超越概念听力2 课件 (3)[79页]

PASSAGE1A study reported that life expectancy has fallen or is no longer increasing in some parts of the United States. The situation is worst among poor people in the southern states, and especially women. Public health researchers say it is largely the result of increases in obesity, smoking and high blood pressure. They also blame differences in health services around the country.In 2006, a study found that only 4% of elementary schools provided daily physical education all year for all grades.This was true of 8% of middle schools and 2% of high schools. The study also found that 22% of all schools did not require students to take any P.E.Charlene Burgeson is the executive director of the National Association for Sport and Physical Education. She says one problem for P.E. teachers is that schools are under pressure to put more time into academic subjects.Also, parents may agree that children need exercise in school. Yet many parents today still have bad memories of being chosen last for teams because teachers favored the good athletes in class.But experts say P.E. classes have changed. They say the goal has moved away from competition and toward personal performance, as a way to build a lifetime of activity. These days, teachers often lead activities like weight training and yoga.Some parents like the idea of avoiding competitive sports in P.E. class. Yet others surely dislike that idea. In the end, schools may find themselves in a no-win situation.参考译文：2006年,一项调查发现只有4%的小学全年给所有年级的学生安排了每日活动时间。

Unit 2 Fitness and HealthSection 1 Listening StrategiesPart II ConsolidationListen and identify the difference between two words ineach pair and circle the word you hearA. / s / vs. / θ/1. thing2. tense3. think4. path5. sick6. sankB. /ɪ/ vs. / i:/1. he’s2. each3. sit4. lead5. it6. live7. seek8. a pill9. bit10.teenC. /æ/ vs. /ɑ/ or /ɒ/1. hat2. ad3. box4. racket5. mop6. pat7.sock8. cot9. blackSection II Listening ComprehensionPart I DialoguesDialogue 1Listening to a financial trader talking about the stress of his job and how he handles stress.Listen to the dialogue and answer the following questions.1. Stress is generally driven by the feelingof being out of control of a situation and the feeling of a situation controlling you.2. The feeling of uncertainty, being out of control.3. Cooking a meal.4. Watching some TV before going to bed.5. At least once a week.Dialogue 21. Yes. Because of stress-related factors.2.It can lead to a change in direction, success, and stimulate you to do something new.3. It keeps him on his toes and makes him concentrated and focused.4. Trading.5. No. It remains constant.Dialogue 3A. Listen to the dialogue once and jot down the key words relating to the main idea.obesity, diet, less active, more food, lose weight, fad dietsB. Listen again and decide whether each of the followingstatements is true [T] or false [F].1.T2. F3. T4. F5. TPart II PassagesPassage 11. F (A study found that only four percent of elementary schools provideddaily physical education all year for all grades. )2. T3. T4. F (Yet many parents today still have bad memories of being chosen lastfor teams because teachers favored the good athletes in class. )5. T6. F (Some parents like the idea of avoiding competitive sports in P.E. class. Yet others surely dislike that idea.) Passage 2Our first word is “diet”. It has four l etters and four sounds: D-I-E-T. Diet. Diet can be a noun or a verb. There are some important (1) differences in meaning.Firstly “diet” as a noun. This mean s the food and drink (2) taken by a person or group of people.—Footballers have to eat a good diet in order tostay healthy.—The Japanese diet is (3) said to be very healthy. People live to an old age.People often use an adjective before diet. For example you may hear the expression “ a (4) balanced diet”. It means eating a (5) range of all the food types necessary to keep healthy.Secondly, we can use diet as a (6) countable noun—a diet. It means when someone eats less of certain foods so they can lose weight. It’s used in (7) combination with the words “to go on” or “to be on” a diet.A: I’m getting really fat. I can’t (8) fit into my trousers! B: You should go on a diet.Thirdly, we can use it as a verb—to diet. This is another, less (9) common way of saying “to go on a diet”. It means to eat (10) less in order to lose weight.—So many people diet these days. I’m not really sure if it’s good for them.Passage 31. Martina e2. Rachel c3. Romeshb4. Mark a5. John dPart III NewsNews 1Listen to the recording once to get the main ideas. Listen again and take notes to answer the following questions.1. More than four hundred fifty.2. The study looked at changes in genes that govern an important cell-signaling pathway.3. The animals do not grow as big as others of their kind but they live longer.4. Ashkenazi Jews are more genetically similar than most other groups, so any differences are easier to find.5. No one had the mutations.News 2Listen to the news about vitamin D once to get the main ideas. Listen again and answer the following questions briefly.1. From sunlight.2. They worry about getting skin cancer or skin damage.3. No. They produce more.4. Oily fish such as salmon, tuna and mackerel, and fish liver oils.5. Six hundred international units.News 3Listen to the news about obesity. Decide whether each of the following statements is true [T] or false [F]1. T2. F (At present, according to Professor Philip James, an expert on nutrition, obese children outnumber the malnourished by two to one.)3. T4. F (According to Professor James, there is no point in blaming individuals for being overweight.)5. T6. TPart IV DictationA. SentencesYou will hear each sentences three times. First, listen and try to understand the meaning of the whole sentence. Second, listen and write. Third, listen and check.1. It sounds like we’re both trying to raise our finalgrades in this class.2. You should see if there are any openings so you can enroll in it.3. The new school year that begins this fall will cost fifty-two thousand dollars for undergraduates.4. Students may also need to take SAT subject tests in areas like history.5. Three million three hundred thirty thousand students are expected to graduate.B. ParagraphYou will hear a paragraph three times. First, listen and try to understand the meaning of the whole paragraph. Second, listen and write. Third, listen and check.Research in the last several years has shown that low levels of vitamin D may increase the risk of heart attacks in men and deaths from some cancers. Other studies have shown that people with rheumatic diseases often have low levels of Vitamin D. More doctors are now having their patients tested for their vitamin D levels. But as research continues, some experts worry that if people take too much vitamin D, it might act as a poison.Part V Video ClipWatch and write down the three idioms mentioned in the video and explain each of them.Number Idioms Meanings1 He’s a bad egg.Someone is bad or dishonest.2 Don’t put all your eggs in one basket.You should never rely on only one plan—in case it goes wrong.3 He got egg on his face.Someone makes a mistake which makes him look stupid. Section IVSupplementary ListeningListen to each sentence and write down the words which contain phonemic sound /s/, /θ/, /ɪ/, /i:/, /æ/, /ɑ/ or /ɒ/.1. think, if, watch2. it, is, really, see3. what, departure4. me, family5.topic, is, not, money, handle, that, have Section V Story SeriesListen to Chapter 2 of Robinson Crusoe and answer thefollowing questions.1. At first, he felt seasick because of the rain and the wind, and he thought it was the punishment form God. But later the storm ended and he slept deeply at night.2. The second storm made the first storm look like a gentle wind. For days the storm went on with the terrible waves, lightening and thunders. Others agreed that they had never seen storms like this.3. The captain lighted a firework and a boat came and rescued them.。

超越概念第三册unit2学生用书Unit 1Jobs and OccupationsDiscussion·How would you categorize jobs by occupation (for example, jobs in accounting, engineering, information technology, to name a few)?·How would globalization affect the job market? What challenges does a job applicant face and what qualification is an applicant require to have in order to compete in the global job market?·What do you think of “home office”or working at home?Sect ion ⅠListening StrategiesListening for the Main Ideas (Part Ⅰ)Part ⅠDefinitionEfficient listeners listen to acquire the main ideas from the message. You should, therefore, concentrate primarily on the main points rather than small details. If your goal is to understand what the listening text is mainly about and to recall, at a later time, no more than 25 percent of what you have listened to today, you should strive to concentrate on the key concepts rather all the details.There are several ways you can become in identifying the main ideas. First, understand clearly the purpose and direction of your listening task. For the current purpose, you will strive to get the main idea of the entire message and understand the main concepts in the text. Second, you can get familiar with the positions where most main ideas would occur. For example, it may occur in the title, or shortly afterthe introduction of the topic, or it may even be repeated throughout the speech since the speaker would often repeat main points. The main points may be stated again in the summary of the speech. It is also possible that the main ideas are subtly implied and suggested, so you should listen to the whole text and guess the meaning from the context.Part ⅡConsolidationListen to the passage and write down the main idea.Section ⅡListening ComprehensionPart ⅠDialoguesDialogue 1A PrelisteningDiscussion1.Why would you think enthusiasm is very important for a job?2.Why would you think interpersonal skills are necessary fora particular job? Vocabulary1.antagonistic [?n?t?ɡ??n?st?k] adj. showing opposition2.strike up: to cause to start a conversation, singing, playing, etc.B ListeningMain IdeaListening to the dialogue and take notes to answer the following questions.1.Do you think this is a naturally—occuring conversation ora conversation in amovie? How can you tell?2.Where do you think this conversation most probably takes place? Who are thetwo female speakers? What is the first speaker’s name?What is the second spea ker’s name? What is this conversation all about?3.What do Ruth and Barbara feel about their own jobs respectively?4.What do you think Barbara’s problem with her job?5.What is the narrator’s comment on Ruth and Barbara respectively?Details and InferencesNow listen to the dialogue again and decide whether each of the following statements is true [T] or false [F].1.[T] [F] Barbara is unhappy with her job because of her boss.2.[T] [F] Barbara’s unhappiness with her job has nothing to do with her company.3.[T] [F] For Ruth, it is tiresome and unpleasant to meet the public because of herhostile attitude.4.[T] [F] Ruth had the same feeling with her job as Barbara at the beginning.5.[T] [F] Ruth has made up her mind and she is going to look for another job. Dialogue 2A PrelisteningDiscussion1.What do you think of working at home?2.What are the advantages and disadvantages of working at home? Vocabulary1.fusion [?fju:??n] n. the process or result of joining two or more things togetherto form one2.seep [si:p] v. to flow slowly and in small quantities through sth. or into sth.3.leak [li:k] v. to allow liquid or gas to get in or out through a small hole or crack.4.threshold [?θre?h?uld] n. the floor or ground at the bottom of a doorway,considered as the entrance to a building or room.5.Sci-fi n. science fiction6.gadget [?g?d??t] n. a small tool or device that does sth. usefulB ListeningMain IdeaListen to an interview and take notes to answer the following questions.1.The first speaker’s name is Liane Hansen, the host and interviewer. How doesLiane Hansen feel about working at home?2.What is the second speaker’s name? What is the title of her book? What is herviewpoint towards working at home?Details and InferencesⅠ.Listen to the intervie w again and continue to take notes to complete the following exercise.1.Describe Jackson’s own experience working at home.2.How does Olivier Marc’s quotation, “Home allows us to create an area of peace,clam and security, for once we have crossed the threshold and shut the door behind us, we can be at one with ourselves,”support Maggie Jackson’s viewpoint towards the subject?Ⅱ. Listen to the interview again and circle the best answer to each question.1.How does the interview’s personal experience illust rate the theme of blurredboundaries between work and home?A.Her daughter moved out of her mother’s home to a studio apartment.B.The interview with Maggie Jackson’s was conduct in the interview’s home.C.Her technician came to her home to help her conduct an interview with MaggieJackson in New York.2.How many times do you think Maggie Jackson hurried her kids to bed so shecould get back to work?A.Only once.B.Several times.C.Every night.3.What does Liane Hansen think about the boundaries of her new home office?A.They have been set physically.B.They have been set psychologically.C.They have been set both physically and psychologically.4.What does Olivier Marc’s quotation mean?A.The architecture of the home is still important.B.Home is a place of comfort and protection.C.We are in danger of our work and home life becoming blurred.Part ⅠPassagesPassage 1A PrelisteningDiscussion1.What do you think of job-hunting situations in China?2.Do you think there is job growth every year in China? Why?Vocabulary1.recession [ri?se??n] n. an extend decline in general business activity2.sluggish [?sl?g??] adj. slow-moving3.paradigm [?p?r??da?m] n. a pattern or model4.temp [temp] n.a person, esp. a typist or an office worker, employed on atemporary basis5.shrink [?ri?k] v. to become or cause to become smaller in size6.cautious [?k?:??s] adj. showing or having caution; wary; prudentB ListeningMain IdeaListen to the passage to understand the main idea. Take notes and write down the main idea briefly.Details and InferencesNow listen again and fill in the blanks with the exact words you have just heard. There’s little dispute that U.S. job growth has been well below normal since the last recession ended in November 2001. But rather than strengthening anytime soon, the labor market may not pick up much, or at all, at least for the (1) , a growing number of labor market experts and Wall Street economists are saying. “I do think we’re in a new era now in which job growth will(2) for quite some time,”form er Labor Secretary Robert Reich said ina comment e-mailed to CNN/Money. The economy creatednearly (3) jobs last year, an improvement from the 2002—2003 period, when there was a net loss of jobs. But that’s still well below the average of any recovery tha t’s lasted this long since World War Ⅱ, according to Anthony Chan at JPMorgan Fleming Asset Management. “We’re basically missing (4)jobs at this stage of the expansion. You could even call it the case of the missingjobs,”Chan said, nothing the job market’s now in a “ .”Jared Bernstein of the left-leaning Economic Policy Institute estimated that the number was closer to 3 million. With 132.6 million Americans working, according to the Labor Department, and another 7.7 million unemployed, the labor market in the United States is obviously (6). Among the factors hurting job growth in the current expansion: companies facing (7) from overseas, especially from China and Latin America; productivity growing at better than double the historical average; (8) ; the growing use of temp workers; (9) . “I can’t see the state of job creation changing for the better anytime soon,”said Richard Yamarone, chief economic at Argus Research in New York. He noted that (10) , on top of health care costs growing well above the pace of inflation.Passage 2A PrelisteningDiscussion1.Are you pessimistic or optimistic about the job market nowadays? Why?2.What do you expect to do as your future job?Vocabulary1.household [?haush?uld]n.a domestic unit consisting of the members of afamily who live together along with nonrelatives such as servants2.edge up: to push one’s way into (a space)3.Hispanic [his?p?nik] n. a Spanish-speaking person4.reentrant [ri?'entr?nt] adj. reentering; pointing inward n. the people who reenter5.civilian [si?vilj?n] adj. of or relating to civilians or civil life; nonmilitary6.cut back: to discharge from a group or number7.marginal [?mɑ:d?in?l] adj. of, relating to, located at, or constituting a margin, aborder, or an edge8.prior [?prai?] adj. preceding in time or orderB ListeningMain IdeaⅠ. Listen to the passage once and understand the main idea. Take notes and write down the main idea briefly.Details and InferencesⅡ. Now listen again and decide whether the following statements are true [T] or false [F]. Use your notes to help you and discuss your answer in a small group.1.[T] [F] The number of long-term unemployed (those jobless for 27 weeks andover) continued to trend up over the month, reaching 6.7 million.2.[T] [F] Among the unemployed, the number of reentrants to the labor force roseby 805,000 over the month.3.[T] [F] In April, the civilian labor force participation rate decreased by 0.3percentage point to 65.2 percent.4.[T] [F] About 2.4 million persons were marginally attached to the labor force inApril, who were not counted as unemployed because they had not searched for work in the 4 weeks preceding the survey.5.[T] [F] Discouraged workers are persons not currently looking for work becauseof school attendance or family responsibilities.Passage 3A PrelisteningDiscussion1.Can you give some suggestion that can help the government ease the tensionof people’s job-hunting efforts?2.Could you give some advice to the university students on how to become morecompetitive in job-hunting?Vocabulary1.patchy [?p?t?i:] adj. irregular in quality, occurrence, intensity, etc.2.redundancy [r??d?nd?nsi:] n. the state or condition of being redundant orsuperfluous, esp. superfluous in one’s job3.unblock [??n?bl?k] v. to remove a blockage from (a pipe, etc.)4.GCSE:General Certificate of Secondanry Education in the British educationsystemB ListeningMain IdeaListen to the passage once and understand the main idea. Take notes and write down the main idea briefly.Details and InferencesⅠ.Now listen again and answer the following questions. Then work with a partner to discuss the answers.1.According to the passage, what will the AACS offer? What does AACS stand for?2.How many areas will the AACS be piloted prior to the national launch in 2010?3.According to the Department for Innovation, Universities and Skills, what kindof people mainly faced barriers which held them back in life?4.What did the educational or organization Edge and the Skills commission findin March?5.According to your understanding, what is the whole passage mainly about?Ⅱ. Now listen to the passage again and decide whether each statement below is true [T] or false [F]. If a statement is false, change it into a true stamen. Discuss your answers in a small group.1.[T] [F] A small fee will be charged for those who attend the “one-stop-shop”service, but the service will be freely available to those most in need from 2010.2.[T] [F] After the national in 2010,the AACS will be piloted in ten areas.3.[T] [F] According to the Department for Innovation, Universities and Skills, manypeople, particularly mothers, the low-paid and theunemployed, faced barriers which held them back in life.4.[T] [F] Research by the department found that adults who gained a vocationalqualification at GCSE level were more likely to go to further learning, leading in turn to higher wages.5.[T] [F] A study by the educational organization Edge and the Skills Commissionfound government-backed careers advice for youngsters and adults was successful.Part ⅢNewsNews 1Vocabulary1.seminary [?sem??neri:] n. a college where priests, ministers are trained. Listen to the news for the main idea first. Listen again and answer the following questions.1.What is the shooting called by the authorities?2.How many people were killed in the shooting?3.What is the exact place of the shooting?4.What killed nine people inside the Middle Eastern country in 2006?News 2Listen to the news and get the main idea first. Listen again and decide whether each of the following statements is true [T] or false [F].1.[T] [F] Clean-up crews are working overtime in Ohio, aftera winter stormslammed the state over the weekend.2.[T] [F] About 20 inches of snow fell on both Cleveland and Cincinnati.3.[T] [F] The Midwest was struck by heavy snow.4.[T] [F] All the vehicles were prohibited from hitting the road.Part ⅣDictationYou will hear a short passage three times. First, listen and try to understand the meaning of the whole passage. Second, listen and write. Third, listen to the passage again at a normal speed and check your work. Finally, you will have 2 minutes to complete your work.Part ⅤVideo ClipWatch the video “Leadership Trainer Builds International Youth Activist Movement”and take notes. Then discuss the important of student exchange among countries in today’s global village.Section ⅢListening for FunYou are going to hear several people give their opinions on whether employers should monitor their employees while at work. Listen to the four viewpoints on workplace monitoring. Listen again, and share your notes and reactions in small groups.Section ⅣSupplementary ListeningListen to the passage and write down the main idea.Section ⅤStory SeriesA Listen to Chapter 1 of The Adventures of Tom Sawyer and answer the followingquestions.1.What is the main purpose of this book, according to the author?2.How is St. Petersburg portrayed?3.What kind of person is Aunt Polly, as introduced in Chapter 1?B Listen to Chapter 2 of The Adventures of Tom Sawyer and answer the following questions.1.What narrative mode is used in the novel?2.Why did Tom try again and again to attract other kids paint the fence?3.What kind of law of human action did Tom discover, according to the story? Notes:Unit 2Artistic IssuesDiscussion·How much do you know about art history?·How much do you know about the categories of art?·What do you like best the art?Section ⅠListening StrategiesListening for the Main Ideas (Part Ⅰ)Part ⅠDefinitionYou can learn to identify transitions that the speaker uses to introduce or discuss the main idea. These transition devices could be sentences, phrase or words. The following are some examples.The list of sentences includes:“I want to make one impression on you, and that is…”“Today, we are going to discuss…”“Simply stated, the issue is…”“Let us today examine why…”“Today, we will be covering…”“There are three methods that we…”“Our subject this evening is…”“And so we can conclude that…”“In conclusion then, I want you to understand that…”“To summarize…”“In summing up, we must remember that…”“As can be seen…”“Following this step is…”“A somewhat similar method is…”The list of phrases of words includes:“first”“along with”“not only…but also…”“finally”“next in important”“in addition to this”“on the other hand”“also”“above all”“of even more importance”“in connection with this”“equally important”“together with this”Part ⅡConsolidationListen to the following passage and try to identify transitions that the speaker uses to introduce the main idea.。

Lesson 74 out of the limelight 舞台之外【New words and expressions】（7）limelight n. 舞台灯光precaution n. 预防措施fan n. 狂热者，迷shady adj. 遮荫的sheriff n. 司法长官notice n. 告示sneer n. 冷笑★limelight n. 舞台灯光，引人注目的中心eg. in the limelight 引人注目的out of the limelight 舞台之外light 光线，光亮，光walk in the moonlight 走在月光下shut out light 遮蔽光线read by the light of candle 在烛光下看书give off light 发光★precaution n. 预防措施eg. take precautions 采取预防措施take precautions against 对…采取预防措施take precautions against fire 采取防火措施●precautionary adj. 预防的（pre前缀，与大量动词、名词、形容词、副词连用表示“在…之前，先于”。

）eg. pre–arrange 预先安排preview 预习predict 预言preface 序言(post前缀，与名词、动词、形容词结合，表示“在…之后”。

)eg. post date 填上比实际晚的日期post graduate 研究生★fan n. 狂热者，迷(1) n.(口)(电影、运动等的)迷，狂热的爱好者（支持者）eg. a baseball fan 棒球迷a rock’n’roll fan 摇滚迷fan club 影迷、歌迷等俱乐部fan letter 仰慕者的来信(2) n. 风扇eg. a folding fan 折扇an electric fan 电扇(3) v. 扇，送风eg. fan a fire 扇火He fanned his face with a magazine. 他用一本杂志向脸上扇风。

Unit 1Jobs and OccupationsKeys to ExercisesSection Ⅰ Listening StrategiesPart ⅡConsolidationThe advertisement’s appeal to customers’ buying motives has both positive and negative effects. Section Ⅱ Listening ComprehensionPart Ⅰ DialoguesDialogue 1Main Idea1.This is not a naturally-occuring conversation; this is a conversation in a movie written by afilm writer.2.The conversation most probably takes place in Ruth’s home. The two speakers are friends.The first speaker’s name is Barbara and the second speaker’s name is Ruth. The conversation is about work related issues. Ruth doesn’t like her job and is thinking of looking for another job.3.Barbara feels terrible about her job while Ruth likes her job.4.Barbara’s attitude towards her job is not quite right. For her, meeting the public was tiresomeand unpleasant because her attitude was cold and uncooperative, sometimes even antagonistic.5.Narrator: It was as simple as that. For Ruth, meeting the public was pleasant because sheenjoyed people and greeted them with a smile. For Barbara, meeting the public was tiresome and unpleasant because her attitude was cold and uncooperative, sometimes even antagonistic.Details and Inferences1. F2. T3. F4. T5. FDialogue 2Main Idea1.Her work came home last week and this job means their daughter’s bedroom has beenturned into a mini-studio and their house suddenly seems like the Bethesda bureau of NPR.In fact that she is sitting at home right now. She has had a cup of coffee, and she is sitting in a very comfortable armchair. She has a home office. Despite all these, she is questioning how one can set boundaries in the home to keep work from interfering, aside from a physical boundary. In other words, the lines are blurring.2.The second speaker’s name is Maggie Jackson. Her new book is called What’s Happening toHome? Balancing Work, Life and Refuge in the Information Age. She states that “[B]ecause of technology, we are able to have our bodies at home, but our minds in a different place... You are doing work that separates you mentally from the home.” She thinks that we’re making the boundaries more flexible; boundary-making is important, but we don’t make enough boundaries. In that sense, we are facing all kinds of problems and dilemmas while working at home.Details and InferencesⅠ.1.Maggie says, “For me, I was writing about the world of the workplace, the work/life balance,and noticing that the lines were blurring and also, at the same time at home, I was gaining the technology to be more flexible in my work. I could come home for dinner, put the kids to bed, finish a story or interview people in California—and I’m on the East Coast—and I had a lot of flexibility. At the same time, I felt as through my work was seeping and leaking and bleeding into the rest of my house.”2.It supports Maggie’s point of view that the kind of experience of home is being lost if wework at home because the lines, the boundaries between the work and life at home are becoming blurring.Ⅱ.1. C2. B3. A4. BPart ⅡPassagesPassage 1Main IdeaThe passage mainly tells us that U.S job growth has been well below normal since the last recession ended in November 2001. But rather than strengthening anything soon, the labor market may not pick up much, or at all, at least for the foreseeable future, according to a growing number of labor market experts and Wall Street economists.Details and InferencesNow listen again and fill in the blanks with the exact words you have just heard.T here’s little dispute that U.S. job growth has been well below normal since the last recession ended in November 2001. But rather than strengthening anytime soon, the labor market may not pick up much, or at all, at least for the (1)foreseeable future , a growing number of labor market experts and Wall Street economists are saying. “I do think we’re in a new era now in which job growth will (2) remain sluggish for quite some time,” former Labor Secretary Rober t Reich said in a comment e-mailed to CNN/Money. The economy created nearly (3) 2.2million jobs last year, an improvement from the 2002—2003 period, when there was a net loss of jobs. But that’s still well below the average of any recovery that’s lasted this long since World War Ⅱ, according to Anthony Chan at JPMorgan Fleming Asset Management. “We’re basically missing (4) 5.1million jobs at this stage of the expansion. You could even call it the case of the missing jobs,” Chan said, nothing the job market’s now in a “(5) different paradigm .”Jared Bernstein of the left-leaning Economic Policy Institute estimated that the number was closer to 3 million. With 132.6 million Americans working, according to the Labor Department, and another 7.7 million unemployed, the labor market in the United States is obviously (6) vast and enormously complex. Among the factors hurting job growth in the current expansion: companies facing (7) stiff competition from overseas, especially from China and Latin America; productivity growing at better than double the historical average; (8) jobs moving overseas in services and not just in manufacturing; the growing use of temp workers; (9) and the nation’s shrinking manufacturing base . “I can’t see the state of job creation changing for the better anytime soon,” said Richard Yamarone, chief economic at Argus Research in New York. He noted that (10) already cautious employers are getting hit by the rising cost oil and other raw materials , on top of health care costs growing well above the pace of inflation.Passage 2Main IdeaThe passage mainly introduces the employment situation in April 2010, according to household survey data, for example the last data of the unemployed persons.Details and Inferences1.T2. F (195 000)3. F (increased by 0.3%)4. T5. F (they believe no jobs areavailable for them)Passage 3Main IdeaThe Adult Advancement and Careers Service will offer advice on jobs and learning as well as on issues such as childcare, money and housing. And the “one-stop-shop”service will be freely available to all from 2010, but will be targeted at those most in need. Ministers pledged a single service on learning work and life last year.Details and InferencesⅠ.1.AACS will offer advice on jobs and learning as well as on issues such as childcare, money andhousing. AACS stands for the Adult Advancement and Careers Service.2.Ten.3.Many people, particularly mothers, the low-paid and the unemployed.4.It found that government-backed careers advice for youngsters and adults was patchy andneeded improvement.5.It mainly introduces AACS and how it gives advice to help improve employment chances. Ⅱ.1. F2. F3. T4. T5. F[Note to the teacher: We give students an opportunity to change the false statement into correct, true statements. We believe this will improve students listening comprehension especially for details. However, we do not provide answer keys to this type of exercise; the teacher can discuss the correct, true statements with students, based on the audio script provided.]Part Ⅲ NewsNews 11. A terrorist attack.2.At least eight people.3.In the school’s dining hall.4. A suicide bombing.News 21.T2. F3. T4. FSection Ⅳ Supplementary ListeningThe passage is mainly about people and specific aspects of jobs, such as mode of work, working conditions or environment, types of workplace, working with people or products, image or status and good money or good job prospects.Section Ⅴ Story SeriesA.Chapter 11.Although his book is intended mainly for the entertainment of boys and girls, the authorhopes it will not be shunned by men and women on that account, for part of his plan has been trying to pleasantly remind adults of what they once were themselves, and of how they felt and thought and talked, and what queer enterprises they sometimes engaged in.2.St.Peterburg is portrayed as a small, tight-knit community on the riverfront where thefrontier culture and the classic Southern tradition meet.3.In the first chapter, Aunt Polly is introduced as a religious, pious, and stubborn manneredlady.B Chapter 2The use of omniscient narrative is very important in establishing Twain’s character portraits. Because omniscient narration divulges all, the reader can take all his facts as truth. In turn, we are allowed not only to see all the activity within the novel but we are allowed within the thoughts of each character.Tom tricked other kids into whitewashing the fence for him so that he could skip the work and play with other kids. How did he do that? He thought of the fun he had planned for this day and he got out his worldly wealth and examined it —bits of toys, marbles, and trash. It was enough to buy an exchange of WORK, maybe, but not half enough to buy so much that half an hour of pure freedom would offer, so he used tricks to attract more kids to do the job while he just enjoyed the pure freedom of doing nothing but playing.He had discovered a great law of human action, without knowing it, namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to attain.ScriptSection Ⅱ Listening StrategiesPart ⅡConsolidationThe appeal of advertising to buying motives can have both negative and positive effects. Consumers may be convinced to buy a product of poor quality for high price because of an advertisement. For example, some advertisers have appealed to people’s desire for better fuel economy for their cars by advertising automotive products that improve gasoline. Some of the products work. Others are worthless and a waste of consumers’ money.Sometimes advertising is intentionally misleading. A few years ago a brand of bread was offered to dieters with the message that there were fewer calories in every slice. It turned out that the bread was not dietetic, but just regular bread. There were fewer calories because it was sliced very thin, but there was the same number of calories in every loaf.On the positive side, emotional appeals may respond to a consumer’s real concerns. Consider fire insurance. Fire insurance may be sold by appealing to fear of loss. But fear of loss is the real reason for fire insurance. The security of knowing that property is protected by insurance makes the purchase of fire insurance worthwhile for most people. If consumers consider the quality of the insurance plans as well as the message in the ads, they will benefit from the advertising. Each consumer must evaluate her or his own situation. Are the benefits of the product important enough to justify buying it? Advertising is intended to appeal consumers, but it does not force them to buy the product. Consumers still control the final buying decision.Section Ⅱ Listening ComprehensionPart Ⅰ DialoguesDialogue 1Barbara: Ruth?Ruth: Hi.Barbara: Been home long?Ruth: No, just got here. Golly, you look tired. Don’t you feel well, Brabara?Barbara: I feel terrible.Ruth: Oh, what’s the matter, you sick?Barbara: No, it isn’t that. I’ve decided to quit my job.Ruth: Oh, what happened? Is it your boss?Barbara: Oh, no, you know, I like him.Ruth: Well, then, the company?Barbara: No. The company’s all right. It isn’t that. Oh, it’s the people that come into the office. They’re so rude and inconsiderate. It’s just more than I can take day in and day out.Ruth: Why meeting people is the thing I like most about my job. I think it’s fun having new people come into the office all the time.Barbara: Well, I —Ruth: Oh, the water’s boiling.Narrator: It was as simple as that. For Ruth, meeting the public was pleasant because she enjoyed people and greeted them with a smile. For Barbara, meeting the public was tiresome and unpleasant because her attitude was cold and uncooperative, sometimes even antagonistic. Ruth: You know when I first started, I felt like you do, Barb, but I found out how wrong I was. Barbara: What do you mean?Ruth: I found out it wasn’t really the other people I was seeing. It was a reflection of myself. I was cross with them. They were cross with me.Barbara: Oh, it not as simple as all that.Ruth: You’d be surprised. I found out that if you’re nice to people, they’re usually nice to meet you, too.Barbara: Well, the people in my office are different and I’m simple not going to stand for it any longer.Ruth: You’re tired now, Barb. I know just how you feel. Let’s talk about it again later on. Barbara: It’s no use, Ruth. Really, I’ve made up my mind. I’m going to start looking for a job tomorrow. I’ll set the table.Ruth: Oh, here I’ll do it. Everything else is ready. Why don’t you go in and sit down and rest for a few minutes.Barbara: Oh, thanks. I think I will, if you ready don’t mind.Ruth: What you need is some good hot food in you. It’ll make you feel better.Barbara: Oh, it’s not that, Ruth. I know I’m tired but it’s more than that. A reflection of myself? I don’t see how it could be. After all, what do they expect? I’ve got my work to do. I can’t stop and pass the time of day with every person who wants to strike up a conversation. It isn’t my attitude that’s wrong. It’s the people who come into that office. I’m going to look for another job. Dialogue 2Liane Hansen, host: Hey, come on in.Soundbite of door being closedHansen: My work came home last week. It’s not that I’ve never worked at home, but this was different. This job means our daughter’s bedroom has been turned into a mini-studio and ourhouse suddenly seems like the Bethesda bureau of NPR. During my recent vacation to get ready to come over this show, an interview was arranged with Maggie Jackson. Her new book is called What’s Happening to Home? Balancing Work, Life, and Refuge in the Information Age. She came into NPR’s New York studios while my engineer came to me. The fusion of work and home is not a new phenomenon. In earlier centuries, many families lived above the store. But Maggie Jackson says that while there are similarities, there are also major differences.Maggie Jackson: Because of technology, we are able to have our bodies at home, but our minds in a different place. When you’re on the laptop, your mind is somewhere else, usually. Your body might be home. So you have a different relationship with the people at home. You are doing work that separates you mentally from the home.Hansen: Your book actually began with your own exploration, right? I mean, as a writer and an interviewer—Jackson: Yes.Hansen: —and raising two small children, your own lines began to blur at home. You wrote about, for example, trying to hurry your kids to bed so you could get back to work.Jackson: Yes, that was, although I can’t say it only happened just once, that was a sort of eureka moment. For me, I was writing about the world of the workplace, the work/life balance, and noticing that the lines were blurring and also, at the same time at home, I was gaining the technology to be more flexible in my work. I could come home for dinner, put the kids to bed, finish a story or interview people in California—and I’m on the East Coast—and I had a lot of flexibility. At the same time, I felt as through my work was seeping and leaking and bleeding into the rest of my house.Hansen: Let me tell you my situation here. I love the fact that I’m sitting at home right now. I’ve had a cup of coffee, I’m sitting in a very comfortable armchair. I have a beautiful view. Now that being said, I do have a home office now and I feel as if, if I close the door, the office is going to be —there. How else can one set psychological boundaries in the home to keep work from interfering, aside from a physical boundary?Jackson: Well, I think that “boundary”is the perfect word to use because I am certainly not saying that all technology automatically means that work takes over your life or that, in this day and age, all the changes that are going on are bad. I think that the—you know, we’re making the boundaries more flexible, but boundary-making is important, and I think that in this age we don’t make enough boundaries.Hansen: I’m looking at page 123 your book, and you quote Olivier Mare, “Home allows us to create an area of peace, calm and security, for once we have crossed the threshold and shut the door behind us, we can be at one with ourselves,”and we’re not necessarily talking about architecture and physical doors.Jackson: Exactly. And I just found so many pieces of the picture all around me that show that that kind of experience of home is being lost if we continue down the road. Not everyone lives in futuristic households. I wrote about an apartment in New York City where a currency trader has video monitors all around the apartment, including in the arm of a sofa, so he can watch the markets. Now this is the kind, again, of sort of sci-fi apartment that few of us will ever have. But at the same time, I think that we are marching down that road in little daily decisions that we make.Hansen: Are all Americans facing these sorts of issues? What about those who are not in thesemaybe high-tech, high-creative, high-paying jobs? Are they facing these same issues? Jackson: I think in many ways they are, and many more people will be facing these issues as technology, computers, etc., gadgets become smaller and less expensive. I interviewed secretaries all around the country and just in the last few years they have gotten cell really felt often as if their home wasn’t a refuge as a result, and I think that we are going to find more and more people are going to be facing the kinds of problems and dilemmas I describe.Hansen: Maggie Jackson, thanks a lot.Jackson: You’re welcome. Thank you.Hansen: Maggie Jackson, is the author of What’s Happening to Home? Balancing Work, Life, and Refuge in the Information Age.Part ⅡPassagesPassage 1 Job Growth—Is This It?There’s little dispute that U.S. job growth has been well below normal since th e last recession ended in November 2001. But rather than strengthening anytime soon, the labor market may not pick up much, or at all, at least for the foreseeable future, a growing number of labor market experts and Wall Street economists are saying. “I do think we’re in a new era now in which job growth will remain sluggish for quite some time,” former Labor Secretary Rober t Reich said in a comment e-mailed to CNN/Money. The economy created nearly 2.2 million jobs last year, an improvement from the 2002—2003 period, when there was a net loss of jobs. But that’s still well below the average of any recovery that’s lasted this long since World War Ⅱ, according to Anthony Chan at JPMorgan Fleming Asset Management. “We’re basically missing 5.1 million jobs at t his stage of the expansion. You could even call it the case of the missing jobs,” Chan said, nothing the job market’s now in a “different paradigm.”Jared Bernstein of the left-leaning Economic Policy Institute estimated that the number was closer to 3 million. With 132.6 million Americans working, according to the Labor Department, and another 7.7 million unemployed, the labor market in the United States is obviously vast and enormously complex. Among the factors hurting job growth in the current expansion: companies facing stiff competition from overseas, especially from China and Latin America; productivity growing at better than double the historical average; jobs moving overseas in services and not just in manufacturing; the growing use of temp workers; and the nation’s shrinking manufacturing base . “I can’t see the state of job creation changing for the better anytime soon,” said Richard Yamarone, chief economic at Argus Research in New York. He noted that already cautious employers are getting hit by the rising cost oil and other raw materials, on top of health care costs growing well above the pace of inflation.Passage 2 The Employment Situation—April 2010 (Household Survey Data)In April, the number of unemployed persons was 15.3 million, and the unemployed rate edged up to 9.9 percent. The rate had been 9.7 percent for the first 3 months of this year.Among the major worker groups, the unemployment rate for whites (9.0 percent) edged up in April, while the rate for adult men (10.1 percent), adult women (8.2 percent), teenagers (25.4 percent), blacks (16.5 percent), and Hispanics (12.5 percent) showed little or no change. The jobless rate for Asians was 6.8 percent, not seasonally adjusted.The number of long-term unemployed (those jobless for 27 weeks and over) continued to trend up over the month, reaching 6.7 million. In April, 45.9 percent of unemployed persons had been jobless for 27 weeks or over.Among the unemployed, the number of reentrants to the labor force rose by 195,000 over the month.In April, the civilian labor force participation rate increased by 0.3 percentage point to 65.2 percent, as the size of the labor force rose by 805,000. Since December, the participation rate has increased by 0.6 percentage point. The unemployment-population ratio rose 58.8 percent over the month and has increased by 0.6 percentage point since December.The number of persons employed part time for economic reasons was about unchanged at 9.2 million in April. These individuals were working part time because their hours had been cut back or because they were unable to find a full-time job.About 2.4 million persons were marginally attached to the labor force in April, compared with 2.1 million a year earlier. These individuals were not in the labor force, wanted and were available for work, and had looked for a job sometime in the prior 12 months. They were not counted as unemployed because they had not searched for work in the 4 weeks preceding the survey. Among the marginally attached, there were 1.2 million discouraged workers in April, up by 457,000 from a year earlier.Discouraged workers are persons not currently looking for work because they believe no jobs are available for them. The remaining 1.2 million persons marginally attached to the labor force had not searched for work in the 4 weeks preceding the survey for reasons such as school attendance or family responsibilities.Passage 3 Advice to Help Employment ChancesThe Adult Advancement and Careers Service (AACS) will offer advice on jobs and learning as well as on issues such as childcare, money and housing. The “one-stop-shop”service will be freely available to all from 2010, but will be targeted at those most in need. Ministers pledged a single service on learning work and life last year.Prior to the national launch in 2010, the AACS will be piloted in ten areas: Greater Manchester; Greater Merseyside; Stoke-on- Trent and North Staffordshire; the Black Country; Bright and Hove; South Hampshire; Slough; Brent and Ealing; Lambeth, Southwark and Wandsworth; Islington, Camden and Westminster and Kensington and Chelsea.The Department for Innovation, Universities and Skills said many people, particularly mothers, the low-paid and the unemployed, faced barriers which held them back in life.Research by the department found adults who gained a vocational qualification at GCSE level were more likely to go on to further learning, leading I turn to higher wages. The launch of the AACS pilot scheme comes after research by the Sutton Trust found a lack of good careers advice meant many gifted poorer pupils were not going to university. And in March, a study by the educational organization Edge and the Skills Commission found government-backed careers advice for youngsters and adults was patchy and needed improvement. Universities Minister John Denham said people found a range of barriers, whether they were seeking work, trying to get a better job, or were worried about redundancy, those barriers are different for everyone—whether finding suitable childcare, understanding employment rights, unblocking problems with housing—and the new service needs to be able to help people tackle them all, changing with them as they change through life. “To make that happen, services must come together and work in new ways to make sure people seeking advice are seen as individuals, that all their particular needs are fully understood and that advice is provided that draws together everything they need.”Part ⅢNewsNews 1Authorities are calling a shooting at a Jewish seminary school in Jerusalem a terrorist attack. At least eight people were killed during this incident. It took place Thursday night at one of the largest religious academies in Israel, when officials say at least one gunman opened fire in the school’s dining hall. This is the worst attack inside the Middle Eastern country since a suicide bombing claimed nine lives in 2006.News 2First up, clean-up crews are working overtime in Ohio, after a winter storm slammed the state over the weekend. About a foot of snow fell in both Cleveland and Cincinnati, and more than 20 inches blanketed Columbus. But Ohio was n’t the only place that got hit. Before it moved east and turned into thunderstorms, the weather system dumped heavy snow across the Midwest. In one part of Indiana, the country actually banned anyone from driving except for emergency vehicles. Dangerous road conditions seemed to follow the storm’s path.Part ⅣDictationEmployment is a contract between two parties, one being the employer and the other being the employee. An employee may be defined as: “a person in the service of another under any contract of hire, express or implied, oral or written, where the employer has the power or right to control and direct the employee in the material details of how the work is to be performed.” In a commercial setting, the employer conceives of a productive activity, generally with the intention of generating a profit, and the employee contributes labour to the enterprise, usually in return for payment of wages. Employment also exists in the public, non-profit and household sectors. To the extent that employment or the economic equivalent is not universal, unemployment exists. Part Ⅴ Video ClipLeadership Trainer Builds International Youth Activist MovementMarshall Bailly went to Namibia’s capital Windhoek in 2003 on a personal mission to help university students like himself turn their ideas for social improvement into action.At just 20 years old, he developed a leadership program with the University of Namibia to teach social activists skills such as fundraising and accounting.Bailly’s trip to Namibia marked the birth of “Leadership Initiatives,”or L.I.—an international development organization he founded while he was a student at American University here in Washington.He had come to Washington with an ambition to travel overseas, far from the small Midwestern town where he grew up. And he’s enrolled in American school of public affairs for its many opportunities to study abroad.Bailly said: “So throughout college, I had gone, through American University, to China, Japan, Angola, Bostwana, Namibia, Nigeria, and actually seen how these countries were developing and how maybe I could partake in their development.”The young student then told his professors that he wanted to use his experience to set up a course for student in Africa.“I built a coalition of professors to go to the Dean of Students [at American University] to say, ‘We need to sponsor Leadership Initiatives,’and ‘We need to give them a chance to work in Namibia,’ and ‘Yes, you can trust a 20-year old sophomore with this idea of how to develop a program in another country,’” he explained.。

2024年外研版天津专版高中英语一轮复习课件Unit 2　Improving yourself英 语内容索引通词句基础自测提能力增分课堂研真题链接高考测效果课堂评价通词句基础自测[必背写作词汇]教材单词1. v.(用开关)改变,转换2. n.截止时间;最后期限 3. n.媒体报道的热门话题;标题 4. n.地区,区域 5. n.一件商品(或物品) 6. n.构想,设想 7. n.钉子switch deadline headline district item vision nail1.moderator n.2.detox n. 3.fundraising n. 4.profile n.5.towel n.6.procrastination n.7.spit v. 8.headphones n. [识记阅读词汇]主持人　脱瘾 募捐,筹款　概况　毛巾 拖延　吐口水,吐唾沫 (头戴式)耳机　9.bin n. 10.toothpaste n. 11.soap n. 12.unprecedentedly adv . 13.jar n. 14.lifelong adj. 15.likewise adv . 垃圾箱 牙膏　肥皂 空前地 (玻璃)罐子,广口瓶 终身的 同样地;相似地[构织连脉词汇]1. n.安全→ adj.安全的,可靠的2.v.激发,激励→ n.动力,动机→ adj.积极的,主动的3. v.占用,占去(时间)→ n.职业→ adj.忙于……的;使用中的 4. v.分散(注意力),使分心→ adj.注意力分散的;思想不集中的→ n.分散注意力的事;使人分心的事 5. adv .持续不断地;经常地→ adj.时常发生的;连续不断的 security secure motivate motivation motivated occupy occupation occupied distractdistracted distraction constantly constant 6. n.接触的机会→ adj.可接近/进入的;可使用的7. v.(为生活或生存而)依赖→ adj.可信赖的;可靠的8. adj.恰当的;合适的→ adj.不恰当的;不合适的9. adj.替他人着想的→ v.考虑;认为→ n.考虑;体谅→ prep .考虑到 10. v.澄清,讲清楚,阐明→ n.阐明,澄清11. v.促进,增进→ n.提升;晋级;促销活动 access accessible rely reliable appropriateinappropriate considerate consider consideration considering clarifyclarification promote promotion12. n.必需品→ adj.必要的13. v.投资→ n.投资 14. adv .客观地→ adj.客观的 15. v.使有知识和技能,使能够胜任→ n.设备;装备 necessity necessary invest investment objectively objective equip equipment常用短语1. 被说服做某事2.(用开关)开,打开3. 经再三考虑,反思4. 忙于做某事5. 错失(机会);不包括,遗漏6. 调查,检查,核实;结账退房7. 认输8. 远离,逃避9. 从……到……不等be persuaded to do sth switch on on reflection be occupied with sth miss out check out throw in the towel step away from vary from...to 10. (钱)花光;(信用卡)刷爆11. 当下,此时此地12. 控制……,掌握……13. 储备;把……放在一边,搁置14. 依靠,依赖15. 与……形成对比16. 对某人发脾气max out the here and now in control of put aside rely on in contrast to lose one's temper with sb重点句型1.After reading the posts on this forum,it seems that something other than money has also been raised through the detox.【尝试翻译】看了论坛上的各个帖子,似乎除了钱之外,还有其他东西通过这次脱瘾行动筹集到了。