高级英语视听说教程第二册听力文本

第二册 Unit 9 Have you got what it takesInside viewConversation1MarkLook, there’s a careers fair on at the Examination Schools. Do you want to go JanetWhat happens in a careers fairMark There are lots of different companies and they give you information about careers …advice, that kind of thing.JanetOK, I’ll come. You coming, KateKateYeah, sure. But I’ve already decided on my career.MarkWe know. You’re going to be a brilliant lawyer.KateThat’s the plan –I’m off to a law firm soon as I get my degree.JanetYou’re so lucky. I wish I knew what I wanted to do.KateDidn’t you say something about teachingJanetYes, I’m thinking about it. I’m quite attracted toteaching. But I’m not really sure yet.KateWell, you’ve got lots of time. What about you, Mark What are your plansMarkI’m going to row for England.KateSeriouslyMarkNo. Problem is, I think if you want to be successful, you’ve got to plan ahead –starting at the age of 12.JanetSo we’re not doing very well.MarkNo.KateSoMarkWell …I’m thinking of going into business management. It’s a possibility.JanetReallyMarkYes.Kate Hey, let’s go to the Careers Fair. It might give you some ideas.JanetIt was very interesting, wasn’t it You were having along conversation with that man from the law firm.KateYes. They said there’s a possibility of a job placement as an intern over the summer. They’re going to let me know about it.JanetFantastic!1.Kate’s plan is to go off to a law firm as soon as she gets her degree.2.You have to plan ahead to be successful3.It might give them ideas.4.Kate is having a long conversation with a man from a law firm.5.The man said she could get a job placement as intern over the summer.Conversation2KateYou know that job placement I told you about –they’ve asked me to go for an interview.JanetThat’s brilliant. WhenKateTwo weeks’time …InterviewerSo what made you decide to study law, KateKateA number of reasons. Law interests me a lot. I’ve got agood brain, a good memory. And I’d certainly like to do some part-time work for Legal Aid. And also, I must admit, the money’s good.InterviewerWell, those are good, honest answers. Certainly, your CV’s very good. I seem to remember that you only want the work placement for six weeks. Is that rightKateYes, it is.InterviewerWhy is thatKateWell, to be honest, I’m planning to go back to the States and spend time with my family.InterviewerThat’s understandable. Now, tell me, what questions do you haveKateI’ve got some idea but obviously, what I’d like to know is, what does the job involveInterviewerOf course. Well, for the first few weeks, your main responsibility would be to read files and summarize them. We’d also want you to do some research for us. How does that sound Rather boringKateNo, not at all. I think I’d learn a lot.InterviewerGood, well …you’ll be taking your first year exams soon, won’t youKateYes, in a few weeks’time.InterviewerWell, provided they’re OK, I think we can say you’re in.KateThank you –that’s wonderful!KateHey, guess whatJanetWhatKateThey’ve accepted me. I start at the end of June.JanetWell done!1. Why are you interested in law What qualities do you have that will make you a good law intern2. Four to six weeks3. She wants some traveling in Europe4. What sort of work will be asked to do5. Yes1. Law interests her.She’s intelligent and has a good memory.Good play2. read files and summarize themResearch3.end of June1. I seem to remember that2. Is that right3.I’m planning to4. what does the job involve5. your main responsibility would be6. We’d also want you7. won’t you1.b;2. B;3. A;4. B;5. AOutside viewVoice-overEvery year, millions of young people take time out to help others as volunteers. Many of them do this during a gap year between finishing school and starting in higher education. Volunteers learn to solve problems, work together as a team and develop their personalities. Communities in need get help they couldn’t afford to pay for. In Britain, one of the main agencies for voluntary work is Raleigh International. It arranges for thousands of people, aged between 17 and 25, to help out in their own country or abroad. This group of 100 people has just arrived at the base camp in Costa Rica. In the next ten weeks, they are taking part in threedifferent projects. One of the projects is environmental, one community-based and one an adventure project. But first, they have training for the conditions they will encounter. For the environmental project at Curu, the volunteers are going to help to build an artificial reef from recycled materials. This forms a protective environment for the fish to breed and feed. It helps the local economy of commercial fishing and protects the natural reefs from over-fishing and destruction. The community project is in one of the poorest rural areas in the world. In the village of El Porvenir, volunteers are going to make bricks. They’re going to help to build a storehouse for the important sesame crop. If they have more storage, the villagers will be able to make more money from selling sesame. Volunteers also take part in a survival activity. Tomorrow, this group is trekking to the summit of Costa Rica’s highest mountain, Mount Chirripo. At the end of the ten weeks, the volunteers are proud that their efforts have helped to improve the lives of the people and the environment of Costa Rica and Nicaragua.1. 17 to 252. 100 people3. Costa Rica4. ten weeks5. environmental6. community7. Adventure1.d;2. D;3. B;4. B.5. A1. during a gap year.2. Communities in need get help3. arranges for4. taking part in5. protective environment6. breed and feed7. build a storehouse8. a survival activity.Listening inPassage1Speaker 1So how’s it all goingSpeaker 2Well, second year exams are in two weeks, so it’s all go at the moment.Speaker 1It’s not going to ease up! So what can I do for youSpeaker 2Well, next year’s my final year and I need to think seriously about my career.Speaker 1I would agree with you there. Let’s have a look at your file. You’re reading English, you’re getting good grades, you got a merit inyour first year exams and you’re on track for a 2:1 according to your tutor. Have you any idea what you’d like to doSpeaker 2I’m very drawn to publishing. I read a lot of novels and I’m quite a good critic.Speaker 1That’s a good start. I’m guessing you’d like to be a literary editorSpeaker 2That’s right.Speaker 1Well, I should tell you that literary editing is a hard profession to get into and it doesn’t pay very well, unless you’re at the top. You could think a bit more broadly than just literature. For example, there’s educational publishing, professional publishing and there’s also specialist publishing, such as sports.Speaker 2I’m not very sporty.Speaker 1Well, I understand sport may not be your thing but …you get the idea.Speaker 2Yes, I do. So how do I startSpeaker 1First of all, you need agood degree but even before that I would contact publishers and see if they’ll offer you work experience. You won’t get paid, of course, but it’s good for your CV and you’ll learn something about the business.Speaker 2Right. How do I find out who to write toSpeaker 1All the publishers are listed in the Publisher’s Yearbook. There’s a copy in the library in the careers section, so you can use that for a start. Check the job adverts in the newspapers and maybe look at the specialist publishing trade journal, the Bookseller. That has job ads as well.Speaker 2Thank you.Speaker 1The other thing you might do is check the Internet –sometimes, the publishers’websites offer internships or job experience opportunities for new graduates.Speaker 2I’ll do that.Speaker 1One other thing. Graduates studying Englishalways want to be an editor, they’re quite romantic about it, but there are other departments –marketing,sales, and the production side. Don’t dismiss those.Speaker 2Thanks for the advice, it’s very helpful. But it’s literary editing that I want to do.Speaker 1Well, I wish you the best. Let me know how you get on. And good luck with your exams.1.The five pieces of advice he career adviser gives the student are 1,2,4,7 and 82.1. The woman is to take her second year exams.2. She wants to do literary editing.3. She is drawn to publishing, reads a lot of novels and is quite a good critic.4. He tells her it is a hard profession to get into and doesn’t pay very well.5. It is very good for her CV and the woman will learn something about the business.6. She can find it in the careers section of the library.7. She should consider marketing, sales and production.8. She maintains that she wants to do literary editing.Passage2HarrySo how was your first day of teaching, LucyLucyIt was all right –wasn’t as terrifying as I thought it would be.HarryWell done!LucyYes, I was frightened I’d go completely blank but it was OK. I think the students were happy. It’s the grammar I find difficult, there’s so much to cover.JessicaIt’s extraordinary, isn’t it We speak English, we think we know the grammar and then we do a Teaching English course and discover we don’t know anything.LucyHow long have you been teaching, JessicaJessicaJust over two years. I did the training course and then got a job teaching in Japan –Tokyo. It was an eye-opener really –the whole thing about keeping face. You have to be so polite all the time.PatrickSo you’re teaching English because you want to travelJessicaYes, that’s part of it, but also because I enjoy it, I enjoy the interaction with students, and also it’s a good career.PatrickI feel the same. So what do you want to do nextJessicaMarketing, I think. I’m going to do a year here, then –I hope –get a job at a language school in London, do my MA, then apply for a marketing job. Anyway, that’s the plan.PatrickSounds good.HarryWhat about you, Patrick Where have you workedPatrickI did three years in Italy –Director of Studies in Rome. I want to spend a couple of years here, then work in London, hopefully become a teacher trainer. Your turn, Harry.HarryWell, I’m not like you and Jessica. I’m just happy to be here, in a beautiful city doing a job I enjoy.JessicaYou don’t see teaching English as a careerHarryWell, my thing is travel, for the moment anyway.LucyWhich countries have you been to, HarryHarryI did a year’s teaching in Brazil –Rio de Janeiro –such a stunning city and stunning beaches, Copacabana, and all overlooked by Sugar Loaf mountain.PatrickCool. And thenHarryTwo years in Mexico City …JessicaYou should be a travel writer.HarryI’m too busy travelling! In fact I just arrived from Spain three days ago, from Barcelona, I was teaching primary school kids.LucyGreat!HarryWell, we’re all giving our reasons for teaching English, so what’s yours, LucyLucyUm - I think I’m going to really enjoy it, simple as that. And obviously it’s great to be in Italy. I mean Venice, what more can you ask4.1.In the major economies where there is a demand forEnglish, for example, China/Japan/SaudiArabia/European countries and so on.2. It allows them to travel and make contact with local people.3. Commercial language schools/ school/universities/ hotels/ classroom teaching/ producing learning materials/ teaching training5.1. Harry2. Harry3. Patrick4. Lucy5. Jessica6.Harry6.1.lucy: enjoying everything2. Jessica: enjoying travelling, enjoying teaching and wanting a career.3. Patrick：enjoying travelling, enjoying teaching and wanting a career4. enjoying travelling7.1.a;2. D;3. C.4. AUnit 10Science fact orscience fictionInside viewConversation1Janet：What are you reading, KateKate：Alice in Wonderland,by Lewis Carroll. Do you know itJanet ：I’ve heard of it, yes, but I’ve never read it. It’s a 19th century children’s story, isn’t itKate ：That’s right. It’s very famous. It’s set in Oxford. It starts with this young girl sitting on a river bank. The interesting thing is, the author, Lewis Carroll, he was an Oxford professor and he used to have tea with the girl’s family on this river bank.Janet ：Oh, that’s fascinating! I’ll put it into my diary.Kate ：Is that what you’re writing I know you’ve been keeping a diary all the year. Janet It’s been a great year. I’ve had such a good time –so lucky to have Mark and Kate as friends. Feel I’ve been doing well with work. Much happier about asking questions in tutorials.Janet：My screen’s gone dark.Mark ：You’re using the battery, remember. It’s run out, obviously.Janet ：It can’t be the battery. It’s still charged. Oh no it’s still black. Oh dear, I hope it’s nothing serious. I haven’t backed anything up recently.Kate ：That’s not like you, Janet.Janet ：I know, but I lost my memory stick. I really should have backed things up. How stupid of me not to do that! Supposing I’ve lost everything!Mark ：Let me take a look. The power is still on. And also the operating system still seems to be working (I)think it has to be the graphics card …But maybe that’s not the problem …Janet ：If only I’d backed things up!KateRelax, Janet! We’ll take it to the computer shop this afternoon. I’m sure it’ll be OK.Janet ：I hope so.2.The true statements are 1, 6 and 83.1. The battery2. It can’t be, the battery is still charged.3. Her memory stick.4.She hasn’t backed anything up for a while and she may lose these things.5. The operating system.6. The graphic card.Conversation2Janet ：Tell me about Alice in Wonderland.KateI tell you what, I’ll read it to you.KateAlice was beginning to get very tired of sitting by her sister on the bank and having nothing to do: Once or twice, she had peeped into the book her sister was reading, but it had no pictures or conversations in it, “and what is the use of a book,”thought Alice “without pictures or conversation”So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid) …JanetKate, Mark, where are you going You’ve got my laptop!KateIt’s all right, Janet, we’re taking it to the computer shop. We’ll be back soon.MarkIt’s not like Janet to forget to back up her work.KateShe should have been more careful.JanetIt was stupid of me, I know! Stupid, stupid!JanetOh! It was a dream! What a relief!KateYou were talking in your sleep.JanetWhat was I sayingKate“Stupid, stupid.”MarkI’ve sorted out your computer.JanetHave you Oh, thank goodness! What was the problemMarkIt was the graphics card, as I predicted …JanetIs that what it was! I’m so relieved! Thanks,Mark.KateHe’s great, isn’t heJanet ：Yes. So are you, Kate.Kate ：You’re such a good friend.4.1.Kate reads out from her book.2. Kate and Mark take the computer to be seen to. The computer problem has been put right.3. Janet regrets not backing up her data in her sleep.5.1. It’s not like Janet to2. She should have been3. It was stupid of me4. What a relief5. thank goodness6. What was the problem7. I’m so relieved6.1.b;2. B;3. B;4. AOutside viewVoice-over：When we talk about technology, we usually think small. However, we’re going to look at one of the biggest technological marvels of the 21st century. The Airbus A380 is the world’s biggest commercial aircraft. New technologies were used in the design, engineering and manufacture of this amazing “superjumbo”. The Airbus A380 is assembled in Toulouse in France, but parts of the aircraft are built in several European countries. They are brought to Toulouse by various means of transport. This is a ship which was built in China especially to transport the huge sections of the plane. Parts of the main body are built in Germany. Special carbon fibre materials are used to give the plane great strength with less weight than usual. The wings are made in Britain of the same carbon fibre material. They are much lighter than aluminum and steel. Several parts of the plane are built in factories in Spain. Finally, some sections are built inFrance, so Airbus has its own factories in Britain, France, Germany and Spain. One of the most important pieces of technology for such a huge aircraft is the landing gear. This is built in Canada where extensive tests are carried out to ensure that it can land under any conditions. The engines were developed by Rolls-Royce at Derby in Britain. Finally, pilots have to learn to fly the plane. This flight simulator at Toulouse uses the latest digital technology. Now for the moment of truth, with 154 planes ordered by the world’s airlines, the big question was: “Will it fly at all”On the day of the first flight, thousands of people gathered at Toulouse Airport to see the superjumbo fly for the first time. They were not disappointed. The biggest airliner in the history of aviation took to the air as planned.Topics mentioned are: 1, 3, 5, 6 and 82.1.France2. China3. Britain4. Spain, Germany, Britain, France5. Canada6.Britain7. France3.1.d;2. B;3. B;4. A; 4. CListening inPassage1PresenterCould technological advances be changing people’s identities –and possibly even society as a whole That is the theory behind a new book on the brain by Professor Susan Greenfield. The book is called Tomorrow’s People: How 21st Century Technology Is Changing the Way We Think and Feel. Greenfield suggests that advances in technology, and the effect they are having on our lives, are changing our very idea of who we are. In other words, they are changing our identity. And this, she thinks, is a very dangerous thing. I’m joined in the studio by Dr Jane Ferris, Professor of Neuroscience at Imperial College London and Brian Thomas, Professor of Surgery at University College Hospital. Let’s begin at the beginning. Brian, how do brains workBrianWell, a brain is a mass of neurons, and these neurons make connections with each other –billions of connections –and store information. We all have basically the same brain structure. It’s what we dowith our brain that makes the difference. We take in information. The neurons in our brain connect all this information and make sense of it. So to some extent, it’s the information we feed our brain that helps to make us the kind of people we are –and that’s what we call our identity.JaneAnd if I can come in here, children and young people are now spending huge amounts of time on video games that are often violent, also on the web, and on mobile phones. And Greenfield believes that the result is that these technologies may be changing the way young people think and even causing changes in theiridentity.PresenterWhy exactlyJaneBecause the information that an individual receives from computer games, for example, is very different from reality. And she fears that because of this, these technologies may be changing our sense of reality –what we see as real –and may even reduce it. And if this is happening, the result may well be changes in our behaviour.PresenterCan you give an exampleJaneRisk-taking is a good example –we may start taking more risks.BrianBut she admits there’s no conclusive evidence of this.JaneThat’s true.BrianI agree that Greenfield asks some interesting questions, but to say that technology can influence society to think and behave differently –we need much more research before we can accept this.2.1. presenter2. Brian Thomas3.Jane Ferris4. Jane Ferris5. Jane Ferris6. Brian Thomas3.1.in technology; who we are2. is a very dangerous thing3. all this information4. young people think5. in our behavior6. some interesting questionsPassage2Speaker 1Do we really need computers Aren’t they more trouble than they’re worth Speaker 2I think that’s one of the stupidest questions I’ve ever heard!Speaker 1I thought you might say that.Speaker 2Of course we need computers. How can anyone say otherwise They’ve revolutionized our lives. I mean, I don’t know where to begin, they’ve changed our lives so much. Look. To start with, computers mean we can communicate with anyone anywhere in the world almost instantly.Speaker 1That’s not quite true.Speaker2Well, you know what I mean. I can send a document from London to Sydney in five minutes. If I want to conference with people there’s webcam –we can see each other on camera –do you really want me to go onSpeaker 1But why is it so useful, to be able to send a documentto Australia in five minutes What does it actually achieve Speaker 2It speeds things up. I don’t have to put the document in an envelope, stick a stamp on it and go to the post office, stand in a queue …knowing it will take another three days to get there –at least.Speaker 1But why the hurrySpeaker 2It’s good to get things done quickly.Speaker 1WhySpeaker 2Because you get more done that way.Speaker 1But is that really necessarily better Life moves so fast these days, don’t you think we should slow down a bit, enjoy life a bit moreSpeaker 2I think computers allow us to enjoy life more. Before we had computers if you wanted to research you had to go out and get a book. That took such a long time.Speaker 1So what We just did things more slowly, that’s all. Are you saying we have more time now than we didEveryone says that actually life is moving faster and faster. And what about all the problems that computers createSpeaker 2For exampleSpeaker 1Identity theft is a big one. You have to admit that identify theft has increased massively since we got the Internet.Speaker 2The Internet isn’t the only reason why identity theft has increased.Speaker 1You know as well as I do that it’s a big reason …Speaker 2Yes, but …6.1. Do we really need computer2. Of course we need computers- they’ve revolutionized our lives3.We can send a document from London to Sydney in five minutes; we can use webcam to conference with people who are far away.4. Life moves so fast these days. Don’t you think we should slow down a bit, enjoy life a bit more7.1. I thought you mightsay that.2. That’s not quite true.3. But why is it so useful, to be able to send a document to Australia in five minute4. But why the hurry5.But is that really necessarily better6. So what7. You know as well as I do it’s a big reason.。

新标准⼤学英语视听说教程（2）听⼒原⽂_Unit+3NewUnit 3-Conversation 1Kate: Are you on your way to the boathouse?Janet: No. What's happening?Kate: There's a practice race to help choose who will row on the college team. Mark really wants a place on the team, so he has to row well today. And I'm going to watch. Janet: Well, I'd like to, but I have an essay to finish. Kate: That's too bad! I know how you feel.Janet: Maybe I can come later?Kate: Sure. I'm thinking of having lunch in the boathouse bar, and then watching the rowing all afternoon.Janet: How do I get to the boathouse?Kate: It's easy. Can you see where we are on the map? Here, look!Janet: OK, which way round are we standing? ... Yes, got it! Kate: OK, go down Catte Street, and turn right into the High Street. Go along the High Street and turn left into St Aldates. Walk along St Aldates, past Christ Church College until you get to Folly Bridge.Janet: I see.Kate: Then when you get to the bridge, cross over the river ... turn left and walk along the river bank. Keep going along the river ... And you're there! The boathouses are on the right, and the Hertford College Boathouse is the last one along. You can't miss it.Janet: Thanks. I'm looking forward to seeing the rowing. Kate: No problem. We shouldn't miss the rowing —it's a great university tradition!Janet: I know, Mark was telling me.Kate: Like the boat race between Oxford and Cambridge universities every year.Janet: Of course! The great rivals!Kate: The Boat Race has been going for years, maybe nearly 200 years.Janet: And Oxford won it this year!Kate: Yes, but Cambridge was very close behind. Anyway see you later, down by the river.Janet: Bye.Unit 3-Conversation 2Kate: So the rules are ... the boats follow each other and the one behind has to bump the one in front ... just like that one has done.Janet: Is that Mark's boat?Kate: Yes! Look, his boat is about to bump the one in front! Well done!Mark: Hi you guys!Kate: Fantastic, Mark. You were amazing!Mark: Well,we won the practice race, but I'm worried about getting a place on the team.The problem is that there are at least three other people on the team who have rowed before.And I can't help thinking that they were better than me.Janet: Don't worry, Mark. Everything will be OK. Mark: And then I hurt my knee getting into the boat. Janet: Oh, I'm so sorry! Kate: Too bad, but it's only a scratch. Listen up, Janet is right. No need to get nervous, Mark. You were the strongest looking guy in the boat today. Chill out!Mark: Hey, they're putting the team list on the door. Janet: Let's go over and see.Mark: No, you go! I can't bear to look!Kate: OK.Kate: Hey, Mark, great news! You got a place on the college team!Janet: Congratulations!Kate: That's great, Mark, you deserve it. You trained so hard. Mark: I can't believe it!Unit 3-Outside viewPart 1Narrator: A historic moment, and yet he made it so easy.Usain Bolt became the first man to successfullydefend both the 100- and 200-meter Olympic sprinttitles, and he went on to anchor Jamaica’s winningrun in the four by 100 hundred meters relay inworld record time. At the end of that race, Bolt gavea nod to another track star with a “Mobot” gesture,signature of Mo Farah, who became only theseventh person ever to win the 5000 and 10000double, in front of an ecstatic home crowd.Mo Farah: I t’s not going to affect me, I’m the same to old Mo, nothing’s going to change. It just means you’vegot two good medals and…but something you’veworked so hard for, I’m ju st going to enjoy it. Narrator:Also a legend in the making, Kenyan David Rudisha, who smashed the 800 meters record whichhad stood since 1976.Swimmer Michael Phelps broke anotherlong-standing record. He became the world’s mostsuccessful Olympian with 22 medals, 18 of themgold, breaking the record set in 1968. His lastpodium before retiring was an emotional moment. Phelps: Yeah, as soon as I stepped up, ah, onto the podium, I…I could feel the tears starts coming. And, youknow, I said to Natha n, I said, “Uh-oh, here theycome. This could be…this could be pretty brutal uphere.” And they just started coming. And I tried tofight it but then I just…I just decided just to let itgo.Part 2Narrator:Tears too for cyclist Chris Hoy, who became Bri tain’s most successful Olympian, with six golds.And then there were also moment of anguish andfrustration. China’s star hurdler Liu Xiang crash outof his second consecutive Olympics, and Brazil’sfootballers once again failed to lift gold.These games were also marked by women.Teenagers Ye Shiwen, Katie Ledecky and MissyFranklin set record times in the pool. Saudi Arabia,Brunei and Qatar sent female athletes foe the firsttime. Women’s boxing became an Olympic sport.And British poster girl Jessica Ennis gave the homenation a defining moment when she took heptathlongold. She was at the forefront of the team GB’sbiggest medals haul of modern times, coming thirdin the medal table. The United States regained theirplace at the top, with China coming second. Forsome though, it wasn’t about the medals. But it’sthe taking part that counts.Unit 3-Listening inNews reportThere’s a new fitness trend in Australia called “crunning”. It’s a new sport that combines crawling and running that involves using your hands and feet on the ground. The idea was started by Melbourne resident Shaun McCarthy, and he hopes it will spread to other countries.McCarthy can’t prove that crunning is more beneficial than traditional running. However, he believes that it is a better way to exercise because it involves using your upper body as well as your lower body. Therefore it provides a complete body workout. He also said that crunning burns more calories than running.Experts aren’t sure if crunning is actually a s afe exercise for people. Unlike animals, humans are not built to move on all four limbs. People’s wrists are not as strong as their ankles, and crunning can place a large amount of pressure on the wrists as well as their elbows and shoulders. It could result in an injury to the lower back, shoulders, elbows or wrists.1 What do we learn about the new sport?2 What do experts think about the new sport?Passage 1Speaker 1And David Seaman is in goal for the England team down to our right... it's difficult to get used to the change of team colours here ... I'm looking at the white shorts and thinking they're English players, but they're not. For this match it's the Germans who are wearing white. I hope the English players don't have the same problem, we don't want them to pass the ball to the Germans. Now Gascoigne for England passes to McManaman for the first time ... McManaman is immediately surrounded by three German defenders ... he brings the ball to the near side of the pitch ... still McManaman for England, crosses the ball to Pearce ... Pearce takes a shot! ... saved by the German Ziegler, and picked up by Ince only 25 yards away from the German goal... good effort by Ince, aims at the goal! ... and Kopke, the German goalkeeper pushes the ball over the top of the goal. So a comer kick for England. Speaker2 A great shot by Ince, I'm sure he knows that Pearce set that up for him, but Kopke put the shot out of danger.Speaker 1 He does like to punch the ball, that Kopke in the German goal... England's first corner of this semi-final... Gascoigne will take it... Here comes the comer kick from Gascoigne ... and Shearer's there and Alan Shearer scores forEngland ... England have scored after only two minutes' play ... with a comer kick by Gascoigne ... aimed at the near post, and Alan Shearer heads the ball into the German goal ,.. It's an absolute dream start for the semi-final ... Shearer has got his fifth goal of the tournament... Would you believe it? It's England one, Germany nil!Passage 2Matt Now it's time for Critic's Choice,with news and reviews about the latest films. Good evening, Jack, seen anything good at the cinema this week?Jack Good evening Matt, yes, I've seen one of the best sports films of recent years.Matt Sports films? That's not usually a type of film which appeals to you.Jack You're right, but this time it's different. I've been to see a film about mountain climbing, it's not really your typical sports film. It's more man against the mountain.Matt Tell us more.Jack I've been to see Touching the Void, which is the story of a pair of mountain climbers in the Peruvian Andes.Matt Is it a true story?Jack Yes, it is. In 1985, Joe Simpson and Simon Yates set out to climb the 7,000-metre Siula Grande mountain in the Peruvian Andes. Simpson and Yates were young, fit and confident they would succeed.Matt So what happens?Jack Simpson and Yates' style of climbing involved moving quickly up a mountain with very few supplies and no base camps, which is risky. You can't make any mistakes. Matt I think I can guess what happens next.Jack And sure enough after climbing well for three and a half days, disaster strikes. Simpson falls and breaks his right leg. With no food or water, the climbers know they have to get off the mountain - fast. Yates is determined to find a way to get his friend home, and he has to lower Simpson down the mountain. Simpson is in agony, but Yates has no choice except to ignore his partner's cries of pain because otherwise he'll die.Well, for a while, things go well. But suddenly Simpson, at the end of the rope, fails to respond to Yates' signal. Yates is unable to move any further and has no idea why Simpson is not responding. So Yates holds on with all of his strength, all too aware that eventually his strength would give out and both would fall.But what Yates doesn't know is that he has lowered Simpson over the edge of a crevasse. Simpson is hanging in mid-air from the vertical face of the mountain. He's unable toclimb back up the rope and he's got frostbitten fingers and can't communicate with Yates above him.Matt So what happens?Jack Well, I don't want to spoil the ending for anyone who hasn't seen it yet.Matt But...Jack But Yates hangs onto the rope for an hour, getting weaker. For any climber, cutting the rope that binds him to his partner is unthinkable.Matt Sounds very exciting. So what about the direction and the filming?Jack The director is Kevin Macdonald, and he tells the story by cutting from interviews to shots of the climb itself. But it's the message of the film which interests me. You see, in the end, the impression left by the film is astonishment that a human being could do what Joe did, which is to survive. Matt Thanks Jack, this week's Critic's Choice is Touching the Void, on general release in all cinemas from next Week.。

Chapter 9 Lecture: Public Education: Philosophy and FundingMost young people in the United States, like most young people around the world, attend public school. Indeed, young people in the U.S. have to attend school because education is compulsory, in most states to the age of sixteen or until the students reach ninth grade.A small percentage of American youth attend private schools, wither religious or secular schools, but the vast majority attend public schools. One distinguishing feature of U.S. public education that surprises many foreigners is that although there are some standardized examinations, there is no nationwide curriculum set by the government ministry of education determines the curriculum that all students study and the examinations that all the students take at a set time. Of course, U.S. students follow a curriculum, and they take examinations as all students do. Although the federal government does influence public education by providing funds to schools for special programs such as education for the handicapped and for bilingual education, the federal government does not determine the curriculum or the examinations. Today I’d like to talk about the three levels of control within each state and then spend some time discussing where the money for education comes from and three issues related to funding.Control of education in the United States is mainly exercised locally at three levels. Let’s begin with the state department of education. The department of education of each of the fifty states has two basic functions. First, each state department of education sets basic curriculum requirements for all the schools in its state. For example, a high school might require four years of English, three years of math, two years of social science, and so forth. The state also sets the number of credits a student must complete in order to graduate from a high school. This total number of credits includes both required courses and electives. So much for the state part in education.The second level of control is the school district. The number of school districts a state has depends on the size of its population and the size of the state. A large metropolitan area would have several school districts. A smaller community might have only one district. Each school district is run by a school board that is elected by the citizens of the district. The school district is responsible for the specific content of courses taught in its schools. In other words, the school district determines what the students will study in each of their, let’s say, four years of high school English. The school district also decides what electives will be available for students. Besides determining course content, the school district is responsible for the operation of the schools in its district, for example, the hiring if teachers and administrators. The third level of control is the individual school itself, where teachers have primary responsibility for deciding how to teach the content of each course and for preparing and giving examinations to the students.Local control of schools may seem very strange to some of you, but it will seem less strange if you consider how public schools in the United States are funded- that is, where money to run the schools comes from. Only about 7 percent of the money comes from the federal government. The rest of the money comes from state and local taxes. The percentages supplied by the state and by the local districts fluctuate over tome and from state to state. Currently appropriately 49 percentage of school funding comes from the states and about 44 percent comes from the local communities, that is, the school districts.Finally, I’d like to discuss three issues related to the funding of schools that have been receiving a lot of attention recently in the United States. The first issue deals with theinequality of educational opportunity that students face. Because public schools are funded to a great degree by local taxes, this means that schools in poorer communities or poorer parts of large cities do not have the same amount of money as schools located in richer communities. This, in turn, means that children from poorer areas are less likely to receive a good education than children from wealthier areas. The second issue, one that has been controversial since the beginning of public education, is the issue of funding for private schools, which are generally run by religious organizations. As you already know, the First Amendment to the U.S. Constitution mandates separation of church and state. A little background on the history and development of public education will be useful here.During colonial times, education was largely a religious concern and most schools were supported by religious organizations. However, during the nineteenth century, there was widespread support and acceptance of public education paid for by taxes as the best way to provide equal educational opportunity for all children. Nevertheless, some parents have always chosen to send their children to either private religious schools or private schools devoted to academic excellence. Because private schools are not funded by the government, parents have had to pay tuition to send their children to private schools. People who have wanted to send their children to private schools have long questioned why they should have to pay taxes for public schools at the same time as they pay private tuition for their children’s education.Although this issue is not new, during the last twenty years or so, more parents have become unhappy about what they perceive to be the increasingly secular nature of public education and prefer to send their children to schools where they will receive an education more in line with their religious beliefs. Other parents are concerned about the questionable quality of education in public schools. These concerns have led to efforts by the school system, and the government, to offer alternative educational opportunities, that is, educational choices. Two of the most important responses to these concerns have been charter schools and school vouchers. Both of these alternatives to regular public education are based on the idea that competition in the educational market is a good thing, but otherwise, they differ quite a bit. Charter schools are nonsectarian public schools that compete with regular public for students. Charter schools operate under contract to a sponsor, usually a state or local school board. Charter schools are accountable to their sponsors, the parents who choose to send their children to them, and the public that funds them through their tax money. In turn, charter schools generally have greater autonomy, that is, independence, over selection of teachers, curriculum, resources, and so on, than regular public schools. The first charter schools came into existence toward the end if the 1980s. By 2003, there were 2,695 charter schools with almost 685,000 students enrolled. This was a 15 percent increase over the year 2003, which shows how fast these schools are growing. There are many issues surrounding charter schools, but a study published in 2003 found that charter school students did a little better than their public school counterparts on a standardized exams.The school voucher concept is a much more controversial one than charter schools. The idea behind school vouchers is that the government provides students with a certain amount of money each year that they can use to attend whatever school they choose, public or private. The idea again is that competition will improve the education students receive. Voucher schools in reality are largely private schools, and most often religiously based schools. They are quite different from charter schools, which as public schools are first of all, nonsectarian, that is, not religious. Second, charter schools cannot apply restrictive admission standards, as publicschools do. To date, voucher programs funded by taxpayers are operating in only three U.S. cities, and there are many court battles over the voucher system. Supporters of the voucher system feel very strongly that private schools offer better education than public schools. Those opposed to the voucher system claim that vouchers rob public schools of needed funding and that voucher schools do not truly provide school choice because of restrictive admissions standards, which can include academic performance, religion, sex, and other factors. Opponents of vouchers also strongly believe that using taxpayer funds for private religious schools violates the separation of church and state built into the U.S. Constitution.The third and final issue I’d like to touch on today is also very controversial. I mentioned earlier that United States does not have a nationwide curriculum nor nationwide exams set by the government. However, in the past fifteen or twenty years, there has been an increased emphasis in various states on raising standards and on giving students standardized exams to monitor their progress. The federal government in 2002 passed a sweeping education bill that requires states that wish to receive certain federal funding to develop and put in place extensive testing programs and other systems to ensure adequate yearly progress of students. Although the percentage of funding for schools from the federal government is relatively small, it still represents a lot of money that schools do not want to lose. Some people support this movement toward standardization and accountability in the educational system, while others see it as a dangerous step away from local control of schools.No one can predict the future of public education in the United States, but it appears that emphasis on educational choice and on accountability of educational system for student results will be with us for a long time.Chapter 10 Postsecondary Education: AdmissionsIn this lecture, I’m going to talk to you about postsecondary education in the United States. Today I’ll give you some facts and figures about colleges and universities in the United States and some general information about admission policies. I will also make a few remarks about community colleges and finish up by giving you an idea of what kinds of students make up the student body on a typical U.S. campus.Let’s begin with some facts and figures. The most recent figures I have reveal there are 4,182 public and private four-year and two-year colleges in the United States. These range from full universities with diverse programs to smaller four-year colleges to two-year community colleges. Most of them are accredited, which means the schools meet certain standards set by institutional and private evaluators. When applying to a school, you would probably want to make sure it was accredited. Even though there are more private colleges than public ones, over three-quarters of students, precisely 78 percent, are enrolled at public colleges and universities. Some of the small private schools may have fewer than 100 students, whereas some of the large state university systems may have 50,000 or more students. Most of these schools are coeducational although some of them are primarily for women and others are primarily for men. Some schools may offer only one program of study and others have a great variety of programs. The total cost for attending one of these schools may be less than $5,000 a year or as much as 30 or 40 thousand dollars a year for one of the prestigious private schools. These schools are located all over—in industrial areas, agricultural areas, large cities, and small towns in a wide variety of climates.With such a wide variety of sizes, kinds, and locations of schools, it probably won’t surpriseyou to find out that admissions requirements at these colleges and universities vary greatly also. Some are relatively easy to be admitted to whereas others are highly competitive. However, most schools will ask undergraduate applicants to submit their high school transcripts with a record of their grades and test results from one of the standardized tests regularly offered to high school students. The most common of these standardized exams is the Scholastic Aptitude Test, commonly known as the SAT. Students who are applying to graduate school are usually asked to take other, more specific standardized exams depending on which college they are applying to. For example, some students are required to take the Graduate Record Exam, or the GRE. Students applying to a business college will probably have to take the GMAT, and students applying to law college will have to take the LSAT. You probably know about the TOEFL exam, which most foreign students have to take before being admitted to American colleges or universities. These exams, including the TOEFL, are all prepared by a company that is independent of the school system. These exams have come under a lot of criticism lately, but they are still widely used as one way to determine who will be admitted to various schools. However, most schools try to look at the whole student and consider factors other than simply grades and test scores. Some of these factors may be extracurricular activities in school, ethnic background, work experience, and so on. Some schools will have personal interviews with students they are considering for admission. Many schools, private as well as public, try very hard to have a student population with a wide variety of backgrounds and ages. Even the most prestigious and most highly competitive colleges and universities will not take only those students with the highest grades and standardized test scores but will consider these other factors. Nevertheless, schools of this type, such as Stanford and Harvard, have so many more people applying than they can possibly accept that students who want to get into such schools take grades and SAT exams very seriously. In general, medical and law colleges, both private and public, are very difficult to get into, and, once again, test scores on standardized exams can be extremely important to those applying to these schools.However, for students who want to attend a state college or university in their own state, it may be enough to graduate from high school in the upper third or even upper half of their high school class. This may surprise those of you who come from an educational system that is highly competitive, a system in which only a small percentage of students who pass a very difficult nationwide standardized high school examination can enter a university. You may be even more surprised by what I have to tell you about community colleges.An interesting feature of education in the United States is the two-year community college. Community colleges that are publicly supported offer somewhat different educational opportunities than those offered by a senior college or a university. First, admissions requirements at public community colleges are usually much more lenient than those at a four-year college or university. It’s usually enough to have graduated from an American high school to be admitted. Second, it is also cheaper to attend a community college. The tuition and fees are usually quite a bit lower. Students often live at home because this type of school does not have dormitories. For these two reasons, many people who are unable to go to a four-year college or university can have an opportunity to take classes for college credit. Finally, community colleges offer two-year programs that can lead to an Associate of Arts degree. Many of these programs, but not all of them, are vocational in nature. People attend community colleges for many different purposes. Some people may be taking on a course or two in some field that particularly interests them and may not be planning on getting a degree. Other people may be going to community collegefull-time and planning to transfer to a four-year college or university upon successful completion of two years at a community college. Well, so much for community colleges.I promised to tell you a little about the actual student body on a typical U.S. campus. Let’s start with some statistics, and then we’ll discuss two items that surprise many foreign students. Among the 2.8 million high school graduates in 2002, 65.2 percent were enrolled in college the following October. More than 90 percent of those attended full time. Young men represented half of the high school graduates, but more women than men went on to college. The exact statistics are:68.4 percent of female high school graduates and 62.1 percent of male high school graduates. If we break down the statistics racially, we find that white students enrolled in college in greater proportions than black or Hispanic students. The figures are 66.7 percent for white graduates, 58.7 percent of black graduates, and 53.5 percent of Hispanic students. My next statistic may be surprising. 42.6 percent of full-time students in 2002 were either employed or looking for work. That number jumps to 75.7 percent for part-time students. That last statistic makes more sense when we consider that besides the students who are from eighteen to twenty-two years old that one expects to find on a college campus, there are also many older married students. They may be people who attend part-time to upgrade their skills, people who are changing careers, or retired people who still have a desire to learn. Also, foreign students are often surprised at how poorly prepare American students are when they enter a university. Actually, at very select schools the students are usually very well prepared, but at less selective schools, they may not be as well prepared as students in your country are. If you will remember the educational philosophy we discussed in the last lecture, you will understand why. Schools in the States simply admit a lot more students than is usual in most other countries. Also, most young American university students have not traveled in other countries and are not very well versed in international matters and do not know a lot about people from other countries. Foreign students usually find them friendly but not very well informed about their countries or cultures.In brief, you can see that educational opportunities and admissions standards vary greatly in the United States. While it may be quite difficult to gain admission to some colleges and universities because of the very large number of applicants, probably any student graduating from high school with reasonable grades can find some accredited university or college to attend. Those students hoping to enter graduate school will often face very stiff competition, whether at private or public schools. Many students who start at a college or university will not finish in four years. Some will drop out to work or travel and may never finish. Others will return to school a few months or a few years later. Some will go to school full-time and others part-time. Some will not work while going to school, but most will work at some time or other during their school years.We’re out of time, I see. In my next lecture, I’ll talk to you about a relatively new development in education, distance learning. It should be of interest to those of you who want to attend college but can’t because of living far from a college, busy schedules, or for other reasons.Chapter 11 Lecture: Distance educationOne of the most exciting changes in education in the United States today is the incredible growth of distance education at the post-secondary level. Let me begin the lecture by asking you a couple of questions. First, can you imagine getting a college, or university, degree, without ever once setting foot on a college campus? Second, would you believe me if I told you thereare a few higher education institutions that grant degrees that don’t even have a campus? Some of these schools even grant graduate degrees, that is, a master’s degree or even a Ph.D.What is distance education? A publication called Distance Education: A Consumer’s Guide defines distance education this way:” Distance education is instruction that occurs when the instructor and student are separated by distance or time, or both,” That sounds a little strange, but it’s not really new.As early as 1840, it was possible to take a correspondence course in shorthand; that is, a student could learn shorthand by mail. And the University of Wisconsin offered the first correspondence catalog in 1892. This meant that a student could take university courses by mail over 100 years ago. So distance education is not really new; however, modern technology, such as audio, video, and computer technology, has changed distance education a great deal. Today almost all distance education programs are online or have an online learning component to take advantage of the technology.As I mentioned, distance education is now growing at an incredible rate, Peterson’s 1994 Guide to Distance Learning listed 93 accredited distance education programs available at community colleges and universities across the United States and Canada, whereas its 1997 guide listed more than 700 programs. In 2003, almost 1,100 programs were listed. According to the U.S. college and universities with 10.000 students or more offer distance education programs with new ones coming online continuously.Distance education is quite a complex subject with many aspects to look at. Today let’s look at the reasons why distance education is growing so rapidly, how distance education works, that is, what the modes of delivery are, and some things people considering distance education need to be aware of.To start with, why is distance education growing at such an incredible rate?First, rapidly changing economic conditions require many professional people to upgrade their knowledge or skills on an almost continuous basis. For example, a person who graduates with a degree in engineering or computer science may find it necessary to take courses to upgrade his or her skills every few year. Or a person who begins his or her career with a B.A. or B.S. degree may find it desirable to pursue an M.A. after some time, or even a Ph.D. Busy working people often find it difficult or even impossible to take courses they need or to pursue degrees on campus. Thus, there are a lot of people wanting post-secondary education who don’t find it convenient to study in the traditional on-campus setting.At the same time that demand for postsecondary education is growing, many U.S. colleges and universities are facing budget crunches; many U.S. colleges and universities are facing budget crunches; that is , they just don’t have as much money as they had in the past, but at the same time they have more students. They have to find ways to deliver instruction in the most economical way possible.The final reason is modern technology, which is the key to making the desired postsecondary education available to the millions of people who have access to audio, video, and computer technology. Many institutions offer distance education courses, certificate programs, and degree programs. How does distance education work at the postsecondary level? What are the usual modes of delivery?The modes of instruction can vary greatly and different courses in a program may use different modes. And any given course may use several different modes. Some of the modes include video,audio, CD-ROM, Internet, bulletin boards, chat rooms, and e-mail. Let’s consider some of the possibilities among these technologies. Video, for example, can be as simple as videotape the student plays on his or her VCR. Or it could involve video conferencing where the student is able to see and interact with the instructor and other students. Audio works similarly. A student may have a set of audiotapes to play on a cassette player or may be connected to an audio conference where he or she interacts with other students and the instructor. When students study on their own, at a time convenient to them to them, from a video-or audiotape, it is asynchronous learning, asynchronous meaning not at the same time. Video and audio conferencing, on the other hand, are called synchronous learning; that is, the instructor and the students are engaged in the teaching and learning process at the same time. Let’s look at two other popular modes used in distance learning: bulletin board anytime of the day and night, read what other students have written, and respond, by either adding his or her ideas or asking a question. Chat rooms, on the other hand, offer a discussion forum where students can interact in real time, that is, synchronously. CD-ROMs may come to the student via mail or the student may download materials from the Internet. E-mail provides a very convenient way for students to submit assignments or to ask the instructor questions. There are many more modes of instruction, but this should give you an idea of the possibilities.Students interested in pursuing distance education degrees need to consider the following six points:Number 1. Many distance education programs have a residency requirement. The students may be required to take two courses on campus, that is, six hours of credit, or students may be required to spend several days on campus several times during the program.Number 2. Distance education courses generally have time limits. Courses and programs must be completed within a certain time limit. Assignments must be submitted on time.Number 3. Admissions requirements are the same as those of an on-campus education.Number 4. Distance education can save students money in terms of not having to travel to campus for classes, and the like, but the academic fees about the same as for traditional education. Fulfilling the residency requirements may be quite costly in terms of travel and lodging for students who live far from the campus.Number 5. Online study requires students to have access to a computer that meets minimum requirements such as the latest version of Windows, a microphone, sound card and speakers, adequate hard drive and RAM, a modern, browser (Internet Explorer or Netscape), and Internet connection. Connection speed is very important and many schools recommend having high-speed Internet access like a cable modern or DSL.And finally Number 6. Distance learning requires that students be disciplined and independent learners. Distance education is not easier than traditional education. Not everyone is temperamentally suited for distance education. The dropout rate from distance education courses and programs is higher than for traditional courses and programs.Before I close today, let me just say that many people are still suspicious of distance education believing that it cannot possibly be equivalent to a traditional classroom education, although there are studies that indicate that distance education can be as effective as traditional education and some times even more effective. However, some suspicions are well founded. There are many unscrupulous and disreputable universities advertising on the Internet with very alluring Web sites. Therefore, it is important for everyone wishing to take a courseor pursue a degree to check out the credentials of the school they are considering very carefully.We have an expression: Let the buyer beware. That means that anyone who wishes to buy something should be very careful! And that includes online or distance eductation.。

新标准大学英语视听说2听力原文Unit 1。

Part I Listening Practice。

Section A。

1. M: I’m thinking of taking a trip to New York City next month. Have you ever been there?W: Yes, I went there last summer. It was amazing! There are so many things to see and do.2. M: I’m really worried about my final exams. I don’t think I’m prepared at all.W: Don’t worry. I can help you study. We can make a study schedule and review together.3. M: I heard that the new Italian restaurant downtown is really good. Do you want to go there for dinner tonight?W: That sounds great. I love Italian food. Let’s make a reservation.4. M: I can’t believe how expensive rent is in this city. I’m considering finding a roommate to split the cost.W: That’s a good idea. It would definitely help with the expenses.5. M: I’m thinking of buying a new car, but I’m not sure if I should get a small one or a larger one.W: It really depends on your needs. If you often have passengers or need more cargo space, a larger car might be better.Section B。

A plan to build the world's first airport for launching commercial spacecraft in New Mexico is the latest development in the new space race, a race among private companies and billionaire entrepreneurs to carry paying passengers into space and to kick-start a new industry, astro tourism.The man who is leading the race may not be familiar to you, but to astronauts, pilots, and aeronautical engineers – basically to anyone who knows anything about aircraft design –Burt Rutan is a legend, an aeronautical engineer whose latest aircraft is the world's first private spaceship. As he told 60 Minutes correspondent Ed Bradley when he first met him a little over a year ago, if his idea flies, someday space travel may be cheap enough and safe enough for ordinary people to go where only astronauts have gone before.The White Knight is a rather unusual looking aircraft, built just for the purpose of carrying a rocket plane called SpaceShipOne, the first spacecraft built by private enterprise.White Knight and SpaceShipOne are the latest creations of Burt Rutan. They're part of his dream to develop a commercial travel business in space."There will be a new industry. And we are just now in a beginning. I will predict that in 12 or 15 years, there will be tens of thousands, maybe even hundreds of thousands of people that fly, and see that black sky," says Rutan.On June 21, 2004, White Knight took off from an airstrip in Mojave, Calif., carrying Rutan's spaceship. It took 63 minutes to reach the launch altitude of 47,000 feet. Once there, the White Knight crew prepared to release the spaceship one.The fierce acceleration slammed Mike Melvill, the pilot, back in his seat. He put SpaceShipOne into a near vertical trajectory, until, as planned, the fuel ran out.Still climbing like a spent bullet, Melvill hoped to gain as much altitude as possible to reach space before the ship began falling back to earth.By the time the spaceship one reached the end of its climb, it was 22 miles off course. But it had, just barely, reached an altitude of just over 62 miles —the internationally recognized boundary of space.It was the news Rutan had been waiting for. Falling back to Earth from an altitude of 62 miles, SpaceShipOne's tilting wing, a revolutionary innovation called thefeather, caused the rocket plane to position itself for a relatively benign re-entry and turned the spaceship into a glider.SpaceShipOne glided to a flawless landing before a crowd of thousands."After that June flight, I felt like I was floating around and just once in a while touching the ground," remembers Rutan. "We had an operable space plane." Rutan's "operable space plane" was built by a company with only 130 employees at a cost of just $25 million. He believes his success has ended the government's monopoly on space travel, and opened it up to the ordinary citizen."I concluded that for affordable travel to happen, the little guy had to do it because he had the incentive for a business," says Rutan.Does Rutan view this as a business venture or a technological challenge"It's a technological challenge first. And it's a dream I had when I was 12," he says.Rutan started building model airplanes when he was seven years old, in Dyenuba, Calif., where he grew up."I was fascinated by putting balsa wood together and see how it would fly," he remembers. "And when I started having the capability to do contests and actually win a trophy by making a better model, then I was hooked."He's been hooked ever since. He designed his first airplane in 1968 and flew it four years later. Since then his airplanes have become known for their stunning looks, innovative design and technological sophistication.Rutan began designing a spaceship nearly a decade ago, after setting up set up his own aeronautical research and design firm. By the year 2000, he had turned his designs into models and was testing them outside his office."When I got to the point that I knew that I could make a safe spaceship that would fly a manned space mission -- when I say, 'I,' not the government, our little team -- I told Paul Allen, 'I think we can do this.' And he immediately said, 'Go with it.'"Paul Allen co-founded Microsoft and is one of the richest men in the world. His decision to pump $25 million into Rutan's company, Scaled Composites, was the vote of confidence that his engineers needed to proceed."That was a heck of a challenge to put in front of some people like us, wherewe're told, 'Well, you can't do that. You wanna see We can do this," says Pete Sebold.Work on White Knight and SpaceShipOne started four years ago in secret. Both aircraft were custom made from scratch by a team of 12 engineers using layers of tough carbon fabric glued together with epoxy. Designed to be light-weight, SpaceShipOne can withstand the stress of re-entry because of the radical way it comes back into the atmosphere, like a badminton shuttlecock or a birdie.He showed 60 Minutes how it works."Feathering the wing is kind of a dramatic thing, in that it changes the whole configuration of the airplane," he explains. "And this is done in space, okay It's done after you fly into space.""We have done six reentries. Three of them from space and three of them from lower altitudes. And some of them have even come down upside down. And the airplane by itself straightens itself right up," Rutan explainsBy September 2004, Rutan was ready for his next challenge: an attempt to win a $10 million prize to be the first to fly a privately funded spacecraft into space, and do it twice in two weeks."After we had flown the June flight, and we had reached the goal of our program, then the most important thing was to win that prize," says Rutan.That prize was the Ansari X Prize – an extraordinary competition created in 1996 to stimulate private investment in space.The first of the two flights was piloted, once again, by Mike Melvill.September's flight put Melville's skill and training to the test. As he was climbing out of the atmosphere, the spacecraft suddenly went into a series of rolls.How concerned was he"Well, I thought I could work it out. I'm very confident when I'm flying a plane when I've got the controls in my hand. I always believed I can fix this no matter how bad it gets," says Melville.SpaceShipOne rolled 29 times before he regained control. The remainder of the flight was without incident, and Melvill made the 20-minute glide back to the Mojave airport. The landing on that September afternoon was flawless.Because Rutan wanted to attempt the second required flight just four days later, the engineers had little time to find out what had gone wrong. Working 12-hour shifts, they discovered they didn't need to fix the spacecraft, just the way in which the pilots flew it.For the second flight, it was test pilot Brian Binnie's turn to fly SpaceShipOne.The spaceship flew upward on a perfect trajectory, breaking through to space.Rutan's SpaceShipOne had flown to space twice in two weeks, captured the X Prize worth $10 million, and won bragging rights over the space establishment."You know I was wondering what they are feeling, 'They' being that other space agency," Rutan says laughing. "You know, quite frankly, I think the big guys, the Boeings, the Lockheeds, the nay-say people at Houston, I think they're looking at each other now and saying 'We're screwed!' Because, I'll tell you something, I have a hell of a lot bigger goal than they do!""The astronauts say that the most exciting experience is floating around in a space suit," says Rutan, showing off his own plans. "But I don't agree. A space suit is an awful thing. It constrains you and it has noisy fans running. Now look over here. It's quiet. And you're out here watching the world go by in what you might call a 'spiritual dome.' Well, that, to me, is better than a space suit because you're not constrained."He also has a vision for a resort hotel in space, and says it all could be accomplished in the foreseeable future. Rutan believes it is the dawn of a new era.He explains, "I think we've proven now that the small guys can build a space ship and go to space. And not only that, we've convinced a rich guy, a very rich guy, to come to this country and build a space program to take everyday people to space."That "rich guy" is Richard Branson, the English billionaire who owns Virgin Atlantic Airlines. Branson has signed a $120 million deal with Rutan to build five spaceships for paying customers. Named "Virgin Galactic," it will be the world's first "spaceline." Flights are expected to begin in 2008."We believe by flying tens of thousands of people to space, and making that a profitable business, that that will lead into affordable orbital travel," says Rutan.Rutan thinks there "absolutely" is a market for this.With tickets initially going for $200,000, the market is limited. Nevertheless, Virgin Galactic says 38,000 people have put down a deposit for a seat, and 90 of those have paid the full $200,000.But Rutan has another vision. "The goal is affordable travel above low-Earth orbit. In other words, affordable travel for us to go to the moon. Affordable travel. That means not just NASA astronauts, but thousands of people being able to go to the moon," he says. "I'd like to go. Wouldn't you"。

performance. Darling, you were to die for! Unit 5-Conversation 1Mark: OK, OK, don't exaggerate. I wasn't that good!Anyway, I've got some great news! Have you got your tickets for the play? Mark:Janet Kate: What play? : Tell us!Mark: We've started talking about next term's OUDS play. Mark: The play which OUDS are producing. You know, theplay I'm in at the Oxford Playhouse. Kate: What's it going to be?Mark: Kate: Oh, that play! Well, er ... Hamlet, by William Shakespeare!Janet: Great! And who's going to play Hamlet? Mark: What about you, Janet?Kate: What's the play called? Don't tell me, let me guess! Janet:MarkBeckett. Mark: Waiting for Godot, by Samuel You are : To be or not to be, that is the question! Janet: coming, aren't you? I don't believe it. You're going to play Hamlet?Kate: Come on, Beckett? Kate: let's celebrate ... from Beckett toShakespeare. Today Oxford, tomorrow, Hollywood!Janet: Why not?Well, um, I'm sure you'll be totally brilliant, Mark ... : Katebut I wish I could understand the play. It doesn't make sense. Unit 5-Outside viewa Kate. Beckett's If Mark: only you were more patient,fascinating writer. You'll come though, won't you, Janet? You Part 1Viewer 1ought during So, what do you guys want to watch? this to see something like at least once reallyVieweryour stay in Oxford. 2 Uh, I don't know. What's on?Viewer : Janet Well, I'm not sure. 3 How about a documentary on the HistoryChannel? I like watching history programmes.Mark: Oh, come on! Please!Viewer 2 I don't really like watching the History Channel. the if But Kate doesn't understand play, there's no Janet:Viewer 1 way I'll be able to follow it. How about a baseball game? From 1973 ?Viewer 3 Kate: Do you want to go? No thanks! How about a cooking show?Viewer 1 Well, I love going to the theatre, and I'd really like to Yeah, I love watching cooking shows. : JanetViewer 2 see Mark acting. And actually, yes, I think I should see a play What? Viewer 1 by Samuel Beckett. I do!Viewerrk: Ma Good! So 2 Uh, I don't like cooking shows. Uh, let's watch wish you're coming, Janet. I you'd come,some music videos.too, Kate. It's a really good performance.Viewer 1 Well, OK, but I'm only doing it because you're in it. : Kate This is awful!Viewer 3 When is it on? Can you see what's on another channel?Viewer 1Next Tuesday to Saturday. : Mark Yeah, sure. What channel?Viewer 3 Uh, anything but this.Janet: How about going Friday night?V oice-over These television viewers are trying to decide on That's great. But you'd better get your tickets soon, : Marka programme to watch, by clicking because we're expecting a full house.on channels, and seeingwhat's on. This practice is known as channel surfing. In the Unit 5-Conversation 2 past, it was not difficult to decide what to watch on TV. ThereKate: Well, what did you think? were only three channels to choose from. Cable television has Janet: It was ... very interesting. changed all that. There are so many channels, and so many Kate: Ididn't have a clue what was going on. Absolutely different kinds of programmes to watch, many viewers find itnothing happened! I don't know why I bothered coming to see when they are to decide what to watch, even difficultitdoesn't themselves. This business traveller like watching byJanet: I thought Mark was brilliant. anything. Many people like a particular type of programme. Kate: Yes, I did too, of course ... Speaker 1 TV programmes I like watching are cooking Janet: shows, um, comedy shows. But I wish I had read the play before I saw it. If onlyI had known the story, it might have been easier to follow it. watch I usually dramas, murder mystery Speaker 2How long do you think Mark will be? programmes, quizzes, comedies.Janet: I guess he needs Speaker 3 I like watching talk shows. to get changed first. He said he'd join us as soon as possible. Speaker 4I guess of all my favourite TV shows I'd likeKate: Here he is. Hi Mark! news programmes.Mark: Hi, what did you think? How was I? I like to watch soap operas and news. Speaker 5 Janet: I like to watch comedy shows. Speaker 6 It was ... very challenging.Kate: lot a I drama, good I Well, 7 Speaker like like It was so-so. of theJanetcop shows, um ... I like a lot of the science fiction shows : But you were brilliant! Well done. Kateand good history. : You were awesome, Mark. Everyone adored your1Speaker 8 TV programmes I like to watch are likesports, automotive. Discovery, that type of thing. In some of cafes, customers pay an hourly rate to play tabletop games; in others a flat fee allows them to play for anunlimited time. On top of the fee, the cafes also require Part 2V oice-over Cartoons have always been popular. customers to purchase food and drinks.This brother and sister are watching their favourite DVD.Mum Turn that down! Most cafes offer hundreds of games, varying from classicslike “Monopoly”and “Battleship”to European strategy OK, Mum. BoyV oice-over He, he turns it down. Now the volume is too games like “Settlers of Catan”and “Agricola”. They alsolow. For couples, deciding what to watch can require some have staff members to teach customers the rules of the gamevery careful negotiation. if necessary. This means that players are more comfortableWoman Oh, look! Pretty Woman is on! I love watching exploring games that they haven't playedbefore.that movie.Joe Pretty Woman! Oh, no, not Pretty Woman! People enjoy going to these cafes because they can try out theWoman Joe, you know it's my favourite movie. It's on in games. It is cheaper than buying the games and then decidingfive minutes. I'll be right back. I'm just going to get some they don't like them. Also, it's like having a party with yourcoffee. friends—but not at your own house!Joe I don't like watching that kind of movie. Plus Idon't like Julia Roberts. Actually, I really hate that movie. 1.What do we learn about board game cafes from the newsV oice-over Joe realizes that there's a basketball game on report?tomorrow night. He wants to ask his friends over to watch it. 2.Why do people enjoy going to board game cafes?know I with me. so sweet to watch this Woman You'reyou probably don't want to see it again. Passage 1 Joe Oh, sure. I don't mind. There's nothing else onAnnouncer1：Thanks for the news update. And it's Thursdayanyway. Not tonight, evening, time to start planning the weekend,Viewer 1 Hey, look. Swordfish is on. John Travolta andand time to hear from Jenny with our weeklyHalle Berry? update, What's On in Town. Viewer 2 No, I've already seen that twice. Announcer2：Thanks, Mark.Viewer 3 I hate that movie.Announcer1：What's it going to be Jenny? A weekend in frontViewer 1 OK. How about The Matrix?of the television, or out on the town?Viewer 3 That's OK. But I've seen it too many times.Announcer2：Definitely out on the town, Mark. It's aViewer 2 Yeah, me too. But I love that movie. fun-filled weekend, with something forViewer 3 You guys, there's nothing on. everyone. For anyone who likes classicalViewer 2 Yeah, you're right. music, there's Beethoven's Ninth Symphony inViewer 1 Hey, how about we go out and get some pizza?the Westgate Concert Hall on Friday evening.Viewer 3 That's a good idea. Turn that off. Announcer1：That's the one with that catchy tuneMum I told you to turn it down. Now I'm going to turnAnnouncer2：I don't think the Southbank Choir will let youit off. join in with a voice like that! Tickets are￡10,Woman Oh, it's over. I just love that movie! Thanks forwith concessions for students and seniorputting up with it again. I know it's not your favourite. citizens, and it starts at 8 pm.Joe That's OK. But tomorrow's my turn. I'm askingAnnouncer1：OK, and what's on at the cinema? the guys over to watch the basketball game. Announcer2：I've got a couple of suggestions. For those ofWoman Oh, that's fine. I won't be here anyway remember?you who like Chinese movies, there's aI' m going to visit my sister? retrospective on Zhang Yimou's filmsJoe Oh, yeah. That's right. beginning with The House of the FlyingV oice-over The business traveller seems to have found whatDaggers at the Arthouse Cinema in Northhe was looking for, a programme that puts him to sleep. AndStreet. If you haven't seen, it's amazing. It's onthat's all for tonight, folks! Be sure to tune in tomorrow!at 7 pm on Saturday night. And other filmsshowing next week include Hero, and RaiseUnit 5-Listening inthe 12, with Lantern. Red Tickets are ￡theusual concessions. News Report Announcer1：How about a Hollywood blockbuster? A new craze is sweeping the city of Toronto, Canada. More Announcer2：Not sure Td call it a blockbuster, but the next and more board game cafes are opening in different part of Lord of the Rings is showing at Globe neighborhoods. Cinema. It's on Friday and Saturday at 7.30 pm,2tickets ￡8.very popular in the States?Speaker 1 We all like going to concerts, I think. Er, a lot series.the Rings, that's a great Announcer1：OK, Lord ofof people now are joining book clubs. Now, how about something more cultural?Interviewer Book clubs?Smiththe Announcer2：There's a fabulous exhibition atSpeaker 1The Museum called, “Art of Venice”, with a To be a member of a book club, do something ...Interviewercollection of paintings from all over the world. So just local groups ... with friends? Speaker 1It's open from 10 am to 6 pm on Saturday and Yes, local groups.Interviewer Sunday and entrance is free.And you discuss books?Speaker 1 Yes, you take a book each, each week or each musicabout the And Announcer1：OK, sounds good. whatmonth. You read it and then you go back and discuss it. That's scene?very popular now.Friday night is open mic night at the George Inn.Announcer2：InterviewerIt you want to hear some great music, it starts And how about weekend and holiday activities?Speaker 1 if But you want to Some people like hunting. I'm not one of those at 8.30 pm Friday night.at all. I don't like that. But that's very popular in, in the rural find out what it's like to perform in front of aareas. Then, of course there's camping and hiking, also. A lot live audience, book a slot with the organizersof and they 11 sing, play, dance, whatever ... Nice Americans volunteer for a wide range of causes —fromraising funds to helping people who friendly atmosphere, but make sure you've got are less fortunate, tutoring students, or a five or ten minute act before you offer to try leading Scout troops or doing youth sports, that sort of thing. ll need it out onstage. No entrance fee, but you'Interviewerto buy a round or two of drinks.Right, yeah.Anything else?：Announcer1Speaker 2Saturdayon at Yes, it's jazz the Jam Factory ：Announcer2Interviewer Trio Tell me about leisure activities and sports in Steve 10 night from pm, with the ReidRussia. What do you like doing?playing Afro- Cuban jazz. With tickets at ￡20 ISpeaker 2 be going to the Well, football is the favourite sport. But, er, we Factory guess the Jam is like also ice hockey in the winter. Winter sports.coolest place in town. So I advise you to bookInterviewer in advance.And what about indoor sports? Or indooractivities other than ...?Sounds like a great weekend, thanks Jenny.Announcer1：Speaker 2 We like very much playing chess. And we arevery good at playing chess. Also, television is very commonand, in the cities - Moscow and St Petersburg –we like toclub, go dancing.Interviewer Oh, right. Yeah. OK. Yeah. And whatabout outdoor activities?Passage 2Speaker 2 Well, believe it or not, collecting mushrooms. Inthe autumn, we like it very much. And also the skiing. Again, 1Speaker the ice hockey in the winter. Very popular.States. leisure me Tell about activities the in Interviewer Interviewer And I believe cultural activities are very What kind of spectator and participation sports are there? important to you? What kind of things do you like doing? are Speaker 1 OK, most popular ones four well, the Speaker 2 In particular, the ballet. ice football basketball, baseball, American of and course, Interviewer Yeah. hockey.Speaker 2 And of course, the opera as well. Even the activities, indoor –em - what Yeah, Interviewer and about small towns have theatres and a cinema. We like the country rather than sports.The kind of things that you do inside?people, the rural people, they like to watch films. They call it arts. could could Well, 1Speaker you say, martial say a Palace of culture.thing. -that Do Kwon popular. That's very Tae sort of Interviewer Right. Yeah. Bowling. And movies. Speaker 2 Yes.Yeah.Interviewer Interviewer And what kind of weekend and holiday Speaker 1Watching television, of course. The averageactivities do you enjoy?American, I think, watches television about two and a half Speaker 2 Well, you find the rich Russians, they very hours a day.often have a dacha, which is a cottage. Interviewer And, apart from sports, what other outdoor Interviewer Right.activities are there?Speaker 2 In the country. of golf, Cycling, 1Speaker tennis, jogging and walking Interviewer Right.course and now, more and more people are playing soccer. You go there for a holiday and maybe for Speaker 2 Right. And what kind of cultural activities areInterviewer3the weekend.Interviewer Right. Thank you.Speaker 3Interviewer Tell me about leisure activities in Australia.What kind of sports do you enjoy?Speaker 3 Well, Australian rules football is our mainspectator sport. Of course, we also love our rugby and ourcricket. You know, our national teams are definitely nowamong the best in the world.Interviewer Yeah.Speaker 3 What else? We have association football. Andalso very popular now is horse racing.Interviewer Right. And what kind of indoor activities, otherthan sports, do you like doing?Speaker 3 We're very much an outdoor nation but whenwe're inside I think we like to watch TV and, you know, go tothe movies.Interviewer So, what kind of outdoor activities are there?Speaker 3 Well, for this we like our cycling. Somepeople play golf and some play tennis. And some play lawnbowls.Interviewer Right, yeah.Speaker 3 Of course, you know, most Australians do live near the coast and we love to do sailing and surfing; very, very keen on our swimming and I know a lot of people do fishing as well.Interviewer Right. And what about culture? Do you do any cultural activities?Speaker 3 Oh yes, no, no, Australia does have its culture. We've got our aboriginal music and our dancing and a lot of art. And of course, we've got our very, very famous Sydney Opera House - you know, best in the world.Interviewer Yes. And what about weekend and holiday activities? What do you like doing then?Speaker 3 I think people like to be very social. We do a lot of barbies - you know -barbecues in the back garden and some people like to go bushwalking as well.Interviewer Great. Thank you.Speaker 3You're welcome.4。

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。

新标准大学英语视听说教程听力原文-Unit+1Un it 1-Co nversation 1** (1)Jan et: So this is the Cherwell Boathouse —it's lovely! And look at those people punting! It looks quite easy. Mark: 「m not so sure about that! Janet, there's something Kate and I wan ted to discuss with you. Some people in college are organizing charity eve nts this term. We've decided to get in volved. Janet: Raising money for charity? Right. In Chi na, people raise money for charity but students don't usually do that. Mark: Students often do that here. Any way, we're thinking of doing sponsored pun ti ng.Janet: Sponsored punting! What's that?Kate: Sponsori ng is when people pay you to do something —like run a longdistanee. So people would be spon sori ng stude nts to punt. Janet: What a great idea!rd love to joi n you!Mark: That's why we're telling you about it. So that's decided the n. Let's make a list of thi ngs we n eed to do. Kate: I'll do that. One of the first things we should do is choose the charity.Mark: Yes. And choose a day for the eve nt. And we n eed to desig n the spon sorship form. I've got one here.Kate: That looks fine, butwe must cha nge the wordi ng. Who wants to do that?Mark: I'll do that. Whathave we got so far?Kate: Choose a charity. Also a day for the eve nt. Change the word ing on the spon sorship form... Um ... We have to decide where the punt will start from.Mark: Cherwell Boathouse, no questi on! It's a very beautiful route from here, appare ntly.Kate: 「m with you on that. Jan et: Me tooJan et: 「m not used to boats—Woah!Mark: Whoops!Kate: Watch out! You nearly hit me with that thing!Mark: Sorry! I did n't mea n to. ... OK, we're off!Kate: Maybe I should do the pun ti ng.Market's fine.I've got the hang of it now —give me a chanee. Kate: Well, I'd like to have a go. Mark: Supposing I do the first hour. Then you can take over for a while, if you want to. Kate: Yes, great.Jan et: You're really good at it, Mark! This is fantastic! It's exactly how I imagined life here! Look over there —isn't it lovely!Kate: Y es, it is.Unit 1-Conversation 2Jan et: Kate, everythi ng's orga ni zed, isn't it, for collect ing the spon sorship mon ey? Kate: Yes, I've arranged for people to get the money to me by next Friday ——if they have n't paid on li ne.「II count it all up.Janet: Good. We'd better have a meeting soon after that, don't you think? How much have we raised?Kate: About 600.Jan et: Fan tastic! 「m so enjo ying this!Mark: Hey guys,「ve got a suggesti on —how about moving over to the bank and we can have our picnic! Hey, look, there's Louise and Sophie! Mark: Whoo ...Girls: Mark!Jan et: Are you all right? Mark: Er .Of course「m all right. Kate, I think it's your turn to punt!Unit 1-Outside ViewVoice-over HarvardUniversity in Cambridge is one of the best universities in the world. We spoke to Alex Jude, the uni versity's Head of Comm uni cati ons. He explained that Harvard looks for the best and most tale nted stude nts from around the world.Alex Harvard actuallyseeks stude nts from around the world, the best students that we can find, to study chemistry, or study literature, or study gover nment,orbus in ess. Our bus in ess school is particularly well-k nownaround theworld,as is the medical school and lawschool, so, um,and, and the Kenn edy School of Government, orthe Joh n FKennedySchool of Government, so, er,we do seek very,very tale nted students and we have opendoors for them. Voice-over We asked five stude nts atHarvard to tell us what kind of social life theyhave.Ashley Um, well relaxing is a little hard to do around here, but basically, I mean, I still, I, I live nearby anyway, so I see a lot of my friends, and ... Um, there's a good social life here if you look forit. I go to the gym, run. So that'swhat I do. AdamIt's, it's whatever you want it to be. It's good. If party.Usually we end up studyingun til about 10 o'clock. And the nwe, and the n we'll go out andyou wanna go out party, doany thi ng you can. If you wanna urroom and study allni ght like my frie nd over here, also do that. Socially, like yousaid, it's, it's a lot of what you make it. Um, we don'tfraternities and so, you movie with sit in yo you can Bria nhave here, know, that's, it's obviously not as social. There's not as many as there would be on another campus. Um, but on Friday or Saturdaythere, there will parties a n ight,there, be ahave fun maybe, or just watch afriends, or, youknow, is going whateveron forthe ni ght.Jodie would agree with me,obviously, but it's, I think it's a fun place to be.In terviewer Have you made alot of frie nds?JodieIn terviewer JodieIn terviewer Not every oneOh, defi nitely.Mm. Many.What, what do you do with your frie nds? JodieUm, well, I like to go to con certs.「m in threemusic groups, so I have lots ofrehearsals duri ngthe week for the Internetthat. Um, just do, you know,some fun things, onthe weeke nd.Voice-over We asked the Harvard stude nts if they use theInternet AshleyUm, I, I use it a fairly good amo unt. Um, oursystem is on li ne, so I use that a lot. And a lot of my you know, have to do research papers. You can find a lot of in formati on on there, so. In terviewer So how ofte n do you use it, a week, a day? Ashleylibrary classesUm, I use itprobably on more of a weekly basis. Maybe three or four times a week. Bria n Oh yes, defi nitely.We live throughactually. Well, I do a lot of research through the In ter net, follow my stocks on the Intern et. Um, well, eve n though e-mail is not officially Internet, we, that's how we comm uni cate alot at college, so, through the e-mail.John Um, I use the in ter net mostlyfor, er, I'd say, sort of leisure purposes. I mean, I play, um, I use it for a lot of, I don't, we don't have TV in my room, so I use it, uh, uh, go to the CNN website, keep up on curre nt eve nts,thi ngslikethat. Uh, I also, uh, you know,there's some littlegames to play over the Internet. Um,just um, I go to esp n. com to see what's happening, follow theBost on Red Sox, things like that. Um, I think a lot of courses use it to post thin gs, but I, Idon't usually use it that much for research, or thin gs. I tend to use the libraries for such thin gs, so. Un it 1-Liste ning inNews reportSta nford Un iversity hasrecently changed its financial aidpolicy for students to make the uni versity more affordable and accessible. Students who don ' thave finan cial aid pay about$46,000 a year just for tuition. It 'not unusual for students to beforced to decli ne an offerbecause they can ' t afford to g to their dream school. The new policy means that for students whose families earn less than$125,000, tuition is fully coveredby scholarship and grant aid.Those with a family in comebelow $65,000 are not expected to pay for either tuition, or room and board. This is great news for tale nted stude nts who areconcerned about fees.However, Stanford is not the only top university in the UnitedStates that makes tuition affordable for students. Ivy League schools, such asHarvard, Princeton and Yale, also offer free tuiti on pla ns to students from low- in come and middle-class families. Stanford and Ivy League schools can offer generous finan cial aid packages because theyare very wealthy. They receivelarge annual don ati onsthat can be used for specificpurposes, such as financial aid.1 What has Sta nford Uni versity done rece ntly?2 How much is the tuition a yearat Stanford if students don' t receive financial aid?3 Why is Stanford University so wealthy?Passage 1Voice-over Hi, 「m Nick Carter, and this is SUR, your university radio station. This morning we went around campus to ask freshers -now half-way through their first year -the question, "How are you finding uni?" Here are some of the an swers we got. Speaker 1 It's cool. It's everythi ng I hoped it would be. rm very ambitious, I want to be a journalist and I want to get to the top of the professi on. I've started writ ing for the university newspaper so「ve got my foot on the ladder already.Speaker 2 「m worki ng hard and the teaching is as good as I expected. And「ve made some good friends. But「m very homesick.「m Nigerian and my family's so far away. I went home at Christmas for a month -that really helped, but man, I miss my family so much.Speaker 3 "How am I finding uni?" It's great. It's not perfect, nothing is, but, like, I've got a brilliant social life, just brilliant, and I've made lots of friends. For the first few mon ths I just did n't do, really eno ugh work. But I -1 talked about it with my pare ntsand 「m work ing harder now and getting good grades.Speaker 4 Actually, 「vebee n quite Ion ely to be hon est. rm a bit shy ... every one elseseemed to find it so easy to make friends straight away. But things have been better rece ntly - yeah, they have. I've joined a couple of clubs and like, it really helps to get to know people when youhave shared interests. So, yeah -rm feeli ng a lot happier now.Speaker 5 Un i's great, I love it.My only problem -and it'squite a big problem - is mon ey.My pare nts are both unemployedso, you know, they can't help mefinan cially. Mygrant just isn't - it's just not enough for me to live on, so「vetaken a part-time job as awaitress — a lot of people I know,like a lot, have had to do thesame. I don't want to have huge debts at theend.Speaker 6 I love my subject.History, and rm, 「mgett ingfan tastic teach ing here. to be aun lecturer and means I have to get a first. I have social life but work definitely comes fi me. Passage 2Oxford andCambridge - two uni versities sothat they are often spokenof together as "OxbThey're both in the UK, n earLondon,regularly come ranking of the universities.The two began within a century of each other. Oxford Un iversity, now 900 years old, wasI want iversitythat a good rst for similar ridge". fairly both and top inworld's anybest uni versitiesfounded towards the end of the 11th cen tury. I n 1209 there was a dispute between the uni versityand thetownspeople of Oxford. As a result, some of the Oxford teachers left and founded a university in the tow n of Cambridge, some 84 miles away. Ever since the n, the two institutions have been very competitive.Unlikemostmodem universities, both Oxford and Cambridge consist of a large number of colleges. Oxford has 39 and Cambridge 31. Many of these colleges have old and very beautiful architecture, and large n umbers of tourists visit them. In all UK uni versities, you need good grades in the national exams taken at 18. But to get into Oxford and Cambridge, it's not eno ugh to get A grades in your exams.You also have to go for a long in terview. In these in terviews, students need to show that theyare creative and capable of original thinking.Through the cen turies, both universities have made huge con tributi ons to cultural life. They produced great writers, leaders and pol Cambridge, in particulproduced scie ntists discoveries and have cha nged our lives.Among the university in stituti onsworld's most famous de society, the Oxford whereundergraduates cha neeto practise spea public.Cambridge's clubFootlights has producedmany first-class comedians, while some of theUK's most famousactors and actresses began their careers at The British have world iticia ns. ar, has whoseinven ti onsgreat isthe batingUnion,get aking incomedy11 Oxford Un iversity Dramatic Society, known as OUDS. Then there's the Oxford andCambridge Boat Race, which takes place every year in March watched on televisi on all over the UK.So in so surprising that the ambition of clever stude nts all over the world is these great uni versities. or April, and is with all this excelle nee many fields, it's not to atte nd either one of。

Unit 1-Conversation 1**〔1〕Janet:So this is the Cherwell Boathouse — it's lovely! And look at those people punting! It looks quite easy.Mark:I'm not so sure about that! Janet, there's something Kate and I wanted to discuss with you. Some people in college are organizing charity events this term. We've decided to get involved.Janet:Raising money for charity? Right. In China, people raise money for charity but students don't usually do that. Mark:Students often do that here. Anyway, we're thinking of doing sponsored punting.Janet:Sponsored punting! What's that?Kate:Sponsoring is when people pay you to do something —like run a long distance. So people would be sponsoring students to punt.Janet: What a great idea! I'd love to join you!Mark:That's why we're telling you about it. So that's decided then. Let's make a list of things we need to do. Kate: I'll do that. One of the first things we should do is choose the charity.Mark: Yes. And choose a day for the event. And we need to design the sponsorship form. I've got one here.Kate:That looks fine, but we must change the wording. Who wants to do that?Mark: I'll do that. What have we got so far?Kate: Choose a charity. Also a day for the event. Change the wording on the sponsorship form... Um ... We have to decide where the punt will start from.Mark: Cherwell Boathouse, no question! It's a very beautiful route from here, apparently.Kate: I'm with you on that.Janet: Me tooJanet: I'm not used to boats — Woah!Mark: Whoops!Kate: Watch out! You nearly hit me with that thing! Mark: Sorry! I didn't mean to. ... OK, we're off!Kate: Maybe I should do the punting.Mark:It's fine.I've got the hang of it now —give me a chance. Kate: Well, I'd like to have a go.Mark: Supposing I do the first hour. Then you can take over for a while, if you want to.Kate: Yes, great.Janet: You're really good at it, Mark! This is fantastic! It's exactly how I imagined life here! Look over there —isn't it lovely!Kate: Yes, it is.Unit 1-Conversation 2Janet: Kate, everything's organized, isn't it, for collecting the sponsorship money?Kate: Yes, I've arranged for people to get the money to me by next Friday — if they haven't paid online. I'll count it all up. Janet: Good. We'd better have a meeting soon after that, don't you think? How much have we raised? Kate: About 600.Janet: Fantastic! I'm so enjoying this!Mark: Hey guys, I've got a suggestion —how about moving over to the bank and we can have our picnic! Hey, look, there's Louise and Sophie!Mark: Whoo ...Girls: Mark!Janet: Are you all right?Mark: Er .Of course I'm all right. Kate, I think it's your turn to punt!Unit 1-Outside ViewVoice-over Harvard University in Cambridge is one of the best universities in the world. We spoke to Alex Jude, the university's Head of Communications. He explained that Harvard looks for the best and most talented students from around the world.Alex Harvard actually seeks students from around the world, the best students that we can find, to study chemistry, or study literature, or study government, or business. Our business school is particularly well-known around the world, as is the medical school and law school, so, um, and, and the Kennedy School of Government, or the John F Kennedy School of Government, so, er, we do seek very, very talented students and we have open doors for them.Voice-over We asked five students at Harvard to tell us what kind of social life they have.Ashley Um, well relaxing is a little hard to do around here, but basically, I mean, I still, I, I live nearby anyway, so I see a lot of my friends, and ... Um, there's a good social life here if you look for it. I go to the gym, run. So that's what I do.Adam It's, it's whatever you want it to be. It's good. If you wanna go out party, do anything you can. If you wanna sit in your room and study all night like my friend over here, you can also do that.Brian Socially, like you said, it's, it's a lot of what you make it. Um, we don't have fraternities here, and so, you know, that's, it's obviously not as social. There's not as many parties as there would be on another campus. Um, but on a Friday or Saturday night, there, there, there will be a party. Usually we end up studying until about 10 o'clock. And then we, and then we'll go out and have fun maybe, or just watch a movie with friends, or, you know, whatever is going on for the night.Jodie Not everyone would agree with me, obviously, but it's, I think it's a fun place to be.Interviewer Have you made a lot of friends?Jodie Oh, definitely.Interviewer Mm.Jodie Many.Interviewer What, what do you do with your friends?Jodie Um, well, I like to go to concerts. I'm in three music groups, so I have lots of rehearsals during the week forthat. Um, just do, you know, some fun things, onthe weekend.Voice-over We asked the Harvard students if they use the Internet.Ashley Um, I, I use it a fairly good amount. Um, our library system is online, so I use that a lot. And a lot of my classes, you know, have to do research papers. You can find a lot of information on there, so.Interviewer So how often do you use it, a week, a day? Ashley Um, I use it probably on more of a weekly basis. Maybe three or four times a week.Brian Oh yes, definitely. We live through the Internet actually. Well, I do a lot of research through the Internet, follow my stocks on the Internet. Um, well, even thoughe-mail is not officially Internet, we, that's how we communicate a lot at college, so, through the e-mail.John Um, I use the internet mostly for, er, I'd say, sort of leisure purposes. I mean, I play, um, I use it for a lot of, I don't, we don't have TV in my room, so I use it, uh, uh, go to the CNN website, keep up on current events, things like that. Uh, I also, uh, you know, there's some little games to play over the Internet. Um, just um, I go to espn to see what's happening, follow the Boston Red Sox, things like that. Um, I think a lot of courses use it to post things, but I, I don't usually use it that much for research, or things. I tend to use the libraries for such things, so.Unit 1-Listening inNews reportStanford University has recently changed its financial aid policy for students to make the university more affordable and accessible. Students who don’t have financial aid pay about $46,000 a year just for tuition. It’s not unusual for students to be forced to decline an offer because they can’t afford to go to their dream school. The new policy means that for students whose families earn less than $125,000, tuition is fully covered by scholarship and grant aid. Those with a family income below $65,000 are not expected to pay for either tuition, or room and board. This is great news for talented students who are concerned about fees.However, Stanford is not the only top university in the United States that makes tuition affordable for students. Ivy League schools, such as Harvard, Princeton and Yale, also offer free tuition plans to students from low-income and middle-class families.Stanford and Ivy League schools can offer generous financial aid packages because they are very wealthy. They receive large annual donations that can be used for specific purposes, such as financial aid.1 What has Stanford University done recently?2 How much is the tuition a year at Stanford if students don’t receive financial aid?3 Why is Stanford University so wealthy? Passage 1Voice-over Hi, I'm Nick Carter, and this is SUR, your university radio station. This morning we went around campus to ask freshers -now half-way through their first year -the question, "How are you finding uni?" Here are some of the answers we got.Speaker 1It's cool. It's everything I hoped it would be. I'm very ambitious, I want to be a journalist and I want to get to the top of the profession. I've started writing for the university newspaper so I've got my foot on the ladder already. Speaker 2I'm working hard and the teaching is as good as I expected. And I've made some good friends. But I'm very homesick. I'm Nigerian and my family's so far away. I went home at Christmas for a month -that really helped, but man, I miss my family so much.Speaker 3"How am I finding uni?" It's great. It's not perfect, nothing is, but, like, I've got a brilliant social life, just brilliant, and I've made lots of friends. For the first few months I just didn't do, really enough work. But I -1 talked about it with my parents and I'm working harder now and getting good grades.Speaker 4Actually, I've been quite lonely to be honest. I'm a bit shy ... everyone else seemed to find it so easy to make friends straight away. But things have been better recently - yeah, they have. I've joined a couple of clubs and like, it really helps to get to know people when you have shared interests. So, yeah - I'm feeling a lot happier now.Speaker 5 Uni's great, I love it. My only problem -and it's quite a big problem - is money. My parents are both unemployed so, you know, they can't help me financially. My grant just isn't - it's just not enough for me to live on, so I've taken a part-time job as a waitress — a lot of people I know, like a lot, have had to do the same. I don't want to have huge debts at the end.Speaker 6I love my subject. History, and I'm, I'm getting fantastic teaching here. I want to be a university lecturer and that means I have to get a first. I have a good social life but work definitely comes first for me.Passage 2Oxford and Cambridge - two universities so similar that they are often spoken of together as "Oxbridge". They're both in the UK, fairly near London, and both regularly come top in any ranking of the world's best universities.The two universities began within a century of each other. Oxford University, now 900 years old, was founded towards the end of the 11th century. In 1209 there was a dispute between the university and the townspeople of Oxford. As a result, some of the Oxford teachers left and founded a university in the town of Cambridge, some 84 miles away. Ever since then, the two institutions have been very competitive.Unlike most modem universities, both Oxford and Cambridge consist of a large number of colleges. Oxford has 39 and Cambridge 31. Many of these colleges have old andvery beautiful architecture, and large numbers of tourists visit them.In all UK universities, you need good grades in the national exams taken at 18. But to get into Oxford and Cambridge, it's not enough to get A grades in your exams. You also have to go for a long interview. In these interviews, students need to show that they are creative and capable of original thinking.Through the centuries, both universities have made huge contributions to British cultural life. They have produced great writers, world leaders and politicians. Cambridge, in particular, has produced scientists whose discoveries and inventions have changed our lives.Among the great university institutions is the world's most famous debating society, the Oxford Union, where undergraduates get a chance to practise speaking in public. Cambridge's comedy club Footlights has produced many first-class comedians, while some of the UK's most famous actors and actresses began their careers at The Oxford University Dramatic Society, known as OUDS. Then there's the Oxford and Cambridge Boat Race, which takes place every year in March or April, and is watched on television all over the UK.So with all this excellence in so many fields, it's not surprising that the ambition of clever students all over the world is to attend either one of these great universities.。

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!。