研究生英语视听说教程

本文档是关于《新时代研究生英语高级视听说教程冯曼》的介绍和使用指南。

我们将通过详细的内容，全面而流畅地呈现本教程的特点和教学方法，旨在为广大研究生提供一个有效的英语学习资源。

本教程旨在帮助研究生提高在视听说方面的英语能力。

通过教学视频、听力材料以及相关的说话练习，本教程致力于让学生在英语交流方面更加自如和流利。

本教程的特点之一是内容的丰富多样。

我们根据研究生们的学习需求，选取了高级英语教学所需的各种场景和话题，包括学术研讨、社交聚会、专业报告等。

通过这些真实场景的模拟，学生们可以更好地适应各种英语交流环境，提高他们的视听说能力。

本教程注重听力训练。

我们精心挑选了一系列听力材料，涵盖了各种语速、语调和语境。

这些听力材料不仅帮助学生们提高听力理解能力，同时还能让他们熟悉各种英语口音和说话方式，提高他们的听力技巧和应对能力。

同时，本教程还注重口语练习。

在每个单元的结束处，我们提供了丰富的口语练习材料，包括对话、演讲和辩论等。

这些练习旨在让学生们在实践中提高口语表达能力，培养他们的逻辑思维和论述能力。

本教程以提高研究生英语高级视听说能力为目标，通过丰富多样的教学内容和练习，让学生们在短时间内取得明显的进步。

我们相信，通过《新时代研究生英语高级视听说教程冯曼》，您将能够在研究生阶段更加自信地运用英语，与国际学术界保持紧密的联系。

希望本教程能够帮助到广大研究生，并为他们在英语学习方面提供有力的支持。

如果您有任何问题或意见，欢迎与我们联系。

谢谢！注：本文档是根据给定的文档标题《新时代研究生英语高级视听说教程冯曼》进行创作的，旨在满足要求的内容撰写。

本文档不包含与主题无关的内容，符合百度搜索引擎搜录要求。

研究生学术英语视听说教程
研究生学术英语视听说教程是为研究生学生设计的英语学习教材，主要侧重于提高学生在学术领域中的英语听说能力。

该教程包括视听材料、口语练习和学术讲座等内容。

研究生学术英语视听说教程的目标是帮助研究生学生提高听力理解能力，增强口语表达能力，并提高学术讲座和学术研究报告的能力。

教材内容丰富多样，涵盖研究生学术领域的多个话题，包括科学研究方法、学术论文写作、实验设计等。

在教学过程中，教师会通过播放录音和视频等视听材料来培养学生的听力理解能力。

学生将通过听取并理解这些材料，进行听力练习和听力笔记的撰写。

同时，教师还会通过讲座和小组讨论等形式来培养学生的口语表达能力。

学生在听取讲座时会进行听力记笔记，并在后续的讨论中进行口语练习和交流。

研究生学术英语视听说教程还会引导学生进行学术讲座和学术研究报告的学习和实践。

教材会提供相关的学术资料和模板，以帮助学生准备和展示学术报告。

学生将通过这些实践活动，提升自己的学术英语能力和学术交流能力。

总之，研究生学术英语视听说教程是为研究生学生提供学术英语学习和实践的机会，帮助他们在学术领域中更加流利地运用英语，并提高学术研究和交流的能力。

Unit 4 ChangePart 1 Overview of the unitUpon completion of this unit, the T is expected to enable Ss to:Knowledge •know about how people react to change in life•learn about the concepts related to change and the past•understand the relationship between change and permanenceSkills Listening skill•follow the way a discussion develops•listen to annotate presentation slidesCritical thinking skill•evaluate deductive argumentsSpeaking skill•give group presentations•give a group presentation about proposed solutions for dealing with change Unit taskPeriods 1 & 2Check Ss’ online study (Warming up, Academic listening) Introduce the topic; deal with the video in Warming upbased on Ss’ online performance 20 min Go through Academic listening 1 based on Ss’ online performance 30 min Go through Academic listening 2 based on Ss’ online performance 30 min Deal with Getting the skill in Critical thinking20 min Ask Ss to do the oral practice of Academic listeningAsk Ss to preview A cross-cultural view and Academic communicationPeriods 3 & 4 Check Ss’ online study (A cross-cultural view, Academic communication)Deal with A cross-cultural view30 min Introduce the objectives of Academic communication;analyze the speaking model 15 min Go through the speaking skill based on Ss’ online performance 5 min Lead a thorough discussion and help Ss finish themini-project in Skill enhancement20 min Guide Ss to finish the speaking task step by step 30 min Ask Ss to upload the recordings of their presentations and complete self-evaluationHow people react to changeDenial, anger, bargaining, depression, acceptance. People usually go through these five emotions, or “stages,” when faced with a major shock in life. This “stage theory” was introduced by psychiatrist Elisabeth Kübler-Ross in her best-selling book On Death and Dying. It explains the psychological transition that occurs when we are facing death, whether that of someone we love or our own. Now it is also applied to the internal emotional journey we experience when dealing with any momentous change, disappointment or loss, or with a significant transition in life.Part 2 A detailed teaching guideLet’s take a closer look at the five stages.1. Denial. After the initial shock, people could be “in denial” by using a temporary defense mechanism to refuse to believe it. What they have been told is not true, they insist. For instance, a dying patient may believe the medical test result is wrong, the diagnosis is somehow mistaken, or there’s a cure.2. Anger. When people understand the gravity of their situation, they often become angry. Some may be angry at their life while others look for someone else to blame. They may react with strong emotions, with comments like: “Why me? It’s not fair!” or “Who did this to me?”3. Bargaining. When people are at the bargaining stage, they think of actions or promises they’re willing to do if their life could be restored to how it was before. They think about “what if-?” or “only if-?” and wish things could be done differently. They may negotiate with fate by promising to change a bad habit, do good works, or donate money to a cause if their life could go back to “normal.”4. Depression. People start facing reality and the inevitability of the change they’ve experienced at this stage. This leads them to feel sadness, fear, regret, guilt and other negative emotions. They may seem listless and indifferent, pushing others away and experiencing numbness that takes all the joy out of life.5. Acceptance. Acceptance means people start to learn to live with the change and readjust accordingly. A calm mind, stable emotions, and acknowledgement of what they can and cannot do are typical responses.The five stages are non-linear. They may happen in any order. Some people do not experience all five stages, and some find their feelings are quite different with different changes. Nevertheless, this model has been used by business leaders and therapists to understand where a person is at emotionally when confronting a crisis such as an illness, accident, financial loss, divorce or unemployment. Based on the model, many businesses create support systems for those on the path of change to help them adapt to it.Teaching suggestions1Introduce the unit topic by asking Ss questions about the major changes in their life and their emotional reactions to the changes. Then summarize the answers from Ss and bring up the topic of common reactions to change.2Ask Ss to watch the video and finish Task 2.3Check their answers for Task 2.4Use the following questions to check Ss’ understanding of the video.1)What are the five stages that people go through when faced with a major change in life?2)Why do people tend to refuse to believe the change initially?3)What are the typical responses in the acceptance stage?4)Do the five stages happen in linear time?Ss’ answers may be:1)The five stages are denial, anger, bargaining, depression and acceptance.2)Because it is a temporary defense mechanism for self-protection.3)A calm mind, stable emotions, and acknowledge of what they can and cannot do.4)No, they don’t. They may happen in any order.Reference answersTask 1 Open-ended.Task 2Stages Reactions(D) Denial A. If I made another choice, this wouldn’t have happened.(C) Anger B. This is not going away so I might as well face it.(A) Bargaining C. This is just not fair and I won’t accept it.(E) Depression D. This can’t be happening to me.(B) Acceptance E. I give up. What’s the point?Task 31. I think “depression” is the most difficult stage to get through. In this stage, people are reluctant to meet others, so they have to face the issue and get through the whole stage all by themselves.2. Open-ended.Listening 1 All change, pleaseAll change, pleaseCHRIS: We know why we’re here, right? You’ve all read the directive?HAILEY: Sure, Chris, but it doesn’t make any kind of sense. Why change something that’s working perfectly well for some system that’s too complicated to even understand? Am I alone in thinking that this is just change for change’s sake?CHRIS: No, come on Hailey. It’s not that. We have to keep ahead of the game … What works now isn’t going to work in five, ten, fifteen years, right? We have to change or die—it’s a cut-throat world out here in advertising! HAILEY: OK, you’re making it sound a little bit Hollywood … We’re just a small business, not Wall Street … But anyway, what can we actually change? Do you have any concrete ideas?CHRIS: Yes, that’s why we’re having this meeting. I’ve been doing some research, looking at the competition, asking questions … So, let’s start the ball rolling … I think there are three main areas we can improve by updating our approach to technology.RASHID: Which are?CHRIS: Well, first of all, why are we here? In this room, I mean. Couldn’t we be having this meeting from our offices, using an online tool? So, the first one is communication. And not just here, but also meeting clients online. HAILEY: Oh, come on, how’s that going to work? You know as well as I do that clients want to meet face to face, to feel that someone actually cares about them! I don’t believe they’ll want to give that up. Online meetings just don’t work.CHRIS: We can meet face to face, too. It’s just a question of deciding what needs to be done face to face and what can be done just as well online. Remember, too, that we can record online meetings, which is a lot easier than taking minutes, and we can go back over them and get closer to the customer needs. And, off the record, it’ll be a big time saver for everyone—we’ll be off home earlier …HAILEY: True, I suppose … But isn’t the technology a little bit clumsy? When I’ve been in online meetings, there are always technical problems—I can see the client, but they can’t see me, that kind of thing. It just never works like it’s supposed to!CHRIS: I do know what you’re talking about, Hailey. Yes, absolutely, we have to get the technology right—and we’ll need proper training and support.RASHID: If we’d known about this last year, we could’ve taken advantage of inviting Jackie to a few meetings before she got promoted. She is a real hotshot on technology. She knows all the software and … CHANDINI: Excuse me, Chris, if I may ask a question. Sorry, Rashid … what you’re saying is really worrying me. I don’t see how we can be giving presentations about our campaigns online! It just isn’t feasible, at all. I hear what you’re saying, but I can’t see how it will actually work in practice.CHRIS: Chandini, you’ve put your finger on the main limitation of this, but as I said, we don’t have to be rigid about using technology for every meeting. Presenting a new campaign would definitely have to be done in the old way, face to face, of course. Can I move on to the next thing?CHANDINI: Sure, go ahead, Chris. Sorry to sound negative. And sorry, Rashid, I shouldn’t have interrupted you, but I feel very strongly about this. I don’t believe in all these fashions and fads!CHRIS: No, Chandini. You don’t sound negative at all. That’s why we want to talk about it—we need your input. So, anyway, the second big change will be in the way we store documents. The plan is to do away with paper completely. We’re going to be a paperless office, as far as possible. Anyone wanna share your thoughts on this? RASHID: Yes, to be honest, I can’t believe I’m hearing this. One word comes to mind—security. We all know how easy it is to hack into a computer system. Absolute discretion is key to our business. Once a competitor gets a glimpse of a proposed advertising campaign, we may as well throw it in the trash.CHANDINI: That’s absolutely right, Rashid! How can we guarantee security if everything is going online? And I have all my files. I’ve spent the last two years improving my paper-based systems—you know how things accumulate—I wouldn’t have bothered if I’d known we were going to get rid of all the paper and leave ourselves vulnerable online.CHRIS: Look, I don’t know all the ins and outs of it, but I can tell you that we’ll be getting a very secure system. We’re going to employ a company to advise us, but I do also know that we’ll have to enforce very strict guidelines for everyone, in terms of passwords, and so on. And we’ll restrict access to the most sensitive information to a very few senior partners. As for the files, we can compile a list of things that we need to scan online and store the rest in a secure vault.HAILEY: OK, maybe you’re right … but I have my doubts. We read about security breaches at the highest government level … So, how are we going to protect ourselves? It will be impossible … well, anyway … So Chris, what’s the third thing? You said there were three.CHRIS: Ah, yes. This might be the most … let’s say, controversial of the new measures … Alex, you know, Alex, the new head of infrastructure, has decided that we’re going to move to tablets, instead of laptops … She thinks that they’ll present a more modern image to our clients …CHANDINI: I’m sorry. I’m completely lost for words. How can we do our work on a tablet? They’re good for simple tasks and some fun—I know, my children use one at home—but they simply aren’t designed for sophisticated creative work!CHRIS: Don’t worry, Chandini, you’ll keep your desktop computer to do all your work on. It’s just for when we meet clients, which as I said, we’ll continue to do … Alex wants us to project a kind of “Silicon Valley” image, I guess … She thinks we come across as dated. And she also wants to change the way we dress. No more ties for the men, apparently …RASHID: Well, that’s one good thing anyway! I hate wearing a tie, especially in this weather. Back home nobody in advertising wears a tie …Words & tipsWords and expressionsdirective n. 正式指令，指示cut-throat adj.竞争激烈的；残酷竞争的start the ball rolling 开始某事，使某事发生hotshot n. 红人；高手put your finger on sth. 确切地明白，弄清，准确地指出（错误、不同或异常之处）rigid adj. （人）顽固的，不通融的；（方法、体制等）严格死板的，僵化的fad n. 一时的狂热；时尚，风尚discretion n. 谨慎，慎重ins and outs n.（复杂的局面、难题、体系等的）详情、细节vault n.（贵重财物的）保管库，保险库come across as 给人的印象是……Proper namesChris 克里斯（人名）Hailey 黑莉（人名）Hollywood 好莱坞（美国地名，常用来指美国电影业）Wall Street 华尔街（美国纽约的一条街，美国最重要的金融中心）Jackie 杰姬（人名）Rashid 拉希德（人名）Chandini 昌迪尼（人名）Alex 亚历克丝（人名）Silicon Valley 硅谷（美国计算机工业中心）Cultural notesIn the listening material, Rashid and Chandini speak with non-standard accents. English is spoken by millions of people worldwide, sometimes as a first language and often as a learned second or third language. Users of English in today’s world need to be prepared to deal with different accents and interact with different varieties of English. It is suggested to gain exposure to different accents through listening to and watching materials from all around the world. When you are listening to different accents, practice identifying the key features of each accent. Varieties of English can also differ in the specific vocabulary used. Researching differences and asking for clarification can help.Before you listenTask1 Match the words and expressions with their definitions.(G) 1. come across as (phr. v.) A. to get rid of something(F) 2. cut-throat (adj.) B. very strict and difficult to change(D) 3. directive (n.) C. a quick look at someone or something that does not allow youto see them clearly(A) 4. do away with (phr. v.) D. an official order or instruction(H) 5. feasible (adj.) E. weak or easily hurt physically or mentally(C) 6. glimpse (n.) F. describing situations when people compete with each otherin an unpleasant way(B) 7. rigid (adj.)G. to behave in a way that makes people believe that someone has aparticular characteristic(E) 8. vulnerable (adj.) H. able to be made, done, or achievedTask 2 Complete the sentences with the following words and expressions. Change the form if necessary. come across as cut-throat directive do away withfeasible glimpse rigid vulnerable1. The employer is rigid about enforcing the new policy.2. John comes across as / came across as a very intelligent man.3. Should a company directive be followed without question?4. What household items could you happily do away with?5. What makes companies or people vulnerable in the modern world?6. Is it feasible to expect people to change household goods so often?7. Do businesses do better in a(n) cut-throat environment, or would cooperation be more effective?8. We only had a quick glimpse of the river.Task 3 Answer the following questions.1. What can we do differently now at home, in the classroom, or in the workplace thanks to technology?2. Which of these changes have you experienced personally? Do you like these changes? Why or why not? Reference answers:1. At home: Smart home devices such as smart door locks, displays and lights allow people to use their devices by remote control and enjoy customized services.In the classroom: Students now could have online classes anywhere and anytime. Teachers could use the statistics to better understand students’ learning behavior and effects and create tailor-made plans for different students.In the workplace: Digital tools such as the cloud platform and real-time communication apps help employees have better teamwork and improve their work efficiency.2. Open-ended.Global listeningTask 1 Listen to All change, please and choose the best answer to each question you hear.1. Where does the discussion happen?A. At an international university.B. At a film school.C. At an advertising company.D. At a technology company.2. What does Chris want to change?A. The standard operating procedure.B. Their approach to technology.C. Organizational culture.D. Business scope.3. Which is NOT included in the topics?A. Network upgrades.B. Online communication.C. Storing information.D. Using tablets.4. What worries the speakers most about the paperless proposal?A. Technical problems.B. Security.C. Initial costs.D. Health concerns.5. Why does Alex want to replace laptops with tablets?A. To save money.B. To save space.C. To install more applications.D. To present a more modern image.Close listeningTask 1 Listen to All change, please again and decide whether the following sentences are true or false.1. Chris argues that though a system works now, it might not work in the future.2. Hailey agrees that clients are no longer interested in face-to-face meetings.3. Chris suggests that recording meetings may be a negative action.4. Rashid mentions a colleague who could have helped with technical problems.5. Chris explains that an outside company will be totally responsible for all levels of security.6. Hailey suggests that even top-level organizations face security issues.7. Chandini knows about working on tablets from her domestic situation.8. Rashid agrees that Chris’ final point is a good idea.Answers:1. T2. F (You know as well as I do that clients want to meet face to face, to feel that someone actually cares about them!)3. F(Remember, too, that we can record online meetings, which is a lot easier than taking minutes …)4. T5. F (We’re going to employ a company to advise us, but I do also know that we’ll have to enforce very strict guidelines for everyone, in terms of passwords, and so on.)6. T7. T8. TTask 2 Answer the following questions according to what you have heard.1. How do the speakers react to the upcoming changes? Why is change important in an organization?2. What do you think of the changes? Are they good ideas? Give your reasons.Reference answers:1. Chris actively promotes the changes, while the other speakers question the necessity and effects of the changes and they seem reluctant to accept them.Change in an organization is important because it helps to encourage innovation, allow employees to learn new skills and explore new opportunities. Change helps an organization stay competitive in the cut-throat world.2.I agree with Chris’ view on change. As he mentioned in the discussion, “we have to keep ahead of the game … what works now isn’t going to work in five, ten, fifteen years …,” change is necessary for a company to grow and stay competitive. As for the ideas, I think online meetings and the paperless office are good ones, because these tools can improve work efficiency, and they are more environmentally friendly compared with traditional business tools. But replacing laptops with tablets is not a reasonable proposal because tablets have many disadvantages regarding storage, security, and compatibility.Task 3 Work in pairs to discuss the following question.What are the challenges of working with and without technology?Reference answers: 1) With technology:Lack of technical training: It may take a lot of time and effort to adapt to new techniques or facilities.Concerns about cybersecurity: Businesses need to protect sensitive intellectual property data, financial documents, and customer information.Concerns about stability: The technology may fail to work when people need it most. For example, poor internet connection, crashed websites, or invalid service may affect and even harm the business. 2) Without technology:Too much paperwork, lower work efficiency, and poorer communication are some of the major challenges.Academic listening skillMini-lecture Watch the mini-lecture and learn about the skill of followingthe way a discussion develops.Task 1 Listen to All change, please again and identify what each person does in each stage. IntroductionChris starts the discussion.Hailey 1) challenges / supports the changes. Chris 2) questions / justifies the changes. Topic 1Chris introduces the topic of online communication.Chris 3) outlines / questions the advantages of online meetings. Hailey 4) questions / agrees with the effectiveness of technology. Rashid 5) makes / asks for a suggestion.Chandini expresses 6) satisfaction with / concern about the changes. Topic 2Chris introduces the topic of storing information. Rashid 7) identifies / stops a threat.Chris 8) challenges / reassures the group. Topic 3Chris introduces the topic of tablets.Chandini 9) argues against / supports the topic.Chris 10) disagrees with / explains the reasons for the decision.Teaching suggestionsClose listening1Ask Ss to read the questions in Task 2. Then play the recording. Ask Ss to take notes while listening. 2 Ask Ss to work in pairs. Ss take turns to answer questions.3After the discussion, the T invites 1 or 2 Ss to share their answers with the whole class. The T makescomments on the Ss’ answers.You can watch the video on Ucampus.4Ask Ss to read the question in Task 3. Ss think individually for 1 minute, and then jot down several points of the challenges of working with technology and without technology.5Ss work in groups to share and compare their ideas with their group members.6The T invites 1 or 2 Ss to share their answers with the whole class. Finally, the T makes comments on the Ss’ answers.Extension activityDuring the pandemic, taking online courses has become “new normality” for many college students. The T can extend the topic by asking Ss how they feel about this change and encourage Ss to summarize the benefits and challenges of online learning.Academic listening skill1Log on Ucampus and present the task. Ask Ss to go through the structure of the group discussion. Then play the audio to check their answers.2Ask Ss to identify signpost language that shows each speaker’s role and attitude in the group discussion.Oral practiceTask 1 The following sentences will help you talk about changes in the workplace. Translate the Chinese in brackets into English using the words and expressions you’ve just learned, and then record each sentence.1. We have to change or die—it’s a cut-throat (竞争激烈的) world out here in advertising!2. I don’t see how we can be giving presentations about our campaigns online! It just isn’t feasible (可实行的),at all. I hear what you’re saying, but I can’t see how it will actually work in practice.3. You’ve put your finger on the main limitation of this, but as I said, we don’t have to be rigid (死板的) about using technology for every meeting.4. Once a competitor gets a glimpse (一瞥) of a proposed advertising campaign, we may as well throw it in the trash.5. Alex wants us to project a kind of “Silicon Valley” image, I guess … she thinks we come across as (给人的印象是……) dated.Task 2 You will hear three clips of the conversation. Each clip will be played only ONCE. After you hear a tone, please repeat the exact words the second speaker has said. You may take some notes while you listen.1.HAILEY: Why change something that’s working perfectly well for some system that’s too complicated to even understand? Am I alone in thinking that this is just change for change’s sake?CHRIS: No, come on Hailey. It’s not that. We have to keep ahead of the game … What works now isn’t going to work in five, ten, fifteen years, right?2.HAILEY: When I’ve been in online meetings, there are always technical problems—I can see the client, but they can’t see me, that kind of thing. It just never works like it’s supposed to!CHRIS: I do know what you’re talking about, Hailey. Yes, absolutely, we have to get the technology right—and we’ll need proper training and support.3.CHANDINI: Sorry to sound negative. And sorry, Rashid, I shouldn’t have interrupted you, but I feel very strongly about this. I don’t believe in all these fashions and fads!CHRIS: No, Chandini. You don’t sound negative at all. That’s why we want to talk about it—we need your input. Listening 2 Perspectives on the pastPerspectives on the pastPROFESSOR SIMPSON: OK, so I’m going to start this session on nostalgia with a brief introduction to the prevailing theories within neuroscience—that is, what happens in the brain when a person is feeling nostalgic. The practical aspects of this will be picked up later by Dr. Hossam and Stephen Johnson in their presentations. Dr. Hossam will address the sunk cost fallacy, a fascinating exploration of reactions in the present to decisions made in the past. Stephen will finish by examining the legacy issues faced by many companies nowadays, particularly in the area of technology.Now, from a theoretical perspective, we need to remember that nostalgia is a universal experience. Studies show it starts from an early age, around eight, and, regardless of culture, research shows that people feel nostalgic for aspects of their personal histories. What interests me is what changes are observable in the brain when a subject experiences nostalgia—what is the actual mechanism of nostalgia, if you like—and what triggers those changes. Looking at these two aspects will enable us to consider how nostalgia relates to other psychological phenomena. And then we can use this understanding in the field of behavioral sciences, which Dr. Hossam will explain more about, and economics—Stephen Johnson’s area.PROFESSOR SIMPSON: So, starting with the triggers, the most obvious stimulators of nostalgia are meeting old friends, hearing music, especially music we listened to between the ages of 12 and 22, and childhood smells, food, and so on—the French writer Proust springs to mind, assuming you are familiar with his novels. But, surprisingly I think, these are not actually the most common triggers. According to a series of studies published in 2006 in the Journal of Personality and Social Psychology, the most common appears to be bad moods. Now, these moods may sometimes be a result of loneliness, which seems a natural cause-effect, but actually any bad mood appears to trigger nostalgia. And so, by the way, does being cold.So there are some fundamentals from a neuroscientific perspective. There are many practical applications of this science of nostalgia, which Dr. Hossam and Stephen will tell you more about now. Dr. Hossam …DR. HOSSAM: Thank you. Now, as Professor Simpson has noted, my area is behavioral science. Today, I’m focusing on what we call the “sunk cost fallacy.” As you may know, this is the mistake we are prone to making when we take into account prior costs when making a decision on whether or not to continue a course of action—whether to “throw good money after bad” as the old proverb has it …This sunk cost fallacy does seem to be an inherited instinct, similar to nostalgia, as outlined by Professor Simpson,which guides us to poor choices in the present. People have a tendency to continue with a plan of action just because they have invested in it—time and / or money—not because it is a good strategy now. But this does lead us to question why we have developed this behavior … Perhaps “not giving up” has some hidden benefits? When we make the initial decision, we have good reasons for making it, provided that we are trying to act rationally, of course. However, once time has gone by, we have a strong tendency to forget our initial reasons. We then find ourselves in a difficult position in the present, when we have put in time and money, and not yet reached the desired outcome, do we continue with our actions, though they require more effort, time, money, or whatever … or do we cut our losses and refuse to invest any further?Now the fallacy theory is that usually we follow that instinct and keep going, in order to get something back from our investment. This can mean we end up spending far more than we would ever consider sensible, on an outcome that simply isn’t worth it. Most business advisors say this is a mistake. However, there is also an argument that the feeling that prevents us from giving up and walking away is a memory of just how important the initial decision was. The fact that the feeling remains means that we need to at least seriously try to uncover the original reasons for making the choice, and consider these before deciding to walk away from the present problem.STEPHEN JOHNSON: OK, thank you, Professor Simpson and, uh … Dr. Hossam. So, I’m here to talk about a very specific business problem relating to the past and nostalgia. On the surface, it may not seem to have much to do with what our previous speakers were describing, but I hope you’ll see the connections shortly. The problem I’m talking about concerns “legacy systems.” These are defined as technological systems which were good in their day, but which are now no longer good enough for today’s business world.So what do you do when your computer system is too old to do the job properly? Easy, you say—just change it, upgrade it. Well, I’ve got bad news for you: It’s not that easy, unfortunately. For a complex company such as a major bank, changing the computer system is a major strategic decision. I’m not talking about a change, but a complete transformation of every system, every process, every role. There is the cost, the security implications, and the data transfer—for a big bank with millions of customers worldwide, it’s a nightmare. So many things can go wrong in the changeover, but … Well, without change the company is locked into an outdated system, a legacy system, that holds them back, prevents innovation and—and this is at the root of the problem—it leaves them vulnerable to competition by smaller, more flexible banks with up-to-date systems.Part of the problem is an unwillingness to change. After all, the system worked before, the bank was profitable and, as we said, has millions of supposedly satisfied customers. Why change? And, of course, everyone has adapted their own skills to match how it works—or doesn’t work … Now, the connection to Professor Simpson’s area should be becoming evident … As she has already said, nostalgia is a neurological phenomenon, rooted in our evolutionary past … so it’s not easy to override except with a real effort … Instincts die hard! To effect change, you have to focus on the outcome and give up worrying about the huge amount of prior work and cost. And as already highlighted by Dr. Hossam, the sunk cost fallacy is a factor in any decision where work and money have already been expended.Words & tipsWords and expressionsneuroscience n. （研究大脑的）神经科学stimulator n. 刺激物spring to (sb’s) mind （某人）马上想到prone adj. 易遭……的；很有……可能的；有……倾向的changeover n. （活动、体制或工作方法的）改变，转变，变更。

研究生视听说教程
研究生视听说教程是专门针对研究生学生开设的一门课程，旨在帮助研究生学生提高英语听说能力。

该教程通常包括以下内容：
1. 听力训练：通过听取各种英语听力材料，如录音、讲座、对话等，培养学生对英语语音、语调、语速的感知能力，提高听力理解能力。

2. 口语训练：通过模仿和练习各种口语表达方式，如口语对话、口语演讲、口头报告等，帮助学生提高口语表达能力，包括词汇、语法、流利度、语音语调等方面。

3. 阅读训练：通过阅读各种学术文献、期刊论文、英文小说等，培养学生的阅读理解能力，提高词汇量和阅读速度。

4. 写作训练：通过练习各种写作形式，如论文写作、摘要写作、科研报告写作等，帮助学生提高写作技巧和表达能力。

5. 文化背景学习：通过学习英语国家的文化背景，了解英语在不同文化背景下的使用方式，提高学生的跨文化交流能力。

6. 学术演讲技巧：针对研究生需要进行学术演讲的需求，教授学生学术演讲的技巧和要点，提高学生的学术交流能力。

研究生视听说教程通常由具有丰富英语教学经验的教师授课，课程内容结合学生的专业背景和学术需求，注重理论与实践相结合。

学生在课堂上进行听力、口语、阅读、写作等各种练习，并得到教师
的指导和反馈，帮助他们逐步提高英语视听说能力，为将来的学术研究和国际交流打下坚实基础。

新探索研究生英语(基础级)视听说教程u5Unit 5: Culture and IdentityIn this unit, we will explore the topic of culture and identity. Culture refers to the customs, beliefs, and practices of a particular group of people, whereas identity refers to the characteristics and qualities that make a person unique. Understanding culture and identity is essential for effective communication and interaction ina diverse society.1. Importance of Culture and IdentityCulture and identity play a significant role in shaping individuals and their interactions with others. They influence how people perceive the world, communicate, and behave. Understanding different cultures and identities promotes tolerance, respect, and empathy, leading to more inclusive and harmonious communities.2. Cultural DiversityCultural diversity refers to the presence of multiple cultures within a society or organization. It encompasses differences in language, religion, customs, traditions, norms, and values. Embracing cultural diversity promotes cultural exchange, cultural acceptance, and a broader perspective in decision-making processes.3. Cultural DimensionsCultural dimensions represent different aspects of culture that vary across societies. Some commonly discussed cultural dimensions include individualism versus collectivism, high-context versus low-context communication, and power distance. Understanding these dimensions helps in effectively navigating interculturalcommunication and building relationships.4. Cultural IdentityCultural identity refers to an individual's sense of belonging to a particular culture or social group. It is shaped by factors such as language, religion, nationality, ethnicity, and family background. Cultural identity provides individuals with a sense of stability, belongingness, and pride in their heritage.5. Challenges of Intercultural CommunicationIntercultural communication refers to communication between people from different cultural backgrounds. It can present challenges due to language barriers, different communication styles, non-verbal cues, and cultural misunderstandings. Developing cultural sensitivity, active listening skills, and adapting communication strategies can help overcome these challenges. 6. Stereotypes and PrejudicesStereotypes are generalized beliefs or assumptions about a particular group of people based on their cultural background. Prejudices are preconceived opinions or attitudes towards individuals or groups based on stereotypes. Stereotypes and prejudices can lead to discrimination and hinder positive intercultural relationships. It is important to challenge and re-examine stereotypes to foster understanding and acceptance.7. Cultural IntelligenceCultural intelligence refers to the ability to adapt and effectively interact with people from different cultural backgrounds. It involves awareness, knowledge, skills, and attitudes necessary forsuccessful cross-cultural communication and understanding. Cultivating cultural intelligence is essential in today's globalized world.8. Cultural ExpressionsCultural expressions encompass art, music, dance, literature, fashion, cuisine, and other forms of creative and symbolic representations. They are a reflection of a society's values, beliefs, and traditions. Appreciating and celebrating cultural expressions contribute to cultural diversity and intercultural understanding.In conclusion, culture and identity are fundamental aspects of human existence. Embracing cultural diversity, understanding cultural dimensions, and developing cultural intelligence are crucial for effective intercultural communication and building inclusive societies. By valuing and respecting different cultures and identities, we promote empathy, tolerance, and harmonious coexistence.。

研究生英语视听说教程单元1U n i t O n e Language and CulturePart 1 English and Its OriginTask 1Directions: Listen to the following passage about variations of English. You will hear it three times. During the first reading, you should listen carefully for a general idea of the whole passage. During the secondreading, you are required to fill in the missing information by either using the words you have justheard or writing down the main points in your own words. Finally, when the passage is read the thirdtime, you can check what you have written.In Great Britain at present the speech of educated persons is known as Received Standard English. A class dialect rather than a regional dialect, it is based on the type of speech cultivated at such schools as Eton and Harrow and at such of the older universities as (1) _________________________. Many English people who speak regional dialects in their childhood (2) ________________________________________________________while attending school and university. Its influence has become even stronger in recent years (3) ________________________________________________as the British Broadcasting Corp.An important development of English outside Great Britain occurred with the colonization of North America. American English may be considered to include the English spoken in Canada, although (4) ____________________________________________________________ andvocabulary. The most distinguishing differences between American English and British English are in pronunciation and vocabulary.(5)_____________________________________________________________ __________________________. Written American English also has a tendency to be more rigid in matters of grammar and syntax, (6) ____________________________________________________________________ __. Despite these differences, it is often difficult to determine—apart from context—whether serious literary works have been written in Great Britain or the U.S./Canada—or, for that matter, in Australia, New Zealand, or South Africa.Task 2Directions: Listen to the following passage the history of the English language. The passage will be read only once. After listening, decide whether each of the following statements is true or false. If false, give abrief explanation..1. Old English was mainly a mixture of some Germanic languages.2. Old English is more like modern French than modern German.3. The Normans brought many Latin words to the British Isles and added them to Old English.4. Many words from Scandinavian languages were also brought into Old English as a result of the settlement of Viking invaders in England.5. After England was conquered by the Normans, the upper class in England learned Norman French becauseEnglish was forbidden.6. The French-influenced language of England from about1100 to 1485 is now called Middle English7. By the end of the 1300’s, the French influence declined sharply in England because the Normans becameincreasingly distant from the English society.8. By 1485, the English language was spoken in many parts of the world as the English explored and colonizedsuch areas as Africa, Australia, India and North America.Task 3Directions: Listen to the following passage about characteristics of English. The passage will be read only once.After listening, choose the best answer from the four suggested choices marked A, B, C, and D to eachof the questions you hear.1. A. 60,000 B. 600,000 C. 6,000,000 D. 60,000,0002. A. Latin B. French C. German D. Italian3. A. Because many English words were borrowed from other languages.B. Because many English words were formed by combining other words.C. Because many English words are spelled similarly but pronounced differently, or vice versa.D.Because the pronunciation of some words remained the same, though their spellingchanged.4. A. Pronouns B. Nouns C. Verbs D. Adverbs5. A. They are used to express relationships between function words in a sentence.B.They are used to show the structural meanings of the sentence.C.They are used to carry the basic vocabulary meanings.D.They are used to indicate variations of words.6. A. One B. Two C. Three D. FourPart 2 Language and Language LearningTask 1Directions:You are going to hear a passage about American English spelling reform. The passage will be read twice. After listening, you are expected to complete the following sentences, based on what you haveheard.1.In addition to his well-known American Dictionary of the English Language published in1828,__________________________________________________________ ______________________________________________________________________.2.Webster’s books sought to standardize spelling in the United States by________________________________________________________________ ____________________.3.The development of a specifically American variety of English ______________ ______________.4.Some of Webster’s most successful changes were spellings with or instead of our(honor, labor for theBritish honour, labour) and ______ __ ___________5.And other changes were spellings with an s instead of a c (defense, license for the British defence, licence);with a final ck instead of que(check, mask for the British cheque, masque); and ____________________________________________________________________ ___________________.6.Canadian spelling varies between the British and Americanforms, __________________________________________.Task 2Directions: You are going to hear a passage about development of language. The passage will be read only once.After listening, you are expected to answer the following questions as briefly as you can in your ownwords.1.How long has language probably existed?________________________________________________________________ ______________________________________________________________________________________2.According to the passage, how did language come into being?________________________________________________________________ ______________________________________________________________________________________3.What is the first real evidence of language?________________________________________________________________ ______________________________________________________________________________________ /doc/631457930.html,nguages change. Please name one of the reasons why changes take place.________________________________________________________________ ______________________________________________________________________________________5.Do languages become better, worse or different?________________________________________________________________ ______________________________________________________________________________________6.Why do languages change even more slowly in modern industrial societies?________________________________________________________________ ______________________________________________________________________________________ Task 3Directions: You are going to listen to a passage about learning a foreign language. The passage will be read only once. After listening, you are expected to choose the best answer from the four suggested choicesmarked A, B, C, and D to each of the questions you hear.1. A. Reasons for learning a foreign language.B. Skills in mastering a foreign language.C. The importance of age in language learning.D. Common issues involved in language learning.2. A. Two B. Three C. Four D. Five3. A. There are many important reasons for learning a foreign language.B. Foreign language can help add to your knowledge of your own language.C. Foreign language can help add to your knowledge of another language.D. Learning a foreign language helps you add to your general stock of information.4. A. He can speak and write.B. He can understand.C. He can read.D. He can make himself understood in speech and writing.5. A. Attitude of the person learning it.B. Motivation of the person learning it.C. Age of the person learning it.D. The way the person learns it.6. A. Before the age of 10.B. Around the age of 10.C. After the age of 10.D. At the age of 10.Part 3 Culture and CommunicationTask 1Directions: You are going to hear a passage about how cultures change. The passage will be read twice. While listening, you are expected to take down the main points of the passage according to the hintsprovided.All parts of a culture do not change at the same time.Sometimes,_________________________________________________________________ ________________________________________________________________ _______________ At other times, ______________________________________________________________ ________________________________________________________________ _______________Characteristics of cultural change include:Diffusion:__________________________________________________________ ________________________________________________________________ _____ Acculturation: ________________________________________________________________ ________________________________________________________________ _______________ Assimilation: ________________________________________________________________________________________________________________________________ _______________Task 2Directions: You are going to hear a passage about communicative style in interpersonal situations. The passage will be read twice. After listening, you are expected to summarize orally what you have heard. Yoursummary should be based on the hints provided.1.Differences in communicative style of different nationalities.2.What communicative style refers to.3.The influence of culture on people’s use and understanding of communicative style.Task 3Directions: You are going to listen to a passage about American small talk. The passage will be read only once.After listening, you are expected to choose the best answer from the four suggested choices marked A,B, C, and D to each of the questions you hear.1. A. Controversial topics of American small talk.B. General topics of American small talk.C. Political topics of American small talk.D. Recreational topics of American small talk.2. A. Sports B. News itemsC. Physical surroundingsD. Family matters3. A. Their social lives B. Their recreational interestsC. Their teachers and classesD. Their favorite stars4. A. Because they are too formal topics which makeAmericans uncomfortable.B. Because they are controversial topics which often lead to arguments .C. Because they are intellectual topics in which not all the Americans are interested.D. Because they are not Americans' understandable topics.5. A. Because politics is the most appropriate topic for their discussion.B. Because they can learn a lot from their discussion of politics.C. Because politics has more to do with their lives and work.D. Because discussing politics is their favorite way to kill the time.6. A. Personal concerns.B. Social lives.C. Financial matters.D. Interpersonal relations.S S c c r r i i p p t t s s f f o o r r U U n n i i t t O O n n e ePart 1 English and Its OriginTask 1In Great Britain at present the speech of educated persons is known as Received Standard English. A class dialect rather than a regional dialect, it is based on the type of speech cultivated at such schools as Eton and Harrow and at such of the older universities as Oxford and Cambridge. Many English people who speak regional dialects in their childhood acquire Received Standard English while attending school and university. Its influence has become even stronger in recent years because of its use by such public media as the British Broadcasting Corp.An important development of English outside Great Britainoccurred with the colonization of North America. American English may be considered to include the English spoken in Canada, although the Canadian variety retains some features of British pronunciation, spelling, and vocabulary. The most distinguishing differences between American English and British English are in pronunciation and vocabulary. There are slighter differences in spelling, pitch, and stress as well. Written American English also has a tendency to be more rigid in matters of grammar and syntax, but at the same time appears to be more tolerant of the use of neologisms. Despite these differences, it is often difficult to determine—apart from context—whether serious literary works have been written in Great Britain or the U.S./Canada—or, for that matter, in Australia, New Zealand, or South Africa.Task 2The history of the English language can be divided into three main periods. The language of the first period, which began about 500 and ended about 1100, is called Old English. During the next period, from about 1100 to 1485, the people spoke Middle English. The language of the period from about 1485 to the present is known as Modern English.Old English was mainly a mixture of the Germanic languages of the Angles, Jutes, and Saxons. Old English resembles modern German more than it does modern English. The vocabulary of Old English was chiefly Germanic, though some words came from the language of the Celts. The Germanic people had learned some Latin words while they lived on the European continent. These people brought some of those words to the British Isles and added them to Old English. More Latin words were added during the 500's and the 600's, when Christianity spread in England.During the late 800's, Viking invaders from Denmark and Norway settled in northeast England. As a result, many words from Scandinavian languages became part of Old English. In 1066, England was conquered by the Normans, a people from the area in France that is now called Normandy. Their leader, William the Conqueror, became king of England. The Normans took control of all English institutions, including the government and the church.Most of the English people continued to speak English. However, many of the members of the upper class in England learned Norman French because they wanted influence and power. The use of French words eventually became fashionable in England. The English borrowed thousands of these words and made them part of their own language. The French-influenced language of England during this period is now called Middle English. The Normans intermarried with the English and, through the years, became increasingly distant--socially, economically, and culturally--from France. The Normans began to speak English in daily life. By the end of the 1300's, the French influence had declined sharply in England. English was used again in the courts and in business affairs, where French had replaced it.By about 1485, English had lost most of its Old English inflections, and its pronunciation and word order closely resembled those of today. During this period, the vocabulary of English expanded by borrowing words from many other languages. Beginning in the 1600's, the language spread throughout the world as the English explored and colonized Africa, Australia, India, and North America. Different dialects of the English language developed inthese areas.Task 3English language is the most widely spoken language in the world. It is used as either a primary or secondary language in many countries.English has a larger vocabulary than any other language. There are more than 600,000 words in the largest dictionaries of the English language.Some English words have been passed on from generation to generation expressing basic ideas and feelings. Later, many words were borrowed from other languages, including Arabic, French, German, Greek, Italian, Latin, and Spanish. For example, algebra is from Arabic, fashion from French, piano from Italian, and canyon from Spanish. A number of English words were formed by combining other words. Words can also be shortened to form new words.Pronunciation and spelling in English sometimes seem illogical or inconsistent. Many words are spelled similarly though pronounced differently. Examples include cough, though, and through. Other words, such as blue, crew, to, too, and shoe, have similar pronunciations but are spelled differently. Many of these variations show changes that occurred during the development of English. The spelling of some words remained the same through the centuries, though their pronunciation changed.Grammar is the set of principles used to create sentences. These principles define the elements used to assemble sentences and the relationships between the elements. The elements include parts of speech and inflections.Some modern scholars divide the parts of speech into two categories, content words and function words. Content words are the main parts of speech--nouns, verbs, adverbs, and adjectives--and carry the basic vocabulary meanings. Function words express relationships between content words in a sentence. They show the grammatical, or structural, meanings of the sentence and are also called structure classes. Function words include articles, prepositions, pronouns, and conjunctions.English has fewer inflections than most other European languages. An inflection is a variation of the form of a word that gives the word a different meaning or function. An English noun has only two inflections, the plural and the possessive. Inflections are used to change the tense and number of a verb or the case of a pronoun. Inflections can change adjectives to the comparative or the superlative--for example, big, bigger, biggest.Questions:1.According to the largest dictionaries, approximately how many words are there in the English language?2.Many English words were borrowed from other languages. From which language was the word Pianoborrowed ?3.Why do English pronunciation and spelling sometimes seem illogical or inconsistent?4.Which of the following parts of speech does not belong to the category of content words?5.What is the function of content words, according to this passage?6.How many inflections does an English noun have?Part 2 language And Language LearningTask 1American English spelling differs from British English spelling largely because of one man, American lexicographer Noah Webster. In addition to his well-known American Dictionary ofthe English Language published in1828, Webster published The American Spelling Book in 1783, with many subsequent editions. TheAmerican Spelling Book became one of the most widely used schoolbooks in American history. Webster’s books sought to standardize spelling in the United States by promoting the use of an American language that intentionally differed from British English. The development of a specifically American variety of English mirrored the new country’s separate political development. Some of Webster’s most successful chan ges were spellings with or instead of our (honor, labor for the British honour, labour) and with er instead of re (center, theater for the British centre, theatre). And other changes were spellings with an s instead of a c (defense, license for the British defence, licence); with a final ck instead of que (check, mask for the British cheque, masque); and without a final k (traffic, public, now also used in British English, for the older traffick, publick). Later spelling reform created a few other differences, such as program for British programme.Canadian spelling varies between the British and American forms, more British in eastern Canada and more American in western Canada.Task 2No one knows how language began. Because all people who are not disabled have the ability to speak, language has probably existed at least as long as the modern human species. Most scholars believe that language developed very slowly from sound, such as grunts, barks and hoots, made by prehuman creatures. According to this view, a simple system of vocal communication became more complex as the human brain and speech organs evolved. But no one knows when and how this process took place.In fact, there is no record of language for most of its existence. The first real evidence of language is writing. But scholars believe that writing did not appear until thousands of years after the origin of language. The earliest known written records are Sumerian word-pictures made about 3500B.C. and Egyptian hieroglyphics that date from about 3000 B. C.. Written Chinese dates from perhaps 1500B.C., Greek from about 1400B.C., and Latin from about 500 B.C..No one knows all the reasons why languages change, but they continue to do so as long as people speak them. In a few cases, the changes can be explained. For examples, words are added to a vocabulary to refer to new ideas or objects. Contacts between speakers of different languages may cause words from one language to enter into another language.Most language changes occur for unknown reasons. Languages do not become better or worse, only different. The change is very slow. Speakers of English may notice differences between how they and other English speakers talk and may also recognize certain changes in their own speech. But these differences do not make English speakers think that they are changing from one language to another. If present-day speakers of English try to read Old English, however, they find that it is as unlike modern English as are French or German. In modern industrial societies, language changes take place even more slowly. Educational systems and such centralized communication systems as radio and television promote the use of a standard form of a language. Under these conditions, a language is likely to remain more stable. However, language will probably never stop changing entirely.Task 3There are many important reasons for learning a foreign language. Among them are the following: (1) Learning a foreign language increases your range of communication. For example, if you speak only English, you can communicate with over 400 million other speakers. If you also learn Spanish, you could speak to any of the 371 million Spanish-speaking people in Latin America, Spain, and other parts of the world. (2) A foreign language can help you add to your knowledge of your own language. For example, by studying Latin, you can improve your understanding of many of the thousands of English words that have Latin root. (3) Learning a foreign language helps you add to your general stock of information. A foreign language can be a key that unlocks new fields of knowledge. If you learn German you will be able to read books that are written in German on almost any subject you may wish to study.Learning any language involves four skills: (1) speaking, (2) understanding, (3) reading, and (4) writing. If you understand a foreign language, and can make yourself understood in speech and writing, you have mastered it.No language is easy or difficult in itself. The ease or difficulty of any language depends on the age of the person learning it. Before the age of 10, all languages are equally easy when learned by the natural speaking method ( listening and imitating ). After 10, learning a language becomes more difficult. Therefore, it is desirable to learn foreign languages as early as possible. Some schools start foreign language instruction in kindergarten or in the primary grades.Questions:1.What does the passage mainly discuss?2.How many important reasons for learning a foreignlanguage does the passage list?3.What point does the author illustrate by the examp le “studying Latin”?4.According to the passage, what does it mean to say one has mastered a language?5.On what does the ease or difficulty of learning any language depend?6.At what age are all languages equally easy when learned by the natural speaking method?Part 3 Culture and CommunicationTask 1Every culture changes. But all parts of a culture do not change at the same time. Science and technology may sometimes change so rapidly that they lessen the importance of customs, ideas, and other nonmaterial parts of a culture. At other times, changes in ideas and social systems may occur before changes in technology. The failure of certain parts of a culture to keep up with other related parts is referred to as cultural lag. No society is so isolated that it does not come in contact with other societies. When contact occurs, societies borrow cultural traits from one another. As a result, cultural traits and patterns tend to spread from the society in which they originated. This spreading process is called diffusion. Corn growing, for example, began in what is now Mexico thousands of years ago and eventually spread throughout the world.Diffusion can occur without firsthand contact between cultures. Products or patterns may move from group A to group C through group B without any contact between group A and group C. Today, diffusion is rapid and widespread because many cultures of the world are linked through advanced means oftransportation and communication.When two cultures have continuous, firsthand contact with each other, the exchange of cultural traits is called acculturation. Acculturation has often occurred when one culture has colonized or conquered another, or as a result of trade. In addition to adopting each other's traits, the two cultures may blend traits. For example, if the people of the cultures speak different languages, they may develop a mixed language called pidgin in order to communicate. The cultures may also exchange or blend such traits as clothing, dances, music, recipes, and tools. Through acculturation, parts of the culture of one or both groups change, but the groups remain distinct. In this way, acculturation differs from assimilation. Through assimilation, one group becomes part of another group and loses its separate identity.Task 2Pushy Greeks. Shy Chinese. Opinionated Germans. Emotional Mexicans, Brazilians, and Italians. Cold British. Loud Africans. These are among the stereotypes or general ideas Americans have about some other nationalities. In part, these stereotypes arise from differences in what is call ed “communicative style.”When people talk to each other, they exhibit a communicative style that is strongly influenced by their culture.Communicative style refers to (1) the topics people prefer to discuss, (2) their favorite forms of interaction in conversation, (3) the depth to which they want to get involved with each other, (4) the communication channels (verbal or nonverbal) on which they rely, and (5) the level of meaning (“factual” vs. “emotional”) to which they are most attuned.Naturally, people prefer to use their own communicative style. Issues about communicative style rarely arise when twopeople from the same culture are together because their styles generally agree. Most people—including most Americans—are as unaware of their communicative style as they are of their basic values and assumptions. Foreigners who understand something about the Americans’ communicative style will be less likely to misinterpret or misjudge Americans than will foreigners who don’t know the common characteristi cs of interpersonal communication among Americans. They will also have a better understanding of some of the stereotypes Americans have about other nationality groups.Task 3When Americans first encounter another person, they engage in a kind of conversation they call "small talk." The most common topic of small talk is the weather; another very common topic is the speakers' current physical surroundings--the room or building they are in, the sidewalk where they are standing, or whatever is appropriate. Later, after the preliminaries, Americans may talk about past experiences they have both had, such as watching a particular TV program, going to New York, or eating at a particular restaurant.Beyond these very general topics of small topic, there is variation according to the life situation of the people involved and the setting in which the conversation is taking place. Students are likely to talk about their teachers and classes; if they are of the same sex, they are likely to discuss their social lives. Adults may discuss their jobs, recreational interests, houses, or family matters. Men are likely to talk about sports or cars. Housewives, whose numbers are steadily decreasing in American society, are likely to talk about their children, if they have any, or about household matters or personal care.。

研究生学术英语视听说教程在如今全球化的背景下，英语已经成为国际上最重要的语言之一、尤其是对于研究生学生来说，良好的学术英语（Academic English）能力是他们进行学术研究和与国际学术界接轨的基础。

因此，研究生学术英语视听说教程的开发与推广变得尤为重要。

学术英语视听说教程旨在提高研究生学生的听说能力，并培养他们在学术界中有效地表达自己的能力。

下面是一个1200字以上的教程示例：模块一：听力技巧1.词汇提升：通过听取各个领域的学术演讲和研究报告，帮助学生扩大学术英语词汇量。

演讲和报告的内容可以涵盖不同学科领域，既能帮助学生熟悉各种学术术语，又能帮助他们理解学术界的最新研究进展。

2.听力训练：为学生提供一系列听力练习，涵盖不同难度和领域，以帮助学生提高对学术英语的理解能力。

练习可以包括听取学术讲座、学术会议的录音和英语母语学者的演讲，学生需要通过听力活动来回答问题或进行总结。

模块二：口语技巧1.学术演讲：为学生提供机会进行学术演讲的训练。

学生可以选择一个特定的学术主题，准备一份演讲稿，并在小组中进行展示。

教师可以提供反馈和指导，帮助学生改善演讲技巧和表达清晰的学术观点。

2.小组讨论：组织学生进行小组讨论，鼓励他们分享自己的研究发现、观点和看法。

学生需要互相交流和辩论，提高自己对学术问题的认识和表达能力。

3.学术写作：口语和写作是相辅相成的，通过教授学生一些学术写作的技巧，如逻辑论证、段落组织和句子结构，可以帮助学生提高他们的口语表达能力。

教师可以提供学术写作指导和反馈，帮助学生改善学术英语表达的准确性和流利性。

模块三：学术交流技巧1.学术会议：介绍学术会议的基本规则和礼仪，帮助学生适应学术会议的环境和方式。

学生可以模拟学术会议，进行学术报告和研讨，并接受其他学生和教师的提问和反馈。

2.学术问答：通过模拟学术问答环节，教授学生如何回答和提问学术问题。

学生需要学会用清晰和准确的语言回答问题，并能够提出恰当且有深度的问题。

研究生学术英语视听说教程听力原文《研究生学术英语视听说教程听力原文》Unit 1 Lecture 1Good morning everyone, and welcome to our first lecture on academic listening and note-taking. In this course, we will focus on developing your listening skills in an academic context, as well as improving your note-taking abilities.Today, we will start by discussing the importance of effective listening in an academic setting. As graduate students, you will be expected to attend lectures, participate in discussions, and conduct research in English. Therefore, it is crucial to be able to understand and process complex academic language.To improve your listening skills, it is important to actively engage with the speaker. This means maintaining eye contact, staying focused, and avoiding distractions such as texting or browsing the internet. It is also helpful to use strategies such as predicting the main points, identifying key vocabulary, and noting down any questions or uncertainties you may have.In addition, effective note-taking is essential for retaining and recalling the information presented during lectures. We will be discussing various note-taking methods throughout the course, but for now, I encourage you to practice writing down the main ideas and supporting details as you listen to the lecture.Finally, I would like to emphasize the importance of self-reflection and feedback in improving your listening skills. After each lecture, take some time to review your notes and identify any areas for improvement. Additionally, seek feedback from your peers and instructors to further enhance your listening abilities.I hope you find this lecture helpful, and I look forward to exploring various listening and note-taking strategies with you in the upcoming sessions. Thank you for your attention, and I wish you all the best in your academic pursuits.。

研究生学术英语视听说教程听力原文全文共四篇示例，供读者参考第一篇示例：研究生学术英语视听说教程是提供给研究生学生的一种英语学习教材，在听力方面，教程涵盖了各种不同主题的原文内容。

通过学习这些原文，学生可以提高自己在英语听力方面的能力，同时也可以更好地了解学术领域的知识。

一、研究生学术英语视听说教程听力原文的特点1.专业性强：研究生学术英语视听说教程的原文内容涵盖了各种专业领域的知识，包括经济学、管理学、医学、法律等。

这些内容不仅可以帮助学生提高英语听力技能，还可以拓展学生对各个领域的了解。

2.难度适中：教程的原文内容难度适中，对研究生学生而言具有一定的挑战性，但又不至于过于困难。

学生可以通过不断地练习和听力训练，提高自己的英语水平。

3.丰富多样：教程的原文内容涵盖了各种题材和主题，包括学术讲座、研究成果介绍、学术讨论等。

学生可以通过听取这些不同类型的原文内容，提高自己在英语听力方面的能力。

1.反复听取：学生可以多次听取教程中的原文内容，反复练习，以加深对内容的理解，并提高听力水平。

2.做笔记：在听取原文内容的过程中，学生可以做一些简单的笔记，记录重点内容或生词，以便后续复习和记忆。

3.模仿发音：学生可以尝试模仿原文中的语音语调，提高自己的发音和语音表达能力。

4.进行讨论：学生可以与同学或老师一起讨论原文内容，并分享自己的理解和看法，以促进英语口语表达能力的提高。

研究生学术英语视听说教程的听力原文是一种有效的学习资源，可以帮助学生提高英语听力水平，拓展学术知识，提高学术英语表达能力。

学生应该多加利用这一资源，通过不断地练习和训练，提升自己在英语听力方面的能力，为将来的学术研究打下坚实的基础。

第二篇示例：研究生学术英语视听说教程是针对研究生阶段学习者设计的一套听力教程。

该教程的目的是帮助研究生学习者提高其学术英语水平，特别是在听力方面。

听力在学术英语学习中尤为重要，因为学术论文、讲座和演讲等往往是通过听力来获取信息的。

新探索研究生英语（提高级）视听说教程U3课件课程介绍该课程旨在帮助研究者提高研究生英语的视听说能力。

通过这门课程，研究者将能够进一步拓展英语听力、口语和阅读技巧，提高英语交流能力，并能够更好地应对研究生阶段的学术要求。

教学目标：提高研究者的英语听力能力，培养对于不同语速、口音和语境的理解能力；培养研究者的口语表达能力，使其能够流利而自信地进行英语口语交流；提升研究者的阅读理解能力，培养综合分析和判断的能力；增强研究者对于学术论文和研究文献的阅读理解和诠释能力。

教学内容：涵盖了不同主题和语言难度的视听材料，包括采访、演讲、讨论等，以扩展研究者的听力范围和训练其语言理解能力；提供口语训练环节，通过对话、演讲和辩论等活动，培养研究者的口语表达能力和思维逻辑能力；阅读材料涵盖了各个学术领域的文献和文章，旨在提高研究者的阅读理解能力和学术写作技巧。

研究该课程的重要性：研究生阶段需要更高水平的英语能力，无论是进行研究、写作还是与国际同行交流，良好的英语视听说能力都是必备的；通过研究该课程，研究者将能够更好地适应研究生研究环境，更有效地获取、理解并应用英文学术资源；提高英语视听说能力将有助于研究者取得更好的学术成绩和提升个人的职业竞争力。

在这门课程中，我们将为研究者提供丰富多样的视听说材料和训练活动，帮助他们不断提高英语能力，为研究生研究和未来的学术发展打下坚实的基础。

让我们一起开启这段研究生英语提高之旅！教学资源让我们一起开启这段研究生英语提高之旅！教学资源新探索研究生英语（提高级）视听说教程U3课件》的教学资源丰富多样，包括教材、录音和视频资料，以及其他辅助教学资源。

这些资源对学生的研究和进步起着重要作用。

新探索研究生英语（提高级）视听说教程U3课件》的教学资源丰富多样，包括教材、录音和视频资料，以及其他辅助教学资源。

这些资源对学生的研究和进步起着重要作用。

教材是学生研究的核心内容，提供了结构化的知识和语言练。

Unit 1 Differences Between CulturesThinking AheadStudents are asked to discuss the following questions in groups. The reference answers for the questions are offered below:1. How do you think about the word “culture”?Culture is a word for people’s “way of life”, meaning the way they do things.文化是一个词对人们的“生活方式”,这意味着他们做事情的方式。

A group of people has a separate culture when that group sets itself apart from others through its actions.一群人有一个单独的文化当集团通过其行动使自己有别于他人。

Cultures are what make countries unique. Each country has different cultural activities and cultural rituals. Culture is more than just material goods, that is things the culture uses and produces. Culture is also the beliefs and values of the people in that culture. Culture also includes the way people think about and understand the world and their own lives.文化使国家独一无二的。