The children played ball.
Sally decided to take a picture of the children. She took her camera and walked over to them. She focused her camera. Then, she heard a scream. Sally looked up. A man was stealing a woman's purse. He was running in her direction.
Sally thought fast. She took three pictures of the man. When the police came, she gave them the film.
The next day, one of Sally's photographs was in the newspaper. Under it was the story of the robbery. In a few hours, the police knew the man's name and address. They went to his house and arrested him. The man is now serving three months in jail.
Questions:
1. Where was the Wilson family when the story happened?
2. What was Sally doing when she heard the scream?
3. What did Sally see?
4. What did Sally give the police?
5. What happened to the man on the photographs?
1. C 2 . B 3. A 4. B 5. C
Section III
In many countries in the process of industrialization, overcrowded cities become a major problem. Poor conditions in these cities, such as lack of housing, inadequate means of keeping places clean and healthy and lack of employment, bring about an increase in poverty, disease and crime.
The over-population of towns is mainly caused by the drift of large numbers of people from the rural areas. These people have become dissatisfied with the traditional life of farming and have come to the towns hoping for better work and pay.
One possible solution to the problem would be to impose registration on town residents. Only officially registered inhabitants would be allowed to live in the towns and the urban population would thus be limited. In practice, however, this causes a great deal of resentment, which would
ultimately lead to violence.
The only long-term solution is to make life in the rural areas more attractive, which would encourage people to stay there. This could be achieved by rewarding people for going and working in the villages. Facilities in the rural areas, such as transport, health and education services, should be improved. Education should include training in improved methods of farming and other rural industries, so as to foster a more positive attitude to rural life. The improvement of life in the villages is doubly important, because the towns themselves cannot be developed without the development of the rural areas.
1. overcrowded cities
2. poverty, disease
3. the drift
4. registration
5. resentment
6. attractive
7. educa￥tion services 8. rural life
Unit 4
Part Two
Listening I
For many of you this will be your last year at university and now is the time for you to begin thinking seriously about your future careers. In order to give you as much help as possible, I have quoted a list of questions that you ought to ask yourself.
First, "Have I got a clear knowledge of my abilities as well as my interests?" Be honest about your weaknesses as well as your strengths. Take a really good look at yourself and give real thought to the kind of person you are, and what kind of person you want to be.
Second, "Do I know the kinds of occupations in which people like myself tend to find success and satisfaction?" Talk to people who have similar abilities and interests and who are already in the careers that interest you. You can gain some idea of what they consider to be important and challenging in those careers. Watch these people at work.
Third, "Have I weighed carefully the immediate advantages against the long-term prospects offered by the jobs I am considering?" Will the occupation you select give you satisfaction in the years to come? Realize now the importance of education in all fields, technical and professional. Remember that chances of promotion are usually given to educated persons—other things being equal.
Fourth, "Have I talked with my parents, my teachers and my headmaster?" Remember they have a lot of experience that you can benefit from. They can help you think about the jobs. They can stimulate you to give careful thought to what you really want to do, and offer useful suggestions about how you might take full advantage of your personal qualities and qualifications.
Last, "How do I regard my job? Is it just a means of getting money to do the things that I want to do? Is the work important to my future happiness? Is it a combination of both?"
The above questions and their answers should give you some better ideas about how you should start planning your career. Your life-long job cannot be approached in any kind of haphazard fashion. It must be considered carefully, examined from every angle, and talked over with those who know you and those who can help you in any way.
Exercise 1
2.3.4.5.7
Exercise 2
1. weaknesses
2. similar abilities and interests / important and challenging
3. education promotion educated persons
4. parents, teachers / benefit /give careful thought /useful suggestions / personal qualities
5. getting money / our future happiness/ combination
Listening II
Interviewer: Some people feel that their jobs are misunderstood by others. Is that very common? Sociologist: Oh, absolutely. Most jobs or professions have an image or stereotype attached to them, and some of these are not realistic. The serious point is that young people choose their careers based on these false images, and they may even avoid certain careers which have a negative image. This can cause problems for the economy.
Interviewer: Is there evidence of this problem?
Sociologist: Yes, there was a recent survey of children's attitudes to different professions. Interviewer: How was this done? Children don't know much about jobs and professions. Sociologist: True. What the investigators wanted to get was children's impressions and prejudices. They gave the children twelve pairs of statements, one of the pair positive, and the other negative. Children were asked to say which of the statements was "most true" for each profession. Interviewer: For example?
Sociologist: Well, for example, "Such and such a person is likely to be boring or interesting company."
Interviewer: I see. What professions did they ask about?
Sociologist: The list is long, but it included lawyers, economists, accountants, sales representatives, scientists and engineers.
Interviewer: And the results?
Sociologist: Well, they are striking, especially for engineers who came out much worse than one might expect. About 90 percent of the children thought that engineering was a "dirty job", of "low status", and the engineer was more likely to take orders than to give them. The only other person they thought more likely to lose his job was the sales representative. But, there were good points too. Engineering was seen to be "interesting, well-paid work".
Interviewer: Hmm, not a rosy picture.
Sociologist: No, but it got better when children were asked what they thought of the engineer as a person. Most of them chose positive comments, but most thought the engineer was likely to be badly dressed.
Interviewer: What about other professions? What were the most popular?
Sociologist: Oh, the lawyers by far. Next came accountants and scientists as well as economists. The engineers and sales representatives were the least popular.
Interviewer: Sounds like a sign of the times.
Sociologist: Yes, but I think the most serious implication was the children's apparent ignorance of the importance of the engineer's role in society.
Exercise 1
1. choose their careers
2. avoid certain careers
3.different professions
4.Children’s impressions and prejudices
5. lawyers
6. accountants
7. scientists
8. most popular
9. least popular 10. ignorance
Exercise 2
1. T
2. T
3. F
4. T
5. F
6. T
Part Four Testing Yourself
Section 1
There are at least 100 million workers in the Unites States. Most of them are on the job 35 to 40 hours a week. Their typical day includes seven to eight hours of work. Usually, they have a 15-minute coffee break in the morning and in the afternoon. But work schedules vary from job to job.
White-collar workers—office workers and many professionals—usually have "nine to five" jobs. They begin at 9:00 a.m. and finish at 5:00 p.m. Monday through Friday. "Blue-collar" workers—mechanics, electricians, and laborers—often work from 8:00 a.m. to 4:00 p.m. In many factories, blue-collar workers come to work in eight-hour shifts. Typically, these shifts start at 8:00 a.m., 4:00 p.m., and midnight. Finally, sales people and managers in retail stores work on Monday and Thursday nights, when the stores are open. Many retail workers also work on Saturdays, and some work on Sundays.
These are the normal schedules for most American workers. However, many businesses now use a new system called "flex-time scheduling". Under this system, the employees choose their own working hours. Some people work from 8:00 to 4:00 five days a week. Some work from 9:00 to 5:00. Other people work 10 or 12 hours a day four days a week. Employees and managers are both happy with the system. The employees like the freedom of choice, so they work hard. The managers, of course, like the hard-working employees.
What, then, is a typical work schedule? It depends on the job—and on the workers.
1. 100 million
2. 35 to 40
3. 7 to 8
4. office workers many professionals
5. 8:00 to 4:00
6. eight-hour shifts
7. Monday Thursday Saturdays Sundays
8.choose their own working hours/freedom of choice /happy with
Section II
Man: How long have you worked for AM-ADMEL, Gill?
Woman: Only for a year. It's May now, isn't it? Yes, I joined last August in fact.
Man: August in 1996.
Woman: Yes.
Man: What did you do before that?
Woman: I used to work for a travel agency in London.
Man: It was interesting, wasn't it?
Woman: Not really. It was just secretarial work, rather like this job. And it wasn't too well-paid. But I took a secretarial course when I left school and I couldn't think what else to do.
Man: So you went straight from school into a secretarial course, didn't you?
Woman: Well, not quite. I left school when I was 16, in 1989, I think it was. And then I went to work in a hotel in Austria for a year, to learn some German.
Man: Austria? Why Austria?
Woman: I don't know really. Well, we used to go there on holiday quite often when we were younger, and, well, I like Austria actually. Anyway then I went back and did the secretarial course. That was a year's course.
Man: And then you got the job at the travel agency I suppose.
Woman: Yeah, that's right. That was in 1991.
Man: So you were there for five years!
Woman: Yes, it's awful, isn't it? Actually, I'm thinking of giving it all up to become a nurse. Man: Really?
Woman: Well, I worked in a hospital in Twickenham during my last year at school. Just cleaning and helping to make beds and so on. It was part of our Practical Careers training.
Man: And you liked it?
Woman: Yes, it was interesting.
1. D
2. A
3. A
4. C
5. D
Section III
Man: Well, now then, one thing I'd like to ask is, er, exactly why you applied for the job. I mean, just looking at your application form, you're actually over-qualified...
Woman: Yes, I thought you might ask that. Um, the thing is, in my present job, although I'm actually in charge of a small team and I have a lot of responsibility, it's largely a desk job with a lot of paperwork...
Man: And you're not too keen on being stuck in an office all day?
Woman: To be honest, no, I'm not. I much prefer being out on site where I can supervise things, and deal with problems as they occur. And this job should give me the kind of contact with other engineers, architects, builders and so on.
Man: Mmm. You'd certainly have to do quite a lot of traveling in the local area, you know, visiting different sites. You do realize, though, that the starting salary isn't as good as the salary in your present job?
Woman: Yes, I realize that, but um, it does say in the job advertisement that the promotion prospects are very good.
Man: That's true, and er, as this is a new project that we're working on, we think there'll be a very good chance of fairly quick promotion, depending on performance, that is...
Woman: Yes, of course. Well, you see, I've got very little chance of promotion in my present job. I mean it's a very small company and there's nowhere really for me to go; that's why I'm looking around for somewhere else.
Questions:
1) What kind of position is the woman applying for?
2) What does the interviewer want to know exactly?
3) Why does the woman want to leave her present job?
4) What is said about the job the woman applies for?
5) What can we say about the woman?
1. B
2. C
3. C
4. D
5. A
Unit 5
Part Two
Listening I
Every culture has its own way of saying things, its own special expressions. These are the living speech of a people. The "soap" expressions in English are just one example.
Soap operas are radio and television plays about the problems and emotions in human relationships. They are called soap operas because the first programs—years ago—were paid for by soap-making companies.
Like musical operas, soap operas are not about real people. And critics charge that they do not represent a balanced picture of real life. They note that almost everyone in a soap opera has a
serious emotional problem, or is guilty of a crime. And there are several crises in every program. Yet, soap opera fans do not care about what the critics say. They love the programs and watch them every day.
Such loyalty has made soap operas very popular in the United States. In fact, a few programs are so popular that they have been produced with the same actors for many years.
Another expression that uses the word "soap" is "soap box".
There was a time when soap and other products were shipped in wooden boxes. The boxes were small, but strong. You could stand on one to see over the heads in a crowd or to be seen in a crowd. Soap boxes were a simple, easy way to make yourself taller if you wanted to give a public speech. Such soap box speeches usually were political and one-sided. The speakers shouted their ideas to anyone who walked by. Many talked for hours, refusing to get off their soap boxes.
Today, you don't need a wooden box to make a soap box speech. Anyone, anywhere, who talks endlessly about a cause, is said to be on a soap box.
Another quieter way to win support or gain influence is to "soft-soap" a person. This means to use praise or other kind words to get the person to do what you want.
Exercise 1
1. plays/ real people/ real life/ emotional problem/ loyalty/ popular
2. public speech / make themselves taller/ political one-sided
3. soft-soap/ praise/ kind
Exercise 2
1. F
2. F
3. T
4. T
5.T
6.T
Listening II
Interviewer: Do you think learners should aim to speak English with a native-speaker pronunciation?
Interviewee: That's a difficult question to answer. I think the most important thing is to be understood easily. For most learners, it's not necessary or desirable to speak like a native speaker. For some learners, for example, those who eventually want to teach English, or be interpreters perhaps, a native-speaker pronunciation is the ultimate goal. At least, that's what I think. Interviewer: Children often do not want to speak English with a native-speaker pronunciation. Why not?
Interviewee: In general, children are splendid mimics and imitate strange sounds very easily and well. However, it is true that most children do not want to sound "English" when they are speaking English. This may be partly due to shyness but I think the main reason is that most children want to belong to a group—they dress alike, listen to the same music, share the same opinions and hobbies. Even if a child can speak English like a native speaker, he or she will usually choose not to—unless, of course, the rest of the group speaks with a native-speaker pronunciation too. Interviewer: What is the main reason why adults find pronunciation difficult?
Interviewee: Numerous reasons have been offered for the difficulties which many adults find with pronunciation and, no doubt, there is some truth in all of these. It seems to be the case that children are better mimics than adults. But if an adult really wants to achieve a native-speaker pronunciation, then he or she can. It is NOT the student's own language that prevents him or her from achieving a native-speaker pronunciation in English. It is the fact that the adult student has a strong sense of national identity. In other words, he or she wants to be identified as a German or Brazilian speaking English. In my opinion, this sense of national identity is more important than
other explanations, such as the greater anxiety of adults or the effect of their own language habits. Exercise 1
1. C
2. A
3. D
Exercise 2
1. be understood easily
2. necessary/ desirable
3. splendid
4. prevents from achieving
5. anxiety / effect
Part Four Testing Yourself
Section 1
Language is the most important development in human history. The arts, sciences, laws, economic systems and religions of the world could not exist without language. Humans haven't changed biologically very much for some 40,000 years. However, our ability to communicate has led us from the cave all the way to the moon.
Little is known about the birth of language. Written records that are more than 4,000 years old have been found, but scientists studying human beings agree that humans were probably speaking thousands of years before that.
Today, most of us learn to talk by the age of three, and for the rest of our lives we rarely stop. Even while we are reading or just thinking, we are in a sense "talking", if only to ourselves. Language is so much a part of human existence that we will be talking as long as we inhabit the earth. As linguist David Thompson notes, "when language dies, so will man."
1. religions
2. exist
3. 40,000
4. cave
5. moon
6. birth
7. records
8.agree
9. by 10. sense
11. ourselves 12. inhabit
Section II
Once upon a time there was an old man who had three sons. Calling them together, he said, "Sons, my end is near. To my oldest son I give half my camels, to my second one-third, and to my youngest one-ninth." Soon afterwards he died.
Now, the old man had seventeen camels, and the three brothers were puzzled to know how to share them as their father had said. They thought a long time about the problem, and it seemed that they must either kill some of the camels and cut them into pieces, or disobey their father. At last they went to see their father's old friend and asked his advice. As soon as he heard their story, he said, "I will help you. I honored your father. I am old. I have only one camel, but take it—it is yours."
Gratefully the three sons took the old man's camel, finding that it was now easy to divide the camels as their father had wished. The oldest took half—that was nine camels; the second took one-third, which was six; and the youngest took one-ninth, which was two.
Only when each had received his share of camels did they discover that there was a camel to spare. So, out of gratitude to their father's friend, they returned the camel.
1. F
2. T
3. F
4. T
5.F
6.T
7.T
8. T
Section III
Teacher: Before we start our regular lesson today, we're going to take about 20 minutes for a short listening test. (Students all groan.)
Student 1: Dr. Stark, why do we have to do it?
Teacher: That's a good question, and I have a good answer. You see, I belong to the TESOL
organization—organization of Teachers of English to Speakers of Other Languages. I also occasionally help evaluate possible questions that might be on a TOEFL test.
Student 2: Do you mean you try to be sure they will be difficult questions? (Students laugh.) Teacher: Not at all. We try to be sure that they are fair. And we want the questions neither too hard nor too easy, and as much like standard English as possible.
Student 1: Well, after we answer the questions, what will you do?
Teacher: I'll look at your answers, note which ones too many of you miss, and then perhaps give my opinion if I think it's a bad passage or dialog. All of your answers will go to ETS, the Educational Testing Service and there they'll decide which questions can possibly be included in a future test. OK, are you ready? Do you have any questions?
Student 1: Do you get paid for doing this?
Teacher: That's not considered a polite question in the U.S., but I'll answer it. No, I don't. I do this because I want to help to make good tests for international students. Now, no more questions. Let's listen.
Questions:
1. Where did this conversation most probably take place?
2. How did the students respond to the teacher's suggestion of a listening test?
3. What does TESOL refer to?
4. What was the purpose of the test?
5. How would the teacher deal with the students' answers?
6. Which of the following is the most appropriate word to describe the students' attitude towards the test?
1. A
2. D
3. C
4. D
5. B
6. A
Unit 6
Part Two
Listening I
Woman: Why do you think people are afraid of tarantulas?
Man: Well, I guess it's because people are afraid of all spiders, and tarantulas happen to be the biggest of all the spiders. And maybe it's also because some spiders really are very poisonous. In California, for example—in most of the garages in California—you get black widows, which are quite small but certainly more dangerous than tarantulas.
Woman: But personally you aren't afraid of tarantulas?
Man: Well, I shouldn't be frightened of tarantulas, simply because I know that they aren't really dangerous—all they can do is give you a small bite, but it's not poisonous. And yet I must say I don't like to pick them up. But you see, some people keep pet mice and pet rabbits and, well, they can give you a much worse bite than a tarantula ever could. And yet people aren't frightened of them.
Woman: Why do you think people are frightened of spiders?
Man: I don't know—it's very strange. People are frightened of spiders and they are frightened of snakes, and, well, obviously some spiders and some snakes really are poisonous. But most snakes are harmless, and it's really strange that people are so frightened of spiders because it's quite difficult to find a spider that's really dangerous.
Exercise 1
1. B
2. C
3. D
4. B
Exercise 2
1. T
2. F
3. F
4. F
5.T
6.T
Listening II
Shop Assistant: Good afternoon, madam. Can I help you?
Customer: Yes. I'm looking for a pet for my son. Can you suggest anything?
Shop Assistant: What kind of pet does he want? A traditional pet, a cat...or a dog? Or something unusual?
Customer: Well, he'd like a snake or a crocodile, but he isn't going to get one.
Shop Assistant: We've got a nice Alsatian at the moment.
Customer: An Alsatian? Did you say "an Alsatian"? Oh no, I've read about them in the paper. They're very big and savage.
Shop Assistant: Oh, no, madam. They aren't as savage as some dogs.
Customer: Really?
Shop Assistant: Oh, yes. Last week we had a small dog. It was only as big as your handbag, but it was as savage as a tiger—it bit me three times!
Customer: Perhaps not a dog, then.
Shop Assistant: How about a cat?
Customer: A cat? Hmm...they aren't as friendly as dogs, are they?
Shop Assistant: No, but they don't eat as much as dogs either. And they're very clean. They wash themselves every day.
Customer: Hmm...
Shop Assistant: Or how about a bird? A parrot or a budgie? We have both.
Customer: Which do you recommend?
Shop Assistant: Well, budgies aren't as easy to train and they never speak as well as parrots. Customer: Yes, but budgies don't need as much space as parrots, do they?
Shop Assistant: That's true. Budgies are very popular because they are so easy to keep. Customer: Yes...but they're a bit noisy, aren't they? I want a quiet pet.
Shop Assistant: A quiet pet? Well, how about a goldfish? There's nothing as quiet as a goldfish. Exercise 1
1. Her son
2. snake/ crocodile
3. quiet
4. picky/ particular
Exercise 2
1. big
2. dogs
3. tiger
4.bit
5. cat
6. friendly
7. eat 8. clean 9. wash 10. space 11. noisy 12. train
13. speak 14. keep 15. quiet
Part Four Testing Yourself
Section 1
Narrator: I'm going to tell you about an extraordinary thing that happened the other day. The day before yesterday, about eight o'clock at night, a young woman approached the box office of the best movie theater in the city. She had with her an enormous dog with a beautifully groomed coat. She bought two tickets and went toward the door, followed by her dog. The manager of the theater spoke to her...
Manager: I'm sorry, Miss, but dogs aren't allowed in this theater.
Girl: But I have a ticket for him.
Manager: I'm very sorry, but animals aren't permitted.
Girl: 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...
Girl: I promise you that if there is any problem we'll leave the theater immediately. I assure 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. Nevertheless, your dog will have to behave himself, or you will have to leave.
Narrator: Several hours go by, and now the people are leaving the theater. The manager sees the girl with her dog.
Manager: I congratulate you. You are right; your dog behaved very well. I've been watching him, and it's amazing how quiet he was.
Girl: I told you that he's well trained and very intelligent.
Manager: He certainly is. It even seemed as if he was enjoying the movie.
Girl: Oh, he did enjoy it. He liked the film very much. However, he liked the book much better. 1. F 2. T 3. F 4. T 5.F 6.T 7.T 8. F
9.F 10.T
Section II
Five-year-old "gorilla boy" Levan leaves hospital. The little boy who changed the public image of gorillas faced the cameras today for the first time since his accident and declared, "I like monkeys."
Levan Merritt fell into the gorilla pit at Jersey Zoo on the first day of a family holiday last month and his parents held their breath as the seven-foot tall eighteen-stone Jambo approached him.
The gentle giant bent over and stroked the little boy and adjusted his clothing to keep him warm. Levan was flown to Southampton Hospital with a fractured skull, a panda-sized black eye and a broken arm.
His father, Steve, a thirty-four-year-old heating engineer, said, "We want to take him back to the zoo so that he doesn't lose his love for animals."
His mother, Pauline, twenty-eight, said, "He has no more nightmares about the gorilla standing over him. He has told the doctors he fell in with the monkeys and he thinks he remembers a bit about it, but does not talk about it."
Levan, who has a cat called Kitkins and a hamster called Tommy, said, "I don't remember falling or going to the zoo. The gorilla's name is Jambo, but I am not going to visit him again."
And he shook his head when asked if he knew the gorilla had been nice to him.
Levan, surrounded by get-well cards and presents, said, "I'm better now, thank you." Questions:
1. What happened to Levan during his visit to the zoo?
2. How old was Levan when the incident happened?
3. Which of the following statements is NOT true of the giant gorilla according to the passage?
4. What does the passage tell us about Levan's parents?
5. What can you infer from the passage?
6. What effect did Levan's incident have on the public opinions about gorillas?
1. A
2. C
3. D
4. B
5. B
6. B
Section III
Woman: Hello, I'm calling on behalf of the World Wildlife Fund.
Man: The what?
Woman: The World Wildlife Fund. If you've got a few minutes I'd like to tell you what that means. Man: Oh, all right.
Woman: We work to conserve nature. The seas, for example, have become polluted by the industrialized world; whales are being hunted to extinction; turtles are rolled off their eggs when they come ashore to breed or are slaughtered for their meat and oil. Crocodiles are killed to make handbags and shoes; seals are killed to provide fur coats and the threat of extinction hangs over several species of whales and dolphins.
Man: Oh.
Woman: Elephants are hunted for their ivory. Some rare species of birds have been dramatically reduced and there are not more than 5,000 tigers left due to the hunting.
Man: I see.
Woman: We are now campaigning to save these endangered species.
Man: Interesting.
Woman: Thanks to our campaign many women now feel embarrassed to appear in furs and fashion magazines agreed not to advertise the furs of endangered animals.
Man: Really?
Woman: Through our efforts several countries have imposed export bans on the furs of endangered species, and Britain, the United States and Canada have put controls on importation. Man: Mm, very interesting.
Woman: Aided by our campaign, protected nesting sites for turtles have already been set up. As you can see, this is very valuable work and I wonder, therefore, if you'd like to make a donation?
1. conserve nature
2. donation
3. eggs
4. meat
5. oil
6. handbags
7. shoes
8. fur coats
9. ivory 10. reduced
11. 5,000 12. embarrassed 13. advertise the furs
14. export bans 15. importation 16. turtles
Unit 7
Part Two
Listening I
Maria: Good afternoon. I'd like to book two return air tickets from Istanbul to Athens, please. Travel agent: Certainly. When are you traveling?
Maria: We want to take the flight tomorrow afternoon and come back on Friday afternoon. Travel agent: First class or economy class?
Maria: Economy class.
Travel agent: Two adults?
Maria: Yes.
Travel agent: And your name is?
Maria: Almar. A-L-M-A-R.
Travel agent: Initials?
Maria: M. H.
Travel agent: And the other passenger?
Maria: P. J. Almar.
Travel agent: On the 11th and the 14th, did you say?
Maria: That's right. Do we have to change planes?
Travel agent: No, it's a direct flight. Here are your tickets, Mrs. Almar. These are for the outward journey—from Istanbul to Athens on flight SN 862 at 17: 50 on July 11. And these are for the return journey—Athens to Istanbul on flight SN 863 at 15: 10 on July 14. Don't forget to be at the airport 45 minutes before departure time.
Maria: Thank you. Do you accept credit cards?
Travel agent: Certainly. Thank you. That's TL6796. Could you sign here, please? Thank you very much.
Maria: Thank you.
Questions:
1. Where does the dialog most probably take place?
2. What are the names including initials of the woman and her husband?
3. When will the woman go to Athens?
4. How long will the Almars stay in Athens?
5. How does the woman pay for the tickets?
6. How much does the woman have to pay for the tickets?
Exercise 1
1. C
2. B
3. B
4. C
5. D
6. A
Exercise 2
Flight number SN 862 SN 863
Time 17:50 on July 11 15:10 on July 14
Listening II
(Alex, a young Englishman, is staying in New York with Linda, a friend of his. He is there for only two days and wants to see as much as possible. He is talking to Linda about the most interesting places.)
Part 1
Linda: So what are you going to do while you're here?
Alex: Well. I don't know much about New York really, you know, just the Empire State Building and the Statue of Liberty. You tell me!
Linda: You've just got two days, right? You're going to be pretty busy if you want to see all the sights!
Alex: I'm planning to start early tomorrow morning. What should I do first?
Linda: I think you should start with the ruins of the World Trade Center building. It was the highest building before the September 11 attacks and many people go there for mourning.
Alex: Mm. I'll definitely do that. Which is the highest building in the city now?
Linda: The Empire State Building. Now it's the highest building, and the view's just beautiful in the morning, when it's clear and fresh. You have to do that!
Alex: Sounds great!
Part 2
Alex: What else do you recommend?
Linda: Well, it depends on what you like—art, shopping, and theater?
Alex: Well, not shopping particularly. But I'd like to see an art gallery or two.
Linda: Oh, then you must go to the Metropolitan Museum of Art, which is just enormous. You could spend two days there! That's by Central Park, so you can take a walk through Central Park at the same time, but not after dark, remember. It's dangerous then.
Alex: Right.
Part 3
Alex: What about the Statue of Liberty? I must see the Statue of Liberty!
Linda: Well, there are different ways to do that. You can take a tour by boat. That stops so you can get out and climb up to the top.
Alex: Yeah.
Linda: Or the cheap way is just to take the regular Staten Island ferry—that's not a tourist boat, so it doesn't stop, but it passes right by.
Alex: No, I think I'll be a typical tourist and climb up to the top!
Linda: All right. Well, there's another interesting trip in the same area—to Ellis Island. There's a big museum all about the immigrants who arrived there. That's pretty interesting!
Alex: Mm. Yes, I'd definitely like to do that, too.
Linda: Sure, but you're going to be pretty busy. You won't be able to do that in one day. It's a long way, you know!
Alex: Really? How far is it?
Linda: Five or six miles at least!
Alex: Is it? I've got no idea where these places are. Have you got a map, perhaps?
Linda: Sure, I'll go to get it, and you can plan your route.
Exercise 1
B C F G H I
Exercise 2
Part 1 F T T T
Part 2 F F T F
Part 3 T T T T F
Part Four Testing Yourself
Section 1
(The following dialog is between Judy and Gina.)
Judy: Hey, Gina. What's up? You look worried.
Gina: No, not really. I'm just trying to figure out how to get to New York for a vacation. I have relatives there.
Judy: Well, the cheapest way is to ride with someone. Lots of people on campus live in New York. Have you checked the ride board?
Gina: What's that, Judy?
Judy: It's a big bulletin board in the student union. People who want riders put a card up. Or, if you want a ride somewhere, you put a card up.
Gina: Where do I get a card?
Judy: They're next to the ride board. Just fill in your name and phone number, destination, and day of departure.
Gina: That's all? Just where I'm going and when?
Judy: That's it. If you're lucky, you'll get a ride round trip, not just one-way.
Gina: Oh, thanks for the information.
Judy: Sure, anytime.
Statements:
1. Gina wants to know something about where to go on vacation.
Unit 1 Listen1_Ex1 Interviewer:Angela, you were born in Korea but you've been living in Canada for a long time, haven't you? Angela:Yes, I was 10 years old when my parents immigrated to Canada and I've been living here for 20 years now. Interviewer:Do you think that belonging to two different cultures has affected your personality? Angela:Yes, definitely. There are times when I think that I have two personalities. Depending on where I am and who I'm with, I'm Korean or I'm Canadian. Interviewer:That sounds complicated. Could you explain what you mean? Angela:Well, growing up in Canada when I was going to high school, for example, I was known as Angela to the outside world, and as Sun-Kyung at home. I would wave hello to my teachers, but bow to my parents' Korean friends when they visited our home. Interviewer:Do different cultures have different ideas as to what is polite? Angela:Yes, definitely. In high school, I was expected to look straight in the eyes of my teachers and to talk openly with them. But when Koreans spoke to me, I was expected to look at my feet and to be shy and silent. Interviewer:Do you think that having two personalities makes you a richer person? Angela:Yes, but sometimes I don't know who I am. 1.Angela immigrated from Canada to Korea.(F ) 2.Angela is about 20 years old now.(F ) 3.Angela had two different personalities,one at school and one at home.(T ) 4.Sun-Kyung is Anglela's gilefriend at school.(F ) 5.Angela agrees that culture affects personality.(T ) 6.Being expected to two different cultures is sometimes confusing.(T) 1) outside world 2) at home 3) wave hello 4) bow 5) look straight in the eyes of 6) openly 7) look at my feet 8) shy and silent Listen2_Ex1 I am a very sensitive person, and that's good to a point. I feel everyone should be able to feel or understand what others are going through. But when you hurt, cry, or are unhappy for people you don't know, or for a movie that is not real, then I think that's a little too sensitive. That's the way I am. I am a very independent person. I must do things for myself. I don't like people doing things for me, or helping me, or giving me things. It's not that I don't appreciate it, because I do. I just feel that when someone does something for you, you owe them, and if there is one thing I don't like to feel, it's that I owe anyone anything. I think I would be a good friend. I would do almost anything for someone I like, and would share or give anything I have. I'm very caring and understanding. People
Unit 1 羞怯的痛苦 对许多人来说，羞怯是很多不愉快的起因。各种各样的人——矮的、高的、愚笨的、聪明的、年轻的、年老的、瘦的、胖的——都说自己是羞怯的。羞怯的人会焦虑不安，感到不自然；也就是说，他们过分地关注自己的外表和举止。脑海中不断盘旋着一些使自己不安的想法：我给人留下的是什么印象？他们喜欢我吗？我讲话是不是傻里傻气？我长得难看。我穿的衣服毫不引人注目。 很显然这种不安的感觉会对人产生不利的影响。一个人的自我看法反映在自己的行为方式之中，而一个人的行为方式又影响他人的反应。通常，人们如何看待自己对他们生活的各个方面都会产生深刻的影响。例如，具有积极的自我价值观或很强自尊心的人往往表现出自信。而由于自信，他们不需要他人不断地称赞和鼓励，也能使自己感觉良好。自信者热情、自发地投入生活。他们不因别人认为他们“该”做什么而受到影响。有很强自尊心的人不会被批评所伤害；他们不会把批评看作是人身攻击。 相反，他们认为批评是一种提醒他们改进的建议。相比之下，羞怯的人自尊心较弱，往往消极被动并且容易受他人影响。他们（是否）在做“该做的事情”需要得到别人的肯定。害羞的人对批评非常敏感；他们觉得批评正好证实了他们比别人差。他们也很难因别人的赞美而高兴，因为他们相信自己不值得称赞。羞怯的人也许会用这样的话来回答别人的赞美之辞：“你这么说只是为了让我感觉好一些。我知道这不是真的。”显然，尽管自我意识是一种健康的品质，过分的自我意识却是不利和有害的。 能否彻底消除或者至少减轻羞怯感呢？幸运的是，人们能够通过坚持
不懈的努力建立自信从而克服羞怯。由于胆怯和缺少自尊是密切相关的，因此正视自己的弱点和正视自己的优点一样重要。例如，大多数人希望每门功课都得A。如果仅仅因为在某些领域有困难，就把自己列为差生，这不恰如其分。人们对自己的期望必须现实。老是想那些不可能的事情会令自己觉得无能，甚至产生嫉妒。当我们嫉妒比自己成绩好的学生时，我们正在自我否定。 如果你害羞，这里有些具体有效的步骤帮助你树立信心并克服羞怯感：１．认清自己的优缺点。每个人既有优点又有缺点。随着对自我的不断认同，羞怯感就会自然减弱。 ２．确定合理的目标。例如，在聚会时和一群陌生人在一起，你也许会怯场。不要以为你必须和每个人交谈。集中精力，仅和一两个人交谈，你会感到更自在些。 ３．内疚和羞耻感是消极的情感。不要把时间和精力浪费在这上头。假设你伤害了某人的感情，（光）感到羞愧是无济于事的。相反，应该承认你犯了个错误，并决心在将来更加善解人意。 ４．所有问题都有许多种解决办法。很少有完全正确或完全错误的意见。要敢于公开表达自己的观点。 ５．不要对自己做消极的评论。这是一种自我否定。千万别把自己描述为愚蠢的、丑陋的，或者一个失败者。注重自己积极的方面。 ６．接受批评时要缜密思考。不要把批评理解为人身攻击。例如，如果一位朋友抱怨你的烹饪技术，要把这当成对你的烹饪技术而不是对你本人的评价而接受下来。放心，你们还是好朋友，但你的烹饪技术也许确实
Unit 1 Part 1 Listening I 1．1-5 FTFTT 2. 1-5 776-2235，65, 11，loud, quieter Listening II 1. 1-5 ABBDA 2. 1-5 old, torn/ blue, by the hand, holiday, children Listening III 1.1-5 181st，very tired, take hold of; for her trouble, never/ again Listening IV 1.1-5 CDBDB 2.. R: fulfills my every need./stay home, cook, clean, and watch the kids. E: open-minded/ something interesting to say. Part 2 1. ACDEGIJ 2. 1-8 in a mess, my turn, a hand, work on, expectations of, how about, too much, what we have Part 3 1. 1)-15) nicer, excited, promises, married, first, lasted, kids, enough, changes, loves, mad, care about, boy friend, get better, help Part 4 Listening I 1. CEFGKL 2. 1-5 personality/ background, good sense of humor, terrible, different environments, looks Listening II 1. 1-5 FTFTT 2. 1-5 gone by, no sign, taken over, enough, limits Listening III 1. 1-5 TFFTT 2. 1-5 seventies, selfish, unnatural, husband, surrounded Listening IV 1.1-5 ABDCD 2.c: done his part of the housework h: high priority with w: responsibility Unit 2 Part 1 Listening I 1. 1-5 TFTFT 2. 1 He moved to Newton. 2 She wrote down the new address on it. 3 It was thrown away. / The professor threw it away.
Unit 1 Personality In-Class Reading 羞怯的痛苦 1 对许多人来说，羞怯是很多不愉快的起因。各种各样的人——矮的、高的、愚笨的、聪明的、年轻的、年老的、瘦的、胖的——都说自己是羞怯的。羞怯的人会焦虑不安，感到不自然；也就是说，他们过分地关注自己的外表和举止。脑海中不断盘旋着一些使自己不安的想法：我给人留下的是什么印象？他们喜欢我吗？我讲话是不是傻里傻气？我长得难看。我穿的衣服毫不引人注目。 2 很显然这种不安的感觉会对人产生不利的影响。一个人的自我看法反映在自己的行为方式之中，而一个人的行为方式又影响他人的反应。通常，人们如何看待自己对他们生活的各个方面都会产生深刻的影响。例如，具有积极的自我价值观或很强自尊心的人往往表现出自信。而由于自信，他们不需要他人不断地称赞和鼓励，也能使自己感觉良好。自信者热情、自发地投入生活。他们不因别人认为他们“该”做什么而受到影响。有很强自尊心的人不会被批评所伤害；他们不会把批评看作是人身攻击。相反，他们认为批评是一种提醒他们改进的建议。 3 相比之下，羞怯的人自尊心较弱，往往消极被动并且容易受他人影响。他们（是否）在做“该做的事情”需要得到别人的肯定。害羞的人对批评非常敏感；他们觉得批评正好证实了他们比别人差。他们也很难因别人的赞美而高兴，因为他们相信自己不值得称赞。羞怯的人也许会用这样的话来回答别人的赞美之辞：“你这么说只是为了让我感觉好一些。我知道这不是真的。”显然，尽管自我意识是一种健康的品质，过分的自我意识却是不利和有害的。 4能否彻底消除或者至少减轻羞怯感呢？幸运的是，人们能够通过坚持不懈的努力建立自信从而克服羞怯。由于胆怯和缺少自尊是密切相关的，因此正视自己的弱点和正视自己的优点一样重要。例如，大多数人希望每门功课都得A。 5 如果仅仅因为在某些领域有困难，就把自己列为差生，这不恰如其分。人们对自己的期望必须现实。老是想那些不可能的事情会令自己觉得无能，甚至产生嫉妒。当我们嫉妒比自己成绩好的学生时，我们正在自我否定。如果你害羞，这里有些具体有效的步骤帮助你树立信心并克服羞怯感： 6 1．认清自己的优缺点。每个人既有优点又有缺点。随着对自我的不断认同，羞怯感就会自然减弱。 7 2．确定合理的目标。例如，在聚会时和一群陌生人在一起，你也许会怯场。不要以为你必须和每个人交谈。集中精力，仅和一两个人交谈，你会感到更自在些。 8 3．疚和羞耻感是消极的情感。不要把时间和精力浪费在这上头。假设你伤害了某人的感情，（光）感到羞愧是无济于事的。相反，应该承认你犯了个错误，并决心在将来更加善解人意。 9 4．所有问题都有许多种解决办法。很少有完全正确或完全错误的意见。要敢于公开表达自己的观点。 10 5．不要对自己做消极的评论。这是一种自我否定。千万别把自己描述为愚蠢的、丑陋的，或者一个失败者。注重自己积极的方面。
Interviewer: Angela, you were born in Korea but you've been living in Canada for a long time, haven't you? Angela: Yes, I was 10 years old when my parents immigrated to Canada and I've been living here for 20 years now. Interviewer: Do you think that belonging to two different cultures has affected your personality? Angela: Yes, definitely. There are times when I think that I have two personalities. Depending on where I am and who I'm with, I'm Korean or I'm Canadian. Interviewer: That sounds complicated. Could you explain what you mean? Angela: Well, growing up in Canada when I was going to high school, for example, I was known as Angela to the outside world, and as Sun-Kyung at home. I would wave hello to my teachers, but bow to my parents' Korean friends when they visited our home. Interviewer: Do different cultures have different ideas as to what is polite? Angela: Yes, definitely. In high school, I was expected to look straight in the eyes of my teachers and to talk openly with them. But when Koreans spoke to me, I was expected to look at my feet and to be shy and silent. Interviewer: Do you think that having two personalities makes you a richer person? Angela: Yes, but sometimes I don't know who I am. I am a very sensitive person, and that's good to a point. I feel everyone should be able to feel or understand what others are going through. But when you hurt, cry, or are unhappy for people you don't know, or for a movie that is not real, then I think that's a little too sensitive. That's the way I am. I am a very independent person. I must do things for myself. I don't like people doing things for me, or helping me, or giving me things. It's not that I don't appreciate it, because I do. I just feel that when someone does something for you, you owe them, and if there is one thing I don't like to feel, it's that I owe anyone anything. I think I would be a good friend. I would do almost anything for someone I like, and would share or give anything I have. I'm very caring and understanding. People trust me with their secrets, and they're right for doing so because I never tell any secret that is told to me. I'm always there to help in any way that I can. All you have to do is ask. I enjoy life and people, which makes me feel good. I find fun in almost everything I do (except housework). I like to watch people, talk to them, and be around them. It
Unit 1 Personality 羞怯的痛苦 对许多人来说，羞怯是很多不愉快的起因。各种各样的人——矮的、高的、愚笨的、聪明的、年轻的、年老的、瘦的、胖的——都说自己是羞怯的。羞怯的人会焦虑不安，感到不自然；也就是说，他们过分地关注自己的外表和举止。脑海中不断盘旋着一些使自己不安的想法：我给人留下的是什么印象？他们喜欢我吗？我讲话是不是傻里傻气？我长得难看。我穿的衣服毫不引人注目。很显然这种不安的感觉会对人产生不利的影响。一个人的自我看法反映在自己的行为方式之中，而一个人的行为方式又影响他人的反应。通常，人们如何看待自己对他们生活的各个方面都会产生深刻的影响。例如，具有积极的自我价值观或很强自尊心的人往往表现出自信。而由于自信，他们不需要他人不断地称赞和鼓励，也能使自己感觉良好。自信者热情、自发地投入生活。他们不因别人认为他们“该”做什么而受到影响。有很强自尊心的人不会被批评所伤害；他们不会把批评看作是人身攻击。相反，他们认为批评是一种提醒他们改进的建议。相比之下，羞怯的人自尊心较弱，往往消极被动并且容易受他人影响。他们（是否）在做“该做的事情”需要得到别人的肯定。害羞的人对批评非常敏感；他们觉得批评正好证实了他们比别人差。他们也很难因别人的赞美而高兴，因为他们相信自己不值得称赞。羞怯的人也许会用这样的话来回答别人的赞美之辞：“你这么说只是为了让我感觉好一些。我知道这不是真的。”显然，尽管自我意识是一种健康的品质，过分的自我意识却是不利和有害的。能否彻底消除或者至少减轻羞怯感呢？幸运的是，人们能够通过坚持不懈的努力建立自信从而克服羞怯。由于胆怯和缺少自尊是密切相关的，因此正视自己的弱点和正视自己的优点一样重要。例如，大多数人希望每门功课都得A。如果仅仅因为在某些领域有困难，就把自己列为差生，这不恰如其分。人们对自己的期望必须现实。老是想那些不可能的事情会令自己觉得无能，甚至产生嫉妒。当我们嫉妒比自己成绩好的学生时，我们正在自我否定。如果你害羞，这里有些具体有效的步骤帮助你树立信心并克服羞怯感：１．认清自己的优缺点。每个人既有优点又有缺点。随着对自我的不断认同，羞怯感就会自然减弱。２．确定合理的目标。例如，在聚会时和一群陌生人在一起，你也许会怯场。不要以为你必须和每个人交谈。集中精力，仅和一两个人交谈，你会感到更自在些。３．内疚和羞耻感是消极的情感。不要把时间和精力浪费在这上头。假设你伤害了某人的感情，（光）感到羞愧是无济于事的。相反，应该承认你犯了个错误，并决心在将来更加善解人意。４．所有问题都有许多种解决办法。很少有完全正确或完全错误的意见。要敢于公开表达自己的观点。５．不要对自己做消极的评论。这是一种自我否定。千万别把自己描述为愚蠢的、丑陋的，或者一个失败者。注重自己积极的方面。６．接受批评时要缜密思考。不要把批评理解为人身攻击。例如，如果一位朋友抱怨你的烹饪技术，要把这当成对你的烹饪技术而不是对你本人的评价而接受下来。放心，你们还是好朋友，但你的烹饪技术也许确实有待改进。７．记住，每个人都会经历一些失败和挫折。要把它们作为增长见识的经历，从中受益。挫折往往会成为转机，随之而来的将是一段美妙绝伦的经历。例如，你可能被你所中意的大学拒之门外。然而，在你就读的大学里，你可能发现这里教育的某一特点比你料想的好得多。８．有些人会使你感到自己无能，不要和这种人交往。去设法改变他们对你的态度或者改变你对自己的态度，要不就脱离这种关系。伤害你的人并不关心你的最大利益。９．留出时间休息，享受自己的业余爱好，并且定期地重新审定自己的目标。为此所花费的时间有助于更好地了解你自己。１０．多在社交场合中锻炼。不要把自己同他人隔离开来。设法一次结识一位朋友；最终你将能够娴熟而自信地在众人中周旋。我们每个人都是独一无二、难能可贵的个体。我们自有吸引人的地方。我们对自己了解得越多，就越容易充分发挥自己的潜力。不要让羞怯成为阻碍我们拥有丰富和成功生活的绊脚石。 Unit3 Social Problems
New College English视听说教程 3听力原文 第一单元 Mike: Hey, guys. Come and look. I've found an interesting Web site on star signs. (The others come close to the computer and look at the star signs on the screen.) Ted: Hey, that's interesting! What's your sign, Sam? Sam: I'm a Scorpio. What's yours, Ted? Ted: I have no idea. I've never really thought about that. Let's have a look. I was born on September 5. Oh, I'm a Virgo. Simon: And I'm a Libra. Sam: What do they say about Libra, Simon? Simon: (He reads.) You're a sociable, charming person. You go out of your way to avoid confrontation and do everything in your power to make your life an easy one. Although you're generally likeable, you can be changeable, superficial and critical. But you manage to hide those traits most of the time. Mike: Do you agree with that? Are you that type of person? Simon: What do you think? I think there is something in what it says. I am social and outgoing. But I am not changeable, am I? What's your sign, Mike? Mike: I'm a Taurus. Ah, what's yours, Lilly? Lilly: I'm a Cancer. Ted: Now let's look at Taurus.( He reads.) You're a patient, practical type. Good points include your affectionate, kind nature, your trustworthiness and strength of character. Bad points include your possessiveness, self-indulgence and stubbornness. Do you think your character fits well? Mike: No, not at all. I'm not patient, and I'm not practical either. I am kind of quick-tempered and ambitious. That's definitely not me! But one thing is right: I AM stubborn. Simon: Sam, let me read yours. (He reads.) You are secretive, and sexy. You have the worst reputation in the zodiac. Scorpio has a dark side, which includes revengeful and destructive traits. Yet despite this, you can be the wittiest, kindest and most entertaining of all the signs. Sam: Oh, that can't be true! Are you sure you were reading Scorpio? Simon: Yes, of course! Look for yourself. Sam: But that's unfair! I have the worst reputation in the zodiac?! The others: (They all laugh and say.) Ha ha... Poor Sam! Sam: Who could believe such silly things! Really, I think I'm intelligent, humorous, and kind-hearted. Mike: Yes, but those are just your good traits. Don't forget about your bad ones! Sam: Come on! Oh, Lilly, we haven't looked at your sign yet. Eh, you are a Cancer, right? You want me to read yours? Lilly: No, thanks. I'm afraid you'll distort what's written there. Let me read it myself. (She reads.) To some people, you appear tough and determined, but that's just a "front" you put up to protect the real you, which is rather more sensitive and softer. You can be moody, touchy and irritable, but you make up for those negative traits with your kindness, great intuition and protective nature. That's not bad, is it? Simon: No. But what counts is not what it says, but how you really are, what you are actually like. Lilly: (She is a bit defensive.) What do you mean? What are you trying to say about me? Simon: I think you are much nicer than what it describes. (Lilly smiles.) The other boys: Oh, Simon, don't sweet-talk her! We know what you are thinking. Ted: Hey, I haven't seen mine yet. Now it's my turn. Mike: Go ahead, Ted! Be our guest! Ted: It says: Virgo people like order in all things and are neat, clean and precise in their habits. Virgo people are perfectionists and they sometimes can be critical. They do not like to draw attention to themselves. Virgo people are modest, and careful about what they eat or drink. Sam: Do you have any objections to that? Ted: I think the description matches me quite well. I AM a perfectionist. I like things to be in order. Erm, I...I'm careful about what I eat and drink. But it doesn't mention my weak points. Lilly: Oh! And what are those?
Unit6Culture Part 1 listening Ⅰ 1： 1-5：FFTTT 6-8:FFF 2： 1、cold open outgoing 2、overpowering friendly 3、long time for life 4、accent country loud behavior language 5、closer distance Listening Ⅱ1： 1-5：CADCC 2： 1、lost 2、India 3、settle/stay 4、compare
5、water 6、spoil 7、sugar 8、stay Listening Ⅲ1： EBGADFC 2: 1、European 2、1:00 p.m. 4:30 p.m. 3、Brown 4、Party 5、stand Listen Ⅳ1： 4,7,6,1,3,8,2,5 2: 1-5:FTTFF
Part 2 1: 1-5:TTFTF 6-8:TTF 2： 1、stupid mistakes 2、lovely ones make 3、entirely 4、finished fixes 5、symbol of death 6、on time alone 7、remind in front of 8、what we do right away Part 3 1: 1-6:ACBDCB 2： 1、culture 2、nation
3、mix 4、ceremonies 5、celebrations 6、recognized 7、worn 8、distinctive 9、everyday wear 10、varies Part 4 Listening Ⅰ 1： 1、walk 2、matter 3、both 4、leave 5、share 6、shake 7、offer 8、Promptness is important both in Britain and in America 9、There is an old story about a man who gave a normal
Unit 1 Personality羞怯的痛苦 对许多人来说，羞怯是很多不愉快的起因。各种各样的人——矮的、高的、愚笨的、聪明的、年轻的、年老的、瘦的、胖的——都说自己是羞怯的。羞怯的人会焦虑不安，感到不自然；也就是说，他们过分地关注自己的外表和举止。脑海中不断盘旋着一些使自己不安的想法：我给人留下的是什么印象？他们喜欢我吗？我讲话是不是傻里傻气？我长得难看。我穿的衣服毫不引人注目。很显然这种不安的感觉会对人产生不利的影响。一个人的自我看法反映在自己的行为方式之中，而一个人的行为方式又影响他人的反应。通常，人们如何看待自己对他们生活的各个方面都会产生深刻的影响。例如，具有积极的自我价值观或很强自尊心的人往往表现出自信。而由于自信，他们不需要他人不断地称赞和鼓励，也能使自己感觉良好。自信者热情、自发地投入生活。他们不因别人认为他们“该”做什么而受到影响。有很强自尊心的人不会被批评所伤害；他们不会把批评看作是人身攻击。相反，他们认为批评是一种提醒他们改进的建议。相比之下，羞怯的人自尊心较弱，往往消极被动并且容易受他人影响。他们（是否）在做“该做的事情”需要得到别人的肯定。害羞的人对批评非常敏感；他们觉得批评正好证实了他们比别人差。他们也很难因别人的赞美而高兴，因为他们相信自己不值得称赞。羞怯的人也许会用这样的话来回答别人的赞美之辞：“你这么说只是为了让我感觉好一些。我知道这不是真的。”显然，尽管自我意识是一种健康的品质，过分的自我意识却是不利和有害的。能否彻底消除或者至少减轻羞怯感呢？幸运的是，人们能够通过坚持不懈的努力建立自信从而克服羞怯。由于胆怯和缺少自尊是密切相关的，因此正视自己的弱点和正视自己的优点一样重要。例如，大多数人希望每门功课都得A。如果仅仅因为在某些领域有困难，就把自己列为差生，这不恰如其分。人们对自己的期望必须现实。老是想那些不可能的事情会令自己觉得无能，甚至产生嫉妒。当我们嫉妒比自己成绩好的学生时，我们正在自我否定。如果你害羞，这里有些具体有效的步骤帮助你树立信心并克服羞怯感：１．认清自己的优缺点。每个人既有优点又有缺点。随着对自我的不断认同，羞怯感就会自然减弱。２．确定合理的目标。例如，在聚会时和一群陌生人在一起，你也许会怯场。不要以为你必须和每个人交谈。集中精力，仅和一两个人交谈，你会感到更自在些。３．内疚和羞耻感是消极的情感。不要把时间和精力浪费在这上头。假设你伤害了某人的感情，（光）感到羞愧是无济于事的。相反，应该承认你犯了个错误，并决心在将来更加善解人意。４．所有问题都有许多种解决办法。很少有完全正确或完全错误的意见。要敢于公开表达自己的观点。５．不要对自己做消极的评论。这是一种自我否定。千万别把自己描述为愚蠢的、丑陋的，或者一个失败者。注重自己积极的方面。６．接受批评时要缜密思考。不要把批评理解为人身攻击。例如，如果一位朋友抱怨你的烹饪技术，要把这当成对你的烹饪技术而不是对你本人的评价而接受下来。放心，你们还是好朋友，但你的烹饪技术也许确实有待改进。７．记住，每个人都会经历一些失败和挫折。要把它们作为增长见识的经历，从中受益。挫折往往会成为转机，随之而来的将是一段美妙绝伦的经历。例如，你可能被你所中意的大学拒之门外。然而，
Music to Your Gears Andy Ellis 1 尽管音乐能使心中的怒气平息，但是开车时听音乐也会损害你的健康。近期研究表明，听声音很响的音乐会严重地影响司机的注意力，而且心理学家也提醒人们，持续大音量地在车里放这种音乐是很危险的，尤其是处于车流中或是在高速公路上开车时。 2 音乐有两个极端，任何一个极端都有可能带来危险。重金属音乐以其强烈的节奏使人莽撞驾驶，而聆听处于另一个极端的优美而令人舒心的音乐会使司机过分放松，以至于超过安全限度，陷入迷糊状态。 3 英国汽车协会一直关注道路安全，它委托搞了一个项目，研究重大车祸与音乐之间的关系。这项研究发现，17至25年龄段的男性是最危险、最易产生车祸的群体。研究还发现，这个群体的人70％的开车时间都在听音乐。 4 快节奏或重金属音乐要是放得很响，会使人易怒好斗，开起车来冲劲十足。这种司机也就更容易去冒险。开车的速度受到了音乐的速度和节奏的控制。 5 在试验中，那些自愿参加实验的司机说，听了声音很响的音乐，他们说尽管他们不一定感到非要开快车，但的确发现自己换挡更快，加速更快，刹车也更急了若是让这些司机听慢节奏的抒情曲，他们承认自己经常走神。在一次高速公路长途驾驶过程中，至少有两位参加试验的司机发现自己在不知不觉中跨越了车道标志。 6 这些自愿参试的司机（有些刚刚拿到驾驶执照）所发表的意见非常说明问题18岁的西蒙告诉英国汽车协会：“《走出地狱的蝙蝠》里的快节奏摇滚乐有可能让人送命。我发现自己不知不觉地越开越快。” 7 另一名自愿参试的司机一直在听“ZZ顶级”乐队最流行的曲子。他说：“我一直在快速行驶，扯着嗓门唱歌，没有看见也没有听见那辆一直想超过我的消防车。” 8 还有些人说：“我陷入了深思……”，“人的感觉会变得麻木……”，“听不见别的汽车声是个问题”，“我一直在随着音乐的节奏加快速度。” 9 一些慢节奏的背景音乐，如肖邦的音乐，会刺激人的大脑，使思维模式发生变化，激发阿尔法脑波，使人有一种舒服愉快的感觉。处于放松状态在大多数时候对我们有好处，但开车时则不然。心理学家雪利·费希尔教授提醒人们说：“最大的危险是疲倦驾驶。有一些音乐会使你无法集中注意力，甚至陷入轻度睡眠状态，那样就会造成可怕的惨祸。” 10 “问题的关键在于根据具体情况选择合适的音乐。刺激性的音乐适合在漫长、枯燥的道路上听，但是当交通状况糟糕时，或是交通拥挤时，这种音乐会分散你的注意力。” 11 然而，音乐也有其好的一面，正如英国汽车协会的心理学家罗伯特·韦斯特所指出的那样：“如果说有些音乐影响我们安全行驶，那么反过来也是有道理的。精心选择的曲子有助于我们安全行驶，尤其是对高风险的群体而言。例如，要是我们能使年轻的男性驾车者听曼托瓦尼的音乐，他们很可能会把速度放慢。但可悲的是，我自认为没有能力说服他们许多人去这样做。” 12 除了一些音乐会影响行驶安全，我们的车里安装了高技术的音响系统这件事本身也是引起车祸的根源。近期一份有关交通与道路安全的报告表明，小交通事故中，有大约40％是由于人们更换磁带或光盘不看道路所引起的！ 13 无论我们对音乐的品位如何，无论我们的开车风格如何，看来安全行驶的习惯是我们一定要养成的。罗孚汽车公司、英国航空航天局、飞利浦公司及瑞典道路与交通研究所已通力合作生产出了一种汽车智能系统——简称为ARIADNE（实时智能驾驶助理）的精密电子防撞行驶报警装置。它利用雷达技术，一旦面临撞车危险，雷达会使车内的电话响起，警告司机注意。 14 如果汽车与前面的车辆之间的距离超出了安全刹车的范围，ARIADNE会通过加速器踏板发出震动以提醒司机放慢速度。随着两车之间的距离不断缩小，这种震荡会越来越强烈。要是司机
新编大学英语（第三版/浙江大学编著）4视听说教程原文 Unit3 Part1 Listening 1 Three guys are out having a relaxing day fishing. Out of the blue, they catch a mermaid who begs them to set her free in return for granting each of them a wish. One of the guys just doesn’t believe it, and says, “OK, if you can really grant wishes, then double my IQ.” The mermaid says, “Done!” Suddenly, the guy starts to recite Shakespeare flawlessly and then make an extremely insightful analysis of it. The second guy is so amazed that he says to the mermaid, “Hey, triple my IQ.”The mermaid says, “Done!”The guy begins pouring out all the mathematical solutions to problems that have puzzled scientists in all fields. The last guy is so impressed by the changes in his friends that he says to the mermaid, “Quintuple my IQ.” The mermaid looks at him and says, “You know, I normally don’t try to change people’s minds when they make a wish, but I really wish you‘d reconsider.” The guy says, “No, I want you to increase my IQ by five times, and if you don’t do it, I won’t set you free.”“Please,” says the mermaid, “you don’t know what you’re asking for. It’ll change your entire view of the universe. Won’t you ask for something else? A million dollars or anything?” But no matter what the mermaid says, the guy insists on having his IQ increased by five times its usual power. So the mermaid sighs and says, “Done!” And he becomes a woman. Listening2 Dr. Rose Herring, author of a book on language and communication, is being interviewed by Bob White, a writer for an academic journal on communication. Bob White: Good morning Dr. Herring! We both know that many communication specialists believe that gender bias exists in language, culture and society. Do you think this is really so? Dr. Herring: Yes, I certainly do. How we talk and listen can be strongly influenced by cultural expectations, and these begin during childhood. Children usually play together with other children of the same gender, and this is where our conversational style is learned. Bob White: Can you give some specific examples? Dr. Herring: Certainly. We find that girls use language mainly to develop closeness or intimacy as a basis for friendship. Boys, on the contrary, use language mainly to earn status in their group. Bob White: But, in communication through electronic devices like e-mail discussion groups, there