英语视听说National Geographic 2

中国人民大学全面提高学生英语口语能力《英语口语》、《演讲》、《听力》等课程课内外阅读书报、期刊、教材、图书等书目（推荐图书馆收藏·师生借阅）外国语学院推荐2012-12第一部分：美国、英国、澳大利亚英语报纸、期刊以下为美、英、澳三国可供学生阅读的报纸和期刊，希望学校图书馆能购买纸质版，放在书架上供学生阅读。

一、美国报纸1. The New York Times《纽约时报》/2. The Washington Post《华盛顿邮报》/3. USA Today《今日美国》/4. U.S News & World Report《美国新闻与世界报道》/5. Los Angeles Times《洛杉矶时报》/二、美国期刊1. Reader’s Digest《读者文摘》/2. TIME《时代周刊》/3. People《人民》/4. Scientific American《美国科学》/5. The New Yorker《纽约人》/6. Atlantic Monthly《大西洋月刊》/7. Harvard Business Review《哈佛商业评论》/8. National Geographic《国家地理》/三、英国报纸1. Times《泰晤士报》/2. The Guardian《卫报》/3. The Daily Express《每日快报》/四、英国期刊1. The Economist《经济学家》/2. The Spectator《旁观者》/3. Discovery《发现》/4. Nature《自然》/5. New Scientist《新科学家》/五、澳大利亚报纸1. The Canberra Times《堪培拉时报》.au/2. Sydney Morning Herald《悉尼晨报》.au/3. The Melbourne Age《墨尔本时代》.au/六、澳大利亚期刊1. Popular Science《大众科学》.au/2. The Australian《澳大利亚人》.au/3. News Weekly《新闻周刊》.au/七、新西兰/加拿大报纸1. New Zealand Herald《新西兰信使》(新西兰) /2. The Dominion Post《统治邮报》(新西兰) /dominion-post/3. The Globe and Mail 《环球与邮件》(加拿大) /4. The National Post《国家邮报》(加拿大) /第二部分：2012-13-2学期始开出课程的书目下面是外国语学院从2012-2013第二学期开始将开设的全校英语口语、听力、文化、阅读等课程供学生使用的教材和参考书目。

新标准(第二版)视听说2新标准(第二版)视听说2是一套适用于大学英语教学的教材，旨在帮助学生提高英语听说能力，使他们能够更自如地运用英语进行交流。

本教材内容丰富，涵盖了各种日常生活场景和话题，通过大量的听力练习和口语表达，帮助学生建立起对英语语音、语调和语音的正确认知，提高他们的口语表达技巧和听力水平。

教材的第一单元主要介绍了关于“旅行”的话题，通过听力练习，学生可以了解到不同国家的风土人情和旅行中可能遇到的问题，同时也可以学习到一些实用的旅行用语和表达方式。

通过对话练习，学生可以模仿真实场景中的对话，提高口语表达能力。

第二单元涉及“家庭”的话题，学生可以通过听力练习了解到不同国家的家庭结构和家庭成员的关系，同时也可以学习到一些有关家庭生活的词汇和表达方式。

通过口语练习，学生可以表达自己对家庭的看法，描述自己的家庭成员和家庭生活，提高口语表达的流利度和准确性。

第三单元是关于“工作”的话题，学生可以通过听力练习了解到不同职业的工作内容和工作环境，同时也可以学习到一些有关工作的常用词汇和表达方式。

通过口语练习，学生可以谈论自己的工作经历和工作计划，提高自己在职场中的口语表达能力。

第四单元是“娱乐”的话题，学生可以通过听力练习了解到不同类型的娱乐活动和娱乐场所，同时也可以学习到一些有关娱乐的词汇和表达方式。

通过口语练习，学生可以谈论自己的娱乐爱好和经历，提高口语表达的流利度和表达能力。

总的来说，新标准(第二版)视听说2是一套非常实用的英语教材，通过丰富多样的听力和口语练习，帮助学生提高英语听说能力，使他们能够更自如地运用英语进行交流。

希望学生们能够认真学习，不断练习，提高自己的英语水平，更好地应对未来的学习和工作。

大学英语教材答案视听说2大学英语教材答案视听说2是针对大学英语教材视听说2的答案整理，以帮助学习者更好地理解和掌握教材内容。

本文将按照教材的章节进行答案解析，提供准确的答案，并进行适当的解释和讲解以加深学习者对教材的理解。

第一章：Listening Section 11. A解析：根据对话内容，女士描述的是一个长得像她的男孩子，所以答案选A，表示他们之间有共同之处。

2. B解析：男士提到女孩对篮球的兴趣，并询问女士是否对篮球感兴趣，所以答案选B。

...第二章：Listening Section 21. True解析：原文提到校园地理信息中心提供学生各种信息，答案为True。

2. False解析：原文提到学生可以使用校园地理信息中心的电脑进行学习，但不可以打印文件，所以答案为False。

...第三章：Listening Section 31. C解析：原文提到人们喜欢在假期或者周末研究并创作音乐，答案选C，表示音乐作为一种爱好。

2. A解析：原文提到音乐可以帮助人们减轻压力，答案选A，表示音乐对健康有积极的影响。

...第四章：Listening Section 41. D解析：原文提到应该多听多读多看学科相关的内容，答案选D，表示要对学科有扎实的理解。

2. B解析：原文提到学生们可以通过实践应用所学的知识，才能更好地掌握学科，答案选B。

...第五章：Speaking Section 11. My favorite season is spring. The weather is mild and pleasant, and the flowers are in full bloom.解析：这是一个关于最喜欢的季节的回答，介绍了春天的天气和花开的情景。

2. I usually spend my weekends with my family and friends. We go to the park, have picnics, or watch movies together.解析：这是一个关于周末活动的回答，介绍了与家人和朋友共度周末的活动。

Unit1Listening skills BBDCAListening in Task1 FTFTFListening in Task2BBDACListening in Task3classicalpeacefulrelaxingJazzsadnessheavy metalenergysporting eventsphysical laborroad accidentsLet's talk > Task 1Good Morning to Allsuccessmusical talentswithoutsecond partreplacedlegal actionreal ownersFurther listening and speaking > Further listening > Task 1 specialjoketalentproudloudjoyhonestydancertalkwonderedcapturefanFurther listening and speaking > Further listening > Task2BAADCFurther listening and speaking > Further listening > Task 3 TFTTTUnit 1 test1.C. Golden oldies2.C. She is not familiar with the music they are listening to3.D. Fast music can give people energy according to the man4.C. They both think the tickets are expensive5.B. The woman probably moved in not long ago1.favorite band2.Not anymore3.no longer4.a big fan5.collected6.the ones7.Going crazy8.Maybe to you9.pressure10.fall in love11.get it12.from time to time13.Go on14.music video1.B. Music piracy is a good thing.2.C. He has got lots of money from the record companies.3.D. They were angry and were trying to settle the issue in court.4.D. Both A) and B).5.A. Neutral1.C. Response2.D. Demand3.A. Composed4.B. Against5.A. For6.C. On7.D. To8.C. lunch ... the concert9.B. had shown 10.C. by the name ofUnit2Listening skills: Making inferencesADBCBListening in > Task 1directorsound effectsgood storythinksadviolentlight-hearted moviesmystery moviein the futureListening in > Task 2DCDABListening in > Task 3filmdirectorsactorsimportantthe United Kingdomviewers40 millionOlympicWorld Cuptimeartistic valuedepthBest Picturefavorscience fictionLet's talk > Task 1ABCDDFurther listening and speaking > Further listening > Task 1 memorizing linesremember one lineI hear the guns roara loud boomforgot his lineFurther listening and speaking > Further listening > Task 2 ACCADFurther listening and speaking > Further listening > Task 3 FTFTFUnit 2 test1.C. The man likes to see movies in theater.2.B. The man likes animation while the woman likes realistic movies3.A. He doesn't want to see the movie4.B. Any films except violent films5.D. He missed some details of the movie1.a very good2.starring3.best-seller4.a new classic5.violent6.somewhat7.before8.the calmness9.death10.thought1.D. The movies they plan to watch and what they have already watched.2.B. A comedy3.D. Because he wants the girl to move closer to him.4.C. He jumped and screamed.5.A. He threw popcorn in the aisle.1.C. Set2.C. are separated from3.B. was faced4.A. comment on5.B. On6.C. Remembering7.C. would have died8.D. What9.A. How10.C. over and over againUnit3Listening skills: Identifying people's identity BCDAAListening in > Task 1go outflaming redcrushchickenlikesgutsturn him downkeeping everythingtell herListening in > Task 2earlylate teensDouble-datingGroup datingmarryAdult datinghardlyBlind dateneverListening in > Task 3(3) An announcement about the wedding was published in the newspaper.(2) Wedding invitations were sent out to relatives and friends.(1) The minister greeted the guests in the church.(8) The minister talked about the meaning of marriage.(4) The bride and the bridegroom exchanged vows.(7) The minister prayed for the couple.(6) The minister declared the couple husband and wife.(9) The reception was over.(5) The minister signed the certificate.Let's talk > Task 1BBCDAFurther listening and speaking > Further listening > Task 1 BDCAFurther listening and speaking > Further listening > Task 2 the young man's plansa nice houseGod will provide for usDon't worry, sirplay the role of GodFurther listening and speaking > Further listening > Task 3 FFTTFUnit 3 test1.B. They are strangers to each other.2.D. Because Rob has found Susie unfaithful3.C. She hasn't decided to marry the man.4.D. Her opinion towards love is influenced by her sister's experience.5.C. A DIY cup.1.He's engaged2.even3.fell in love with4.swept him off his feet5.popped the question6.getting married7.lonely8.divorced9.different1.C. He proposed marriage to her2.A. He was nervous and trembling all over.3.D. She gave him a hint by showing her ring finger.4.B. It is a family treasure.5.A. She is afraid of wearing it for fear of losing it.1.B. Flaming2.C. Crush3.A. Out4.D. In5.D. In6.C. a much better offer7.A. Gather8.C. To9.B. the late teens10.D. pickup lineUnit4Listening skills: Identifying the associative meaning of ads Obey your thirst.Drivers wanted.She works while you rest.Make yourself heard.We lead. Others copy.Good to the last drop.Don't leave home without it.No business too small, no problem too big.Listening in > Task 1shoesfunnya lot of lifeadextra springmoneymillions of dollarsfor nothingreach the tophard workfocus onforgetListening in > Task 2FTFFTListening in > Task 3ABBCCLet's talk > Task 1TFTFTFurther listening and speaking > Further listening > Task 1 banned tobacco adsyoung people smoking cigarettesways around the lawnew customers old onessmoking on campusFurther listening and speaking > Further listening > Task 2 ACBDDFurther listening and speaking > Further listening > Task 3 FTFTFUnit 4 test1.B. Because short slogans can catch busy people's attention.2.B. The woman spends a lot of money shopping.3.C. Ads should be adapted for particular places.4.D. To express his agreement with the woman5.C. She is easily influenced by advertisements1.We do2.change the image3.do some surveys4.different age groups5.all the time6.your users7.target1.C. To encourage readers to get rid of a certain idea.2.A. The advertiser3.A. Local advertising.4.A. Mail advertisements go to people with certain characteristics5.B. The definition and classification of ads1.C. kind of2.D. for nothing3.C. to show4.D. bringing in5.C. Sums6.C. Even7.B. only too natural8.D. Around9.B. do some publicity10.C. You name itUnit5Listening skills: Identifying special quantities ABBDCListening in > Task 1(2) The couple was going to celebrate the wife's birthday.(5) The husband put the cat out before the taxi arrived.(3) The cat shot back into the house when the couple was going to the taxi.(1)The husband went back to chase the cat out.(4) The wife told the driver a lie.(6) The husband got into the car.Listening in > Task 2A DBC CListening in > Task 3C D B A CLet's talk > Task 11-6: five dollars, chops, worst/lowest quality, barked, finest, money7-12: own/have, followed, apartment house, third floor, scratched on, door13-18: yelled at, stop, smartest/cleverest, lamb chops, looked at, his keyFurther listening and speaking > Further listening > Task 1 1-5: a dog, delighted/pleased, one of her friends, be close, interview6-9: warn, smell, foretell/predict, a chickenFurther listening and speaking > Further listening > Task 2 C B C D DFurther listening and speaking > Further listening > Task 31. in the theater2. a ticket3. well-trained, intelligent, human4. any problem, leave the theater, any other dog5. let the dog in, almost emptyUnit 5 test1.A. His parents wanted him to learn to be responsible2.B. She once worked at stables3.A. Dogs.4.C. She is willing to accept a dog, but on certain conditions5.A. The woman disagrees with keeping animals in zoos1.how's2.they seem to be3.protects them from4.all the time5.scaring away6.though7.they're lazy/they are lazy8.avoid being seen9.much faster10.like horses11.in Greek1.B. The cat is named after a singer called Bo2.C. He catches various kinds of animals3.D. He could not walk steadily.4.A. The cat attacked the vet5.C. He wanted attention and love1.A. Out2.A. fed up3.C. So...that4.B. was hooked5.C. sense of smell6.D. Showing7.B. Deserve8.C. behave himself9.A. Tiring10.D. OffendedUnit6Listening skills:Dialog 1: D, The first girl (The girl who wears the short skirt)Dialog 2: B, No, she hasn’t.Listening in > Task 11-4: looks funny, looks fine, out of fashion, good on her5-7: out-dated, following the fashion trends, no wonderListening in > Task 21-5: fashionable clothes, trends, copied, traditional center, are guarded6-10: July, great numbers, a high price, starting point, only a partListening in > Task 31-5: D A C B CLet's talk > Task 11-5: different and daring, Teenagers, their legs, shorter and shorter, five inches6-10: loose morals, never appear, look childlike, women’s liberation, traditionalFurther listening and speaking > Further listening > Task 1 1-5: T F T F FFurther listening and speaking > Further listening > Task 2 1-7: nervous, afraid, first time, locker, blanket, come out, woreFurther listening and speaking > Further listening > Task 3 1-4: new clothes, full of clothes, university tuition, clothes in fashion5-7: the Middle Ages, part-time job, not too expensiveUnit 6 test1.D. Both the man and woman think they play a negative role2.D. She could enjoy a discount for buying two3.C. They will look well if one wears suitable shoes.4.A. The man won't go to the fashion show with the woman.5.C. Shanghai may soon rival Paris and Milan1.trying on2.a business suit3.in a blouse4.cotton tights5.a dress6.a miniskirt7.to an office8.catch more eyes9.suit10.a typical boy1.A. Buying the man a suit for work.2.C. It should be cleaned.3.B. Because it is double-breasted (双排扣的).4.D. Brown trousers5.C. They can be shortened if they are too long1.C. queued up2.B. posed for3.A. out of date4.A. Wearing5.D. pay for6.B. Excessive7.C. behind the times8.D. On9.A. So what10.C. in large numbersUnit7Listening skills:1-5: B A A D BListening in > Task 11-5: banker, loan, saving, save, spend, mortgage, property, property values, risen/gone up/increased by 30 percentListening in > Task 21-5: A B D C CListening in > Task 31-5: F T F T FLet's talk > Task 11-7: money, all his money, promise, in the casket, sitting, next to, close8-14: box, locked, foolish, all that money, go back on her word, put the money, checkFurther listening and speaking > Further listening > Task 11-7: the beggar, needed help, careful, a job, a hard time, waste, good luckFurther listening and speaking > Further listening > Task 21-5: D C B D AFurther listening and speaking > Further listening > Task 3 1-5: T F F T TUnit 7 test1.C. She is going to save it for future use.2.D. He hopes to save up money to help the poor.3.A. To spend it at Christmas4.B. When he receives his salary5.C. He is mean with his money.1.give me a loan2.What for3.support4.are spending5.hard up myself6.let him know7.get nowhere8.easy-going9.general manager10.my luck1.D. $30.2.C. $5.3.B. The guests would be happy to get a refund.4.A. 30 - (27 + 2)5.B. 30 - 5 = 27 - 21.B. interest on2.A. Share3.C. hard-earned4.D. With5.A. Need6.B. off to7.D. Loan8.C. saving type9.C. going through the roof10.C. Either...orUnit8Listening skills:1-6: First, not only, but also, Also, Instead, More importantly7-11: though, Moreover, In fact, Last but not least, for exampleListening in > Task 11-5: F T F T FListening in > Task 21-5: B D C A CListening in > Task 31-6: give out, number, online, sites, credit card, low7-11: outgoing, thieves, offers, mailbox, front doorLet's talk > Task 14-5-6-7-3-2-1Further listening and speaking > Further listening > Task 11. freeze2. tall, shorter, red jacket3. his gun, open, the rest of the people4. key, safe5. calm, a medalFurther listening and speaking > Further listening > Task 21-5: A D C D BFurther listening and speaking > Further listening > Task 31-5: F T T F FUnit 8 test1.B. Offering to walk back with the woman.2.D. The man tries to persuade the woman not to buy pirated books.3.D. She hopes Steve will get some compensation.4.C. To encourage children to ask for permission before playing outside the house5.A. The man is for harsh punishments while the woman is against them1.in prison2.the greater part of3.small office4.things5.3 meals6.get a break7.play games8.get fired9.all ears10.allow11.on the phone12.change places13.In spite of1.B. The woman tells the man about the mugging she experienced2.C. Her ID, Visa card and 60 dollars3.D. In the park during the day4.D. He is short, with brown eyes5.A. He spends the remaining years of his life in prison1.B. Knocked...off2.A. every time3.C. gone by4.B. between you and me5.C. On6.A. two doors7.D. Overlooked8.A. Robbing9.B. Served10.D. took downUnit9Listening skills:1-6: crashing into, at least three, dozens more, big hole, danger, 32 7-12: 68, 5:48, 18 minutes, terrorism, four, the pilotListening in > Task 11-5: T F T F FListening in > Task 21-5: D A B C CListening in > Task 31-7: candle, couple, six, 190 people, 1,500, 15 percent, nearly 5 percent8-13: about 1 percent, 700 percent, burning candle, away, at least a foot, children and petsLet's talk > Task 11-5: lost it for drunk driving, stole the car and killed the owner, in the trunk, horrified, calls for backup, I was speeding, tooFurther listening and speaking > Further listening > Task 11-5: 120°, burns, candles, blow them out, electrical appliances6-10: flickering lights, smoke alarm, floor plan, exitsFurther listening and speaking > Further listening > Task 21-5: A C C B DFurther listening and speaking > Further listening > Task 31-5: emergency 911, had broken down, woman passenger, No. 15, 15miles6-9: ambulance, the operator, ca lm and warm, a boyUnit 9 test1.C. He knocked down a woman2.C. 2003.A. The drunken drivers.4.D. He does not have enough petrol5.C. It has been slightly damaged1.driven through2.right away3.smells of4.run into5.going6.Look out7.hit it8.the opposite way1.B. He found a crashed car and two dead bodies2.D. A monkey came out of the woods3.A. He pretended to turn up a can by his mouth4.C. He put his fingers together and held them to his mouth5.C. The monkey1.A. crash into2.B. An intelligence3.D. thinking about4.A. Fasten5.C. taking off6.B. Claimed7.B. Sped8.D. at least9.A. the other way10.D. RevealingUnit10Listening skills:1-8: take off, land, representative, how a plane flies, stays on the ground, short flight, increase, another cityListening in > Task 11-5: go camping, planning to go, the mountains, the most beautiful, drive 6-11: heights, wonderful views, skip the climbing, clean up, fun, overcomeListening in > Task 21-5: T F F T FListening in > Task 31-5: C D B A ALet's talk > Task 11-5: a school examination, the basement, shopping, steps, frightened6-10: come in, the window, toy gun, upstairs, take the dog11-14: have heard, the window, her parents, dial the numberFurther listening and speaking > Further listening > Task 11-6: first prize, software competition, a trip to, fly, turns, goes pale, a cold sweat, some medicines, cause, a lot of troubleFurther listening and speaking > Further listening > Task 21-5: A C D B AFurther listening and speaking > Further listening > Task 31-5: T T F F TUnit 10 test1.C. Both the man and the woman are afraid of heights2.C. He is afraid of flying.3.D. Keeping a barking dog4.D. She was frightened by a small spider5.C. She performed poorly and is unlikely to get the job1.2 people2.What's up3.camping4.Care to5.snakes6.scared stiff7.in the mountains8.care for9.Poisonous ones10.like11.can you12.or not13.how loud14.scream1.C. Not everyone likes to fly2.B. Share their fears with each other3.D. All of the above4.A. Do something that engage your mind to forget the fear5.C. Ways to Lessen Your Fear of Flying1.C. Camping2.B. Stiff3.A. Skip4.D. Sound5.A. the way6.D. Boarded7.C. let alone8.B. tight on to9.B. Hiding10.A. turns。

高级英语视听说教程第二册听力文本SANY标准化小组 #QS8QHH-HHGX8Q8-GNHHJ8-HHMHGN#Book 2 Chapter 1 The PopulationToday we’re going to talk about population in the United States. According to the most recent government census, the population is 281,421,906 people. Now this represents an increase of almost 33 million people since the 1990 census. A population of over 281 million makes the United States the third most populous country in the whole world. As you probably know, the People’s Republic of China is the most populous country in the world. But do you know which is the second most populousWell, if you thought India, you were right. The fourth, fifth, and sixth most populous countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States. Let’s look at the total U. S. population figure of 281 million in three different ways. The first way is by race and origin; the second is by geographical distribution, or by where people live; and the third way is by the age and sex of the population.First of all, let’s take a look at the population by race and origin. The latest U. S. census reports that 75.1 percent of the population is white, whereas 12.3 percent is black. Three percent are of Asian origin, and 1 percent is Native American. 2.4 percent of the population is a mixture of two or more races, and 5.5 percent report themselves as “of some other race”. Let’s make sure yourfigures are right: OK, white, 75.1 percent; black, 12.3 percent; Asian, 3 percent; Native American, 1 percent; a mixture of two or more races, 2.4 percent; and of some other race, 5.5 percent. Hispanics, whose origins lie in Spanish-speaking countries, comprise whites, blacks, and Native Americans, so they are already included in the above figures. It is important to note that Hispanics make up 12.5 percent of the present U.S. population, however. Finally, the census tells us that 31 million people in the United States were born in another country. Of the 31 million foreign born, the largest part, 27.6 percent are from Mexico. The next largest group, from the Philippines, number 4.3 percent.Another way of looking at the population is by geographical distribution. Do you have any idea which states are the five most populous in the United States Well, I’ll help you out there. The five most populous states, with population figures, are California, with almost 34 million; New York, with 21 million; Texas, with 19 million; and Florida, with 16 million; and Illinois with 12.5 million people. Did you get all those figures downWell, if not, I’ll give you a chance later to check your figures. Well, then, let’s move on. All told, over half, or some 58 percent of the population, lives in the South and in the West of the United States. This figure, 58 percent, is surprising to many people. It issurprising because the East is more densely populated. Nevertheless, there are more people all together in the South and West. To understand this seeming contradiction, one need only consider the relatively larger size of many southern and western states, so although there are more people, they are distributed over a larger area. To finish up this section on geographical distribution, consider that more than three-quarters of the people live in metropolitan areas like Los Angeles, New York, Chicago, and Houston. That means that only 20 percent, or 2 out of 10 people, live in rural areas. An interesting side note is that some 3,800,000 U.S. citizens live abroad, that is, in foreign countries.Before we finish today, I want to discuss the distribution of the U.S. population in terms of age and sex. Just for interest, would you say there are more men or more women in the United States Well, according to the 2000 census, there are more women. In fact, there are more than five million more women than men in the U.S. population. If we consider that more males than females are born each year, how can this difference be explainedWell, for a variety of complicated reasons that we can’t go into here, there is a progressively higher death rate for males as they get older. This is seen in 2003 life expectancy figures: the life expectancy for women is 80.4 years whereas for men it is only 74.5years. I don’t know how these life expectancy figures compare to those in your countries, but statistically women generally live longer than men worldwide. Now, to finish up, let’s look at the average age of the whole population. Overall, the average age of the population is increasing: from 33.1 years in 1990 to 35.3 years in 2000. The average age has been slowly, but steadily, increasing over the past several decades. This trend toward a higher average age can be explained by a decreasing birth rate and an increasing life expectancy for the population as a whole. Well, I’d like to investigate these two subjects further, but I see our time is up, so we’ll have to call it quits for today. You may want to pursue the topic of the aging U.S. population further, so there are some suggestions at the end of the lesson to help you do so. Thank you. Chapter Two Immigration: Past and PresentThe act of immigrating, or coming to a new country to live, is certainly nothing new. Throughout history, people have immigrated, or moved to new countries, for many different reasons. Sometimes these reasons were economic or political. Other people moved because of natural disasters such as droughts or famines. And some people moved to escape religious or political persecution. No matter what the reason, most people do not want to leave their native land and do so only under great pressure of some sort, but a few people seemquite adventuresome and restless by nature and like to move a lot. It seems both kinds of people came to America to live. The subject of immigration is quite fascinating to most Americans, as they view themselves as a nation of immigrants. However, the early Britons who came to what is today the United States considered themselves “settlers” or “colonists,” rather than immigrants. These people did not exactly think they were moving to a new country but were merely settling new land for the “mother country.” There were also large numbers of Dutch, French, German, and Scotch-Irish settlers, as well as large numbers of blacks brought from Africa as slaves. At the time of independence from Britain in 1776, about 40 percent of people living in what is now the United States were non-British. The majority of people, however, spoke English, and the traditions that formed the basis of life were mainly British traditions. This period we have just been discussing is usually referred to as the Colonial Period. Today, we’re a little more interested in actual immigration after this period. Let’s first look at what is often called the Great Immigration, which began about 1830 and ended in 1930. Then let’s consider the reasons for this so-called Great Immigration and the reasons it ended. Finally, let’s talk about the immigration situation in the United States today,As I said, we’ll begin our discussion today with the period ofhistory called the Great Immigration, which lasted from approximately 1830 to 1930. It will be easier if we look at the Great Immigration in terms of three major stages, or time periods. The first stage was from approximate1y 1830 to 1860. Now, before this time, the number of immigrants coming to the United States was comparatively small, only about 10,000 a year. However, the rate began to climb in the 1830s when about 600,000 immigrants arrived. The rate continued to climb during the 1840s with a tota1 of 1,700,000 people arriving in that decade. The rate continued to climb, and during the 1850s 2,600,000 immigrants arrived. During this first stage of the Great Immigration, that is, between the years 1830 and 1860, the majority of immigrants came from Germany, Great Britain, and Ireland. Now let’s consider the second stage of the Great Immigration. The second stage was from l860 to 1890, during which time another 10,000,000 people arrived. Between l860 and 1890 the majority of immigrants continued to be from Germany, Ireland, and Great Britain. However, during the second stage, a smaller but significant number of immigrants came from the Scandinavian nations of Denmark, Norway and Sweden. The third stage of the Great Immigration, which lasted from 1890 to 1930, was the era of heaviest immigration. Between the years l890 and l930, almost 22 million immigrants arrived in the United States. Most of thesenew arrivals came from the Southern European countries of Greece, Italy, Portugal, and Spain and the Eastern European countries of Poland and Russia.Now that we know something about the numbers and origins of immigrants who came to the States during the Great Immigration, let’s consider the reasons why most of these people immigrated to the United States. Why did such large numbers of Europeans leave their homes for life in an unknown countryIt would be impossible to discuss all the complex political and economic reasons in any depth today, but we can touch on a few interesting facts that might help to clarify the situation for you. First of all, one of the most important reasons was that the population of Europe doubled between the years 1750 and 1850. At the same time that the population was growing so rapidly, the Industrial Revolution in Europe was causing widespread unemployment. The combination of increased population and the demand for land by industry also meant that farmland was becoming increasingly scarce in Europe. The scarcity of farmland in Europe meant that the abundance of available land in the growing country of the United States was a great attraction. During these years, the United States was an expanding country and it seemed that there was no end to land. In fact, in 1862, the government offered public land free tocitizens and to immigrants who were planning to become citizens. In addition to available farmland, there were also plentiful jobs during these years of great economic growth. Other attractions were freedom from religious or political persecution. Some other groups also came to the United States as the direct results of natural disasters that left them in desperate situations. For example, the frequent failure of the potato crop in Ireland between the years 1845 and 1849 led to widespread starvation in that country, and people were driven to immigrate. Another factor that affected the number of immigrants coming to the United States was improved ocean transport beginning in the 1840s. At that time, ships large enough to carry large numbers of people began to make regular trips across the ocean. Now let’s summarize the reasons for the high rate of immigration to the United States during the years we discussed: first, the doubling of the population in Europe between 1750 and 1850; second, the unemployment caused by the Industrial Revolution; and third, the land scarcity in Europe, followed by religious and political persecution and natural disaster. These reasons combined with improved transportation probably account for the largest number of immigrants.I would now like to talk briefly about the period of time following the Great Immigration and the reasons for the decline inthe rate of immigration. Although immigration continues today, immigration numbers have never again reached the levels that we discussed previously. There are several reasons for this decline. This decline was in part due to various laws whose aim was to limit the number of immigrants coming from different parts of the world to the United States. The first such law that limited the number of immigrants coming from a certain part of the world was the Chinese Exclusion Act of 1882. This law was followed by many other laws that also tried to limit the numbers of people immigrating from various countries or parts of the world. In addition to such laws, certainly economic and geopolitical events as important as the Great Depression starting in 1929 and World War II also contributed to the decline in immigration.Let’s conclude our talk by discussing the current situation with respect to immigration, which is quite different from that in the past. To understand some of the changes, it’s important to note that in 1965 strict quotas based on nationality were eliminated. Let’s see how different things are today from the past. As I noted, the greatest number of immigrants to the United States have historically been European. According to U.S. Census figures, in 1860, the percentage of immigrants that were European was 92 percent. But by 1960, the percentage of European immigrants had dropped to74.5 percent, and by the year 2002, it had dropped to 14 percent! In 2002, 52.2 percent of immigrants came from Latin America, that is, from the Caribbean, Central America, and South America. Mexico is ordinarily considered part of North America, but the U.S. Census Bureau considers Mexico as a Central American country in terms of immigration statistics, and estimates that more than one-third of the total of all immigrants to the United States in 2002 came from Mexico or another Central American country. The next largest percentage, 25.5 percent, of immigrants came from Asia, mainly from the Philippines, China, and India.Although immigration dropped sharply when the United States entered World War I and remained low throughout the Depression and World War II years, at the end of the l940s, immigration began to increase again and has, in general, risen steadily since then. It might surprise you to know that the actual number of immigrants coming yearly to the States in recent years is about the same as the numbers coming yearly between 1900 and 1910. Keep in mind, though, that the population of the United States is much larger now than at the turn of the century, so that while the yearly numbers may be similar, the percentage of the population that is foreign-born is considerably smaller today than it was a century ago.It might be interesting to speculate on immigration in thefuture. Will the trend continue for non-Europeans to immigrate to the United States The answer is probably yes for the foreseeable future. Do these non-European people come to the United States for the same reasons that Europeans cameWell, land is no longer plentiful and cheap. Industry no longer requires large numbers of unskilled workers. In fact, the government usually tries to restrict immigration to those people who already have the skills to be successful in U.S. society. Still, people come for politica1 and economic reasons and probably will continue to do so.Chapter 3 Americans at WorkWhether you love it or hate it, work is a major part of most people’s lives everywhere in the world. Americans are no exception. Americans might complain about “blue Monday,” when they have to go back to work after the weekend, but most people put a lot of importance on their job, not only in terms of money but also in terms of identity. In fact, when Americans are introduced to a new person, they almost always ask each other, “What do you do?” They are asking, what is your job or profession. Today, however, we won’t look at work in terms of what work means socially or psychologically. Rather, we’re going to take a look at work in the United States today from two perspectives. First, we’ll take ahistorical look at work in America. We’ll do that by looking at how things changed for the American worker from the beginning to the end of the twentieth century, that is, from the year 1900 to the year 1999. Then we’ll look at how U.S. workers are doing today.As we look at the changes over the last century, we’re going to use a lot of statistics to describe these changes. You will need to write down a lot of numbers in today’s lecture. First, let’s consider how the type of work people were involved in changed. At the beginning of the twentieth century, about 38 percent of the workforce was involved in agriculture; that is, they worked on a farm. By the end of the century, only 3 percent still worked on farms. There was also a large decrease in the number of people working in mining, manufacturing, and construction. The number of workers in mining, manufacturing, and construction went down from 31 percent to 19 percent.While the number of people in these goods producing industries went down, the number of people in the service industries went up. As you may know, a service industry is one that provides a service, rather than goods or products. A few examples include transportation, tourism, banking, advertising, health care, and legal services. I’m sure you can think of more. The service industry workforce jumped from 31 percent of the workforce at the turn of the century to 78percent in 1999.Let’s recap the numbers: in 1900, 38 percent in agriculture; 31 percent in mining, manufacturing, and construction; and 31 percent in the service industries. That should add up to 100 percent. In 1999, 3 percent in agriculture; 19 percent in mining, manufacturing, and construction; and 78 percent in the service industries. Again, that should add up to 100 percent.The labor force changed in other important ways. For example, child labor was not unusual at the beginning of the twentieth century. In 1900 there were 1, 750, 000 children aged ten to fifteen working full-time in the labor force. This was 6 percent of the labor force. Over the years, child labor laws became much stricter and by 1999, it was illegal for anyone under sixteen to work full-time in any of the fifty states. While the number of children in the workforce went down, the number of women went up dramatically. In 1900, only 19 percent of women were employed; in 1999, 60 percent of women were holding down jobs.Let’s see what has happened to wages and salaries. All the numbers I will give you are in terms of 1999 dollars. Let me explain. In 1900 the average per capita income was $4,200 a year. That does not mean that the average worker in 1900 earned $4,200, a year, but that what he or she earned was equal to $4, 200 in 1999. That is,the amount of money the average worker earned in 1900 was worth the same as $4,200 in 1999. The average per capita income in 1999 was $33, 700. Not only did people earn a lot more money at the end of the century, they also received a lot more in benefits than at the beginning of the century. One of the important benefits most workers received later in the century was health insurance. Whereas wages and salaries rose over the century, the average workweek dropped. That is, workers, in general, did not work as long hours in 1999 as they did in 1900.The last area that I’d like to give you a few statistics about is workplace safety. Most of us who go to work every day don’t think a lot about whether we are safe or not, but in 1900 it was a real concern for a lot of workers. There aren’t many statistics available, but the U.S. government does have statistics on two industries that will give you some idea of the differences today. In 1900 almost 1,500 workers were killed in coal-mining accidents; in 1999, the number was 35. 2,555 railroad workers were killed in 1900, compared to 56 in 1999.People often tend to romanticize the past and talk about “the good old days,”but I think it’s fair to say that by the end of the twentieth century, U.S. workers in general made more money, they enjoyed more benefits, and their working conditions had improvedgreatly.Now let’s turn our attention to the current situation for U.S. workers. The picture is not so rosy as the one drawn by comparing U.S. workers at the beginning and the end of the twentieth century. I’m going to focus on the current situation in terms of productivity, working hours, and wages and salaries.First let’s consider the number of hours worked. According to a 2003 study released by the United Nations International Labor Organization, U.S. workers are the most productive in the world among industrialized nations, but they work longer hours than European workers to achieve this productivity. Europeans typically have four to six weeks of vacation a year, whereas the average American worker has only about two weeks. This study points out that the longer working hours in the United States is a rising trend, while the trend in other industrialized countries is the opposite.Workers in some European countries actually outproduce American workers per hour of work. It has been suggested that this higher rate of productivity might be because European workers are less stressed than U.S. workers.At any rate, there seems to be general agreement that U.S. productivity has greatly increased over the last thirty years. However, workers have not seen their wages rise at the same rate. Agroup of sociologists in their book Inequality by Design point out that there is a growing gap between rich Americans and everyone else in the United States. They write that between 1949 and 1974, increases in productivity were matched by increases in wages for workers in both manufacturing and the service industries, but since 1974, productivity increased 68 percent in manufacturing and 50 percent in services, but real wages stagnated. That is, wages moved up little or not at all. So, where does all the money generated by the increased productivity go thenAccording to the authors of this book, the money goes to the salaries for CEOs, to the stock market, and to corporate profits. Workers play a great role in increasing productivity, but no longer see their wages connected to increased productivity. In other words, CEOs’salaries, the stock market, and the corporate profits go up as work productivity goes up, but workers’ wages don’t.What are the reasons why U.S. workers, who are the most productive in the world, have to work longer hours, have fewer vacation days, and see their wages stagnate and not rising at the same rate as productivity The answer to this question is complex and controversial, but there are two reasons most people who speak or write about these issues mention: The first is that labor unions in the United States have lost great power since the beginning of the1980s, and the second is that the government has passed laws that favor the rich and weaken the rights of the workers.I see our time is up. So, I’ll see you next time.Chapter 4 Family in the United StatesA hundred years ago, one heard the same kind of comments about the American family that one hears today --- in short, that the American family is disintegrating. Proof of this disintegration at the end of the nineteenth century included three points: the declining birth rate, a rising divorce rate, and evidence that women were not completely content with their domestic role. It’s a little surprising to me that the same claim about the family is being made today --- that it is disintegrating. And often the same points are mentioned as proof: declining birth rates, increasing divorce rates, and discontent of women with domestic roles. Now, in no way do I mean to imply that cultural, demographic, and economic conditions are the same now as they were 100 years ago. On the contrary, the very nature of the family has changed drastically in the last 50 years, not to mention the last 100 years. But I don’t think the average person’s concept of the family has changed very much over the years. A lot of people have on fixed idea of the family: a married couple where Mother stays home to care for the children and Father works. But this idea is challenged by what we see every dayin U.S. society. To be sure, the family is a very sensitive barometer for what is happening in the society, the culture, and the economy of the United States. To make this point clearer, we’ll take a look at how the American family has changed in the last 50 years by looking at three different time periods: there are the mid-1940s to the mid-1960s; the mid-60s to the mid-80s; and finally the present. Sociologist Barbara Dafoe Whitehead labels these three periods: the period of traditional familism, the period of individualism, and the period of the new familism. I will try for each period to show how economic, demographic, and cultural elements interact and, in turn, affect the family.Well, let’s proceed in chronological order and start with traditional familism. We’re talking here of the twenty years from the mid-1940s to the mid-1960s. This was the period after World War II, a period characterized by a very strong economy. This gave the United States a rising standard of living and a growing middle class. Demographically, the predominant configuration of the family from these years was the traditional one: a married couple with children. Some women worked, but divorce rates were low, and birth rates were high. I guess you could say that the country idealized the family in these years. And what I mean is, there was a commitment to the family from its members and a reverence for it from society. TVprograms of the era depicted the family in the classical configuration: working father, housewife, and children. Culturally, three characteristics stand out in this period: conformity to social norms, greater male domination of the family than in the later periods, and clear-cut gender roles, that is, clear and separate roles for men and women at home and at work. Well, things changed quite a bit after this period.Let’s move on to the second period, the period of individualism. This period is from the mid-1960s to the mid-1980s. Now, because individualism is so often mentioned in our discussion of U.S. culture and people, I should make a little detour here before we discuss it. Individualism brings to mind two other words: independence and self-reliance. Individualism conveys the idea that one should think and act for himself or herself, according to what one feels is right. Individualism is easily confused with egotism or selfishness, but in its best sense, it is much more. Individualism implies that one has the freedom to decide what is best rather than allowing that decision to be made by a group such as the community or society. Individualism does, of course, conflict with the concept of community, which implies that the group shares in making decisions. And this conflict between the individual and the community is one that comes up again and again in our lecture seriesabout the United States. All right, let’s get back to our discussion about the family.The second period, the period of individualism, saw three important social and political movements. Do you have any idea which movements I might be talking about Keep in mind that these decades were characterized by a lack of conformity to social norms. Well, the movements have in mind are the sexual revolution, in which sex was clearly no longer reserved for marriage; the women’s liberation movement; and the movement against the war in Vietnam. All three movements---the sexual revolution, woman’s liberation, and the antiwar movement --- were typical of the nonconforming nature of these decades. Now, culturally, it is in this period where we see two important developments: one the idealization of one’s career and work and, two, the drive for self-expression and self-fulfillment. In this period, the feminist movement challenged traditional gender roles and male domination of society. Women began to enter professions previously closed to them like medicine, law, and management. Men, for their part, began at least to consider a more active role in raising their children.These cultural changes occurred during a time of economic changes, too. This was a time of rapidly rising cost of living. Together, these forces changed the demographics of the family. Theformer picture of the family had only one configuration: a married couple with children where Mother stayed home. The new picture of the family had to include new configurations, like families in which the husband and wife both worked, families of single parents with children, and families of cohabiting couples with or without children. With more women pursuing careers and making money, there was less economic pressure for them to stay in an unsuitable marriage. Therefore, divorce rates doubled in a decade. Rising divorce rates and more financial independence for women made marriage a less attractive arrangement for many women. Consequently, the number of single-parent households tripled. Less conformity to social norms paved the way for cohabitation. So the number of unmarried couples living together in this period quadrupled. Can you see how economic, cultural, and demographic aspects of the society interact with each other I hope so. Well, let’s continue with our agenda.The third period, the new familism, is harder to see because we are living in this period now. And because we are constantly informed by the media about the deteriorating American family, it’s hard to get an objective view of the state of the family. I think that today most people applaud the social changes that came about in the second period of individualism. They are not willing to give up。

大学英语视听说21. 介绍大学英语视听说是一门旨在提升学生英语视听与口语表达能力的课程。

本文档将介绍大学英语视听说2课程的主要内容和学习目标，以及一些学习技巧和资源。

2. 主要内容大学英语视听说2主要涵盖以下几个方面的内容：2.1 视听材料课程将提供丰富多样的视听材料，包括但不限于听力文本和视频素材。

这些材料将涵盖各种日常生活场景和话题，帮助学生熟悉真实的英语表达方式。

2.2 听力训练听力训练是大学英语视听说2的核心内容之一。

通过听取各种口语材料，学生将提高他们的听力技巧，包括听取关键信息，推断意思和理解口语语速等。

2.3 口语训练口语训练是该课程的另一个重点。

学生将有机会练习口语表达，包括但不限于模仿听力材料中的口语表达，参与对话和展示演讲技巧等。

2.4 视频制作大学英语视听说2还将引导学生学习如何制作简单的视频。

通过这个环节，学生能够练习他们的口语表达技巧，并通过制作视频展示他们对所学内容的理解和应用。

3. 学习目标大学英语视听说2的学习目标包括但不限于以下几点：3.1 提高听力技巧通过大量的听力训练，学生将能够更准确地听取和理解英语口语材料。

他们将学会识别关键信息，推断意思和理解不同语速和口音的说话人。

3.2 增强口语表达能力通过参与对话和展示演讲技巧，学生将能够提高他们的口语表达能力。

他们将学会流利地用英语进行对话和演讲，并能够运用所学的词汇和语法知识。

3.3 加强视觉效果通过学习如何制作简单的视频，学生将能够展示他们对所学内容的理解和应用。

他们将学会利用图像和声音来增强他们的英语表达能力。

4. 学习技巧以下是一些学习大学英语视听说2的技巧：4.1 多练习听力多听英语口语材料，包括但不限于英语电视剧、纪录片、英语歌曲等。

通过反复练习，可以逐渐提高听力技巧。

4.2 注重口语练习多参与口语练习，与同学们进行对话练习，模仿和展示演讲技巧。

在练习中不仅要注重语音和语调的准确性，也要注重流利程度和语法的正确性。

Unit2Ⅰ。

Lead-in1.This is a difficult question, for most of us enjoy both. But if you press me with this question, I should say that personally Iprefer watching a DVD at home. It is true that watching a movie at a theater has a number of advantages. For example, the sound effects are much better. When you hear guns firing in a theater, you feel as if you were on a real battlefield.Moreover, the presence of an audience can create a good atmosphere. When you watch a comedy on TV by yourself, you may be amused by the funny words and actions, but you are unlikely to laugh out loud. In a theater, on the other hand, you may laugh heartily when the whole audience bursts into wild laughter. In spite of those pluses for the theater, I have to say that I prefer to stay home and watch the same movie on DVD. In this way I feel more relaxed. I don't have to sit on a chair.Instead, I can lie on a sofa. I can drink tea or coffee while watching the movie. I can also press the PAUSE button, go to the kitchen or toilet, and then come back to continue the movie. More importantly, if I don't understand a section of the movie,I can replay it. Obviously, the advantages of viewing at home outweigh the advantages of viewing it at a theater.2.Different people have different choices, each with their own reasons. Generally, older people prefer old, classic movies,while young people choose contemporary movies, though we can find many exceptions to that pattern. It is reasonable for older people to favor the traditional movies of their time. When they see such movies, their memories of the past will be activated. It is not uncommon for us to observe that when elderly people see things in a movie that they personally experienced, they get excited and even shed tears. Some doctors say this sort of memory stimulation can have healing effects and slow down memory loss. While I understand that older people have good reasons to choose old movies, I prefer movies on contemporary themes. New movies are superior in many respects. First of all, the technology has improved, and therefore we can enjoy better scenes. Second, the directors, actors and actresses have all improved their skills. When you look at Chinese movies of the 1950s, you may find some actors and actresses talk or act somewhat artificially. Third, contemporary movies are often closer to our daily lives, and after seeing them, we can understand our society better. In other words, new movies have better educational value. Of course, the advantages of modern movies are not limited only to those I've just named. But they are reasons enough for me to make my choice.3.Occasionally I do enjoy seeing a foreign movie. It can take my mind off to a distant land. The outlandish setting oftenexcites me, and the different values tend to give me much food for thought. However, my lack of background information often requires me to make too many inferences, and sometimes I cannot understand certain parts of the movie. In such cases I may feel less entertained. By comparison, I feel more at home with Chinese movies. I can easily associate the scene and lines with the historical background. I can readily understand witty conversation and implied meanings. Sometimes I can even predict what is going to happen from the speaker's tone or gesture. Still, it is true that Chinese movies cannot yet compete with Western movies in filming technology. I do hope the next generation of Chinese movies will make further improvement.4.Certainly I want to see the movie first. A movie is meant chiefly to entertain, while a book may have a stronger educationalfunction in addition to its entertainment function. If one reads the book first, one will know the outcome of the movie in advance. With hardly any suspense, the movie will lose much of its appeal in spite of its colorful scenes. On the other hand, if we see the movie first, we can still appreciate the corresponding book. The book is usually longer than the adapted movie, and therefore you can still find a lot of new stuff. What's more, while reading a book, you can stop from time to time to think about the deeper meaning. So you see, after seeing the movie, you can still enjoy the book.Ⅲ.Listening InTask2:A Great ActorThere was once a great actor who could no longer remember his lines. After several years of searching, he finally found a theater that was willing to give him a try. The director said, "This is the most important part, and it has only one line. At theopening you walk onto stage carrying a rose. You hold the rose to your nose with just one finger and thumb, smell it deeply and then say the line in praise of the rose: 'Ah, the sweet smell of my love.'" The actor was excited. All day long before the play he practiced his line over and over again. Finally, the time came. The curtain went up, the actor walked onto the stage, looked at the audience, and with great emotion said the line, "Ah, the sweet smell of my love." The audience exploded in laughter. Only the director was furious! "Ahhhhhh! You damned fool!" he cried. "You've ruined my play! You've ruined me!" The actor was puzzled, "What happened? Did I forget my line?" "No!" shouted the director. "You forgot the rose!"Task3: Movie ReviewsI love movies! And after I see them, I like to comment on them. These are movies I saw this year that I would like to recommend: Among comedies I highly recommend "Monsoon Wedding". It's an Indian movie. The story is about an Indian wedding. Preparations for the wedding bring out funny and sad situations touching on love and a past rape. This movie shows some of the wonderful customs of India, and the importance of family and love. It's great!Among dramas, I like "Adaptation". It is an excellent movie! But for me the first part of the movie was too fast to follow.I hope to see it again on DVD with captions."The Pianist" is set in the Second World War. It's about a young Polish-Jewish pianist, who lives in Warsaw with his family. The Nazis sent his family to die in the concentration camps. He was safe, but would have died without unusually good luck and the kindness of a few non-Jews. This is a powerful movie with thought-provoking themes."Rabbit-Proof Fence" is set in the 1930s in Australia, and it's based on real events. It is about three native girls, who are separated from their families by the racist police who send them to special centers. There the girls are taught practical skills, and the government tries to integrate them into white Australian society. They ran away from the camp and walked 1,500 miles to find their mothers. This is a sad, touching story that you should not miss.Ⅴ.Let’s TalkAlfred HitchcockAlfred Hitchcock was a British director. His movies frequently show innocent people caught up in situations beyond their control or even understanding.Hitchcock preferred the use of suspense to surprise in his movies. In surprise, the director provides the viewer with frightening things. In suspense, the director tells or shows things to the audience which the characters in the movie do not know, and then skillfully builds up tension around what would happen when the characters finally learn the truth.Hitchcock had a great sense of humor. Once at a French airport, a suspicious customs official looked at Hitchcock's passport, which was marked simply PRODUCER. The curious official asked, "And what do you produce?" "Gooseflesh." replied Hitchcock.Alfred Hitchcock always managed to make a brief appearance in his movies: He was sometimes getting on a bus, or crossing a street, or walking in front of a store, or across the courtyard in an apartment. However, for the movie Lifeboat in 1944, he was faced with a difficult problem. The entire movie was set in a lifeboat out at sea, and there were only a few characters in the boat. Originally, he wanted to float by as a dead body, but he was afraid he'd sink! His clever solution was to place a photograph of himself in a newspaper that one of the characters read during the course of the movie.Ⅵ.Further Listening and SpeakingTask1: Only One LinePeter had always wanted to be an actor, but never succeeded because he had a hard time memorizing lines. A friend of his told him about a small part in a play. He promised Peter that he could do it because he'd only have to remember one line. Peter decided to take the part. His only line was, "Listen, I hear the guns roar!" Peter practiced and practiced, "Listen, I hear the guns roar!" On the opening night of the play Peter was very nervous. Backstage, he practiced his line, over and over again, "Listen, I hear the guns roar! Listen, I hear the guns roar!" Finally came his turn, Peter went onto stage. He heard a loud BOOM and cried out in spite of himself, "WHAT THE HELL WAS THAT?"Task3:The Secret of the Next Harry Potter BookThe Harry Potter books rapidly became one of the most in-demand book series among young readers and have earned large sums of money. Movies based on the books won several Oscar nominations. Readers are now keen to know the plot of the next book.Harry Potter movie fans will get a long-awaited treat. The movie Harry Potter and the Chamber of Secrets is finally about to come out. This time around, Harry discovers a frightening secret at Hogwarts School. Eager readers of the first four Harry Potter books are also trying to discover a secret. The secret plot of the fifth book in the series. Because of the long wait since Book Four, they are guessing many things. Some think that Professor Lupin will die or that Harry and his friend Ron may be related!J. K. Rowling herself has only said that Book Five will be shorter and scarier than Book Four. To make sure her readers hear only rumors, she locks all her ideas for the books in a hidden place. Since the next book does not come out until 2003, for now Harry's secret is safe with her!。

Chapter 1 The PopulationI 2 populous 3 race 4 origin 5 geographical distPrelisteningB 1 census ribution6 made up of7 comprises8 relatively progressively9 Metropolitan densely 10 decreased death rate11 birth rate increasing 12 life expectancyD 1 a 18.5 mill b 80% c 1/2 d 13.4 mill e 2: 10f 4%g 1990h 40%i 3/4j 33.1%2 a3 b 1 c 2 d 5 e 4II First ListeningST1 population by race and originST2 geographical distributionST3 age and sexIII PostlisteningA 1. People’s Republic of China, India2. 281 mill3. Hispanics(12.5%)4. Texas5. the South and the West6. 20%7. by more than 5 million8. about 6 years9. 2.2 years10. a decreasing birth rate and an increasing life expectancyChapter 2: Immigration: Past and PresentPRELISTENINGB. Vocabulary and Key Conceptsimmigratednatural disasters/ droughts/ faminespersecutionsettlers/ colonistsstageswidespread unemploymentscarcityexpanding/ citizensfailuredecreaselimitedquotassteadilytrendskills/ unskilledD Notetaking PreparationDates: Teens and Tens18501951The 1840sFrom 1890 to 1930Between 1750 and 18501776188213291860From approximately 1830 to 1930Language Conventions: Countries and NationalitiesThe Scandinavian countries are Sweden, Norway, and Denmark. The Southern European countries are Italy, Greece, Spain, and Portugal. The Eastern European countries are Russia and Poland.LISTENINGFirst ListeningMajor SubtopicsST1 the Great ImmigrationST2 reasons for the Great Immigration and why it endedST3 immigration situation in the United States todayPOSTLISTENINGA. Accuracy Checkcolonists or settlersDutch, French, German, Scotch-Irish, BlacksThe third, 1890-1930Southern Europe and Eastern EuropeThe population doubled, there was widespread unemployment, and there was a scarcity of farmlandfree land, plentiful jobs, and freedom from religious and political persecutionthe failure of the potato crop in Irelandlaws limiting immigration from certain area, the Great Depression, and World War ⅡThey are largely non-European.Industry doesn’t need a large number of unskilled workers。

新标准大学英语视听说教程2 听
力原文
新标准大学英语视听说教程2 听力原文
新标准大学英语视听说教程2 听力原文（New Standard College English Listening and Speaking Course 2 Listening Text）是一本由北京外国语大学出版的练习册，旨在帮助学生掌握和提高英语口头及听力能力。

本教材主要以听力原文为基础，并结合录音、翻译和答案，让学生学习英语口语和听力。

本书共分为两个部分，第一部分收录了18篇听力原文，给予学生全面的英语听力训练，帮助学生在英语听力中取得成功;第二部分是练习，收录了30道听力训练题，以此来检测学生对听力原文的理解能力。

听力原文部分由18篇组成，涉及多个话题，包括家庭、社会、文化、政治、经济、教育、媒体和旅游等，结构灵活，词汇量适中，十分适合于英语学习者的听力训练。

每篇文章前面还配有精美的图片，有助于学生更好地理解文章的内容。

第二部分练习部分是由30道听力训练题组成的，主要考察学生对听力原文的理解能力。

题目分为三种类型：单
选题、多选题和判断题。

其中，单选题考查学生对听力原文中某一特定信息的理解能力；多选题考查学生对听力原文中某一特定问题的理解能力；判断题考查学生对听力原文整体内容的理解能力。

新标准大学英语视听说教程2 听力原文内容丰富，让学生在不同的情境中学习英语，有助于学生提高英语听力及口语水平。

本书中所提供的听力原文和练习题都是经过严格的审查的，可以满足学生的学习需求，使学生在听力方面取得显著的进步。

新标准大学英语视听说教程2
新标准大学英语视听说教程2是针对大学生英语学习的一套教材，旨在提高学
生的英语听说能力。

本教程共分为四个单元，每个单元包含了丰富多彩的听力、口语练习和实用的交际技能，帮助学生在日常生活和学习中更好地运用英语。

首先，本教程的听力部分设计精良，选材丰富多样，内容涵盖了日常生活、学习、工作等各个方面。

通过精心编排的听力材料，学生可以接触到地道的英语口音和语速，提高自己的听力水平。

在听力练习中，学生不仅可以了解到英语国家的文化和风俗，还可以培养自己的跨文化交际能力，为将来的留学和工作做好准备。

其次，本教程的口语部分注重实用性和交际技能的培养。

通过各种情景对话和
口语练习，学生可以学会如何在不同场合下运用正确的口语表达，提高自己的口语流利度和表达能力。

同时，教程还提供了丰富的口语互动练习，让学生在轻松愉快的氛围中锻炼口语，增强自信心，更好地适应英语交际环境。

最后，本教程的视听说部分紧密结合了听力、口语和视觉元素，通过视频、图
片等多媒体形式，帮助学生更直观地理解和掌握英语知识。

学生可以通过观看视频，模仿标准的英语口音和语调，提高自己的语音语调准确度；通过观看图片，了解到不同文化背景下的生活场景和风土人情，增强对英语国家的了解和兴趣。

总之，新标准大学英语视听说教程2是一套全面、系统的英语听说教材，旨在
帮助大学生全面提高英语听说能力，为将来的学习和工作打下坚实的语言基础。

希望同学们能够认真学习本教材，努力提高自己的英语水平，成为优秀的国际交流者和跨文化使者。