Tefaq 1听力

为了帮助大家高效备考托福，为大家带来托福TPO20听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO20听力Conversation1文本 Narrator: Listen to a conversation between a student and a library employee. Student: Excuse me, I received a letter that I am supposed to return a book that I checked out back in September, it’s called Modern Social Problems. But I am writing my senior thesis, so I thought I was allowed to keep the book for the whole academic year. Librarian: So you signed up for extended borrowing privileges? Student: Yeah. Librarian: And we are still asking you to bring the book back? Student: Uh-huh. Do I really have to? Librarian: Well, let me check the computer. The title was ... Modern Social Problems? Student: Yeah. Librarian: Eh... Ok, yeah. It’s been recalled. You can keep it all year as long as no one else requests it, but someone else has, it looks like one of the professors in the sociology department. So you have to bring it back. You can check it out again when it is returned in a couple of weeks. Student: What if the person renews it? And I really need it right now. Librarian: All of it? Or is there a certain section or chapter you are working with? Student: Well, there’s one chapter in particular I am working with, but why? Librarian: Well, we normally don’t do this, but because of the circumstances we can photocopy up to one chapter for you. Why don’t you do that for the one you are working with right now? And by the time you need the rest of the book, maybe it’ll have been returned. Student: Oh, that would be great. Librarian: Do you have it with you? Student: Eh... no, it’s in my dorm room. These are books I want to check out today. Is it OK if I bring that one by in a couple of days? Librarian: Actually, the due day is tomorrow. After that, there’ll be a two dollar per day fine. But you need to return it today if you want to check out any books today. That’s our policy. Student: Oh, I see. Librarian: Yeah, not a lot of people realize that. In fact, every semester we get a few students who would have their borrowing privileges suspended completely because they haven’t returned books.They are allowed to use books only in the library. They are not allowed to check anything out because of unreturned books. Student: That’s not good. I guess I should head back to the dorm right now. Librarian: But before you go, what you should do is fill out a form requesting the book back in two weeks. Then the person who requested it won’t be able to renew it. You’ll get it back quickly. Student: I’ll do that right now. 托福TPO20听力Conversation1题目 1.Why does the man go to talk to the woman? A. To find out if he can get extended borrowing privileges B. To find out if he needs to immediately return a book he borrowed C. To find out why he has to pay a library fine D. To find out why his borrowing privileges have been suspended 2.What will the man probably do today? (2 answers) A. Get photocopies of a book chapter B. Find out who requested his book C. Borrow additional books.。

英语听力教程1答案英语听力教程1，通过听力练习提高学生的英语听力能力。

听力教程中涉及了一些常见的场景和日常对话，帮助学生掌握常用的英语表达方式。

以下是听力教程1的答案。

1. A: Can I help you with anything?B: Yes, I'm looking for a pair of shoes in size 8.A: Sure, let me show you our selection.2. A: What time does the movie start?B: The movie starts at 7 o'clock.A: Great, thank you!3. A: Excuse me, do you know where the nearest post office is?B: Yes, it's just around the corner. Turn left at the next intersection.A: Thank you, I appreciate your help.4. A: How was your weekend?B: It was great! I went hiking with my friends.A: That sounds like fun. I watched a movie at home.5. A: Can I borrow your pen?B: Sure, here you go.A: Thanks, I'll return it to you later.6. A: What would you like to order?B: I'll have a cheeseburger with fries, please.A: Anything to drink?B: A coke, please.7. A: How much is this shirt?B: It's on sale for $20.A: I'll take it.8. A: Can you help me with my homework?B: Of course, what do you need help with?A: I don't understand this math problem.9. A: Where is the nearest bank?B: It's two blocks down on the right.A: Thank you, I need to deposit some money.10. A: What's your favorite color?B: I like blue, it's very calming.A: I prefer green, it reminds me of nature.These are the answers for the listening exercises in Listening Tutorial 1. By practicing listening to these dialogues, students can improve their listening skills and become more proficient in understanding spoken English.。

托福听力tpo51 全套对话讲座原文+题目+答案+译文Section 1 (2)Conversation1 (2)原文 (2)题目 (4)答案 (5)译文 (5)Lecture1 (7)原文 (7)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (16)答案 (18)译文 (18)Section 2 (20)Conversation2 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture3 (26)原文 (26)题目 (28)答案 (30)译文 (30)Lecture4 (32)原文 (32)题目 (34)答案 (36)译文 (36)Section 1Conversation1原文NARRATOR: Listen to part of a conversation between a student and her biology professor.MALE PROFESSOR: So the assignment is to reproduce one of the animal camouflage experiments we read about in our text book. Which experiment did you pick? FEMALE STUDENT: Well... I was wondering if I could try to reproduce an experiment that's kinda the opposite of what was discussed in the textbook?MALE PROFESSOR: So, instead of how and why an animal might hide itself, you want to do something about why an animal might want to be seen? Hmmm. Tell me more. FEMALE STUDENT: Well, I got the idea from one of the journals you said we should look at…it's an experiment about, um, they called them eyespots in the article? MALE PROFESSOR: Eyespots, sure, the patterns on the wings of moths and butterflies that are generally believed to scare off predators because they look like big eyes. FEMALE STUDENT: Yeah, except the article was about an experiment that disputes that theory.MALE PROFESSOR: Well, we know that the markings do scare the birds, but the idea that the spots look like eyes is, well that's just a commonly held belief.FEMALE STUDENT: So—that's not even based on research?MALE PROFESSOR: Well, this whole idea of moth or butterfly markings being scary because they look like eyes rests on how we imagine that their predators—like birds —perceive the markings. And we can never really know that. All we can do is observe bird behavior. But tell me more about the experiment.FEMALE STUDENT: OK, so the experiment looked at the shapes of the markings onmoth wings. The researchers wanted to know if the markings that were round or eye-shaped were more effective at deterring predators than square or rectangular markings.MALE PROFESSOR: OK…FEMALE STUDENT: Yeah. So, they attached food to paper models of moths, with different shaped marks drawn on the wings, to see how birds reacted. And what's interesting is, they realized that the round marks were not more effective at scaring birds than other shapes.MALE PROFESSOR: Were they less effective?FEMALE STUDENT: No, they were about the same... but what researchers did determine is that larger markings are more effective than smaller markings at scaring off prey. They called this phenomenon “visual loudness.”MALE PROFESSOR: Visual loudness, huh. Well, I guess it's not all that shocking, if you think about it.FEMALE STUDENT: So, anyway, is it OK? Can I repeat this experiment and write about it?MALE PROFESSOR: Yes, I think that'll work. The problem I foresee is, well, where? This is an urban campus...You'll have a hard time finding a good place to set up the experiment.FEMALE STUDENT: Oh, I-I wasn't planning on doing it on campus. I'm going home for spring break, and my family lives in the country, far from the nearest city. I can set it up in the backyard.MALE PROFESSOR: Good idea. Except one week is not a lot of time. So you'll need to make some adjustments to have enough data. I'd set up the experiment near a bird feeder, and get in as much observation time as you can.题目1.Why does the student talk with the professor?A. She wants permission to revise an experiment that she conducted earlier.B. She has a question about the findings of an experiment in the textbook.C. She wants to reproduce an experiment that is not in the textbook.D. She would like some advice about how to study butterfly and moth behavior.2.What does the professor say is a common assumption about certain markings on butterfly and moth wings?A. That the markings are usually hidden from viewB. That the markings attract some kinds of birds more than othersC. That some birds perceive the markings as large eyesD. That butterflies and moths use the markings to attract mates3.What were the results of the experiment that the student describes? [Click on 2 answers.]A. Birds reacted to round markings the same way they reacted to square markings.B. Large markings scared birds more than small markings did.C. Most birds ignored markings that looked like eyes.D. Birds were attracted to more colorful markings.4.Why does the professor mention a bird feeder?A. To suggest a strategy that may help the student carry out her task successfullyB. To recommend a place on campus that is suitable for the student's projectC. To discuss another experiment that has yielded surprising resultsD. To point out a problem in the design of the original experiment5.What can be inferred about the student when she says this:Professor: Well, we know that the markings do scare the birds but the idea that the spots looked like eyes is……well, that is just a commonly held belief.Student: So, that’s not even based on research?A. She is skeptical about what the professor just told her.B. She just realized that she designed her experiment incorrectly.C. She is worried that she misunderstood something that she read.D. She had assumed that there was scientific evidence for the theory.答案C C AB A D译文旁白：请听一段学生和其生物学教授之间的对话。

为了帮助大家高效备考托福，为大家带来托福TPO14听力Conversation1文本+题目+答案解析，希望对大家备考有所帮助。

托福TPO14听力Conversation1文本 Narrator: Listen to a conversation between a student and a library employee. Student: Hi, I am looking for this book, The American Judicial System, and I can’t seem to find it anywhere. I need to read a chapter for my Political Science class. Library Employee: Let me check in the computer. Um, doesn’t seem to be checked out, and it’s not on reserve. You’ve checked the shelves, I assume? Student: Yeah, I even checked other shelves and tables next to where the book should be. Library Employee: Well, it’s still here in the library, so people must be using it. You know, this seems to be a very popular book title. We show six copies, none are checked out, and yet you didn’t even find one copy on the shelves. Is it a big class? Student: Maybe about seventy-five? Library Employee: Well, you should ask your professor to put some of the copies on reserve. You know about the reserve system, right? Student: I know you have to read reserved books in the library and that you have time limits, but I didn’t know that I could ask a professor to put a book on reserve.I mean, I thought the professors make that kind of decision at the beginning of the semester. Library Employee: No, they can put books on reserve at any time during the semester. Student: You know, reserving books seems a bit unfair. What if someone who’s not in the class wants to use the book? Library Employee: That’s why I said some copies! Student: Ah! Well, I’ll certainly talk to my professor about it tomorrow. But what am I going to do tonight? Library Employee: I guess you could walk around the Poli/Sci section and look at the books waiting to be re-shelved. Student: There do seem to be more than normal. Library Employee: We’re a little short-staffed right now. Someone quit recently, so things aren’t getting re-shelved as quickly as usual. I don’t think they’ve hired a replacement yet, so, yeah, the un-shelved books can get a bit out of hand. Student: This may sound a bit weird, but, I’ve been thinking about getting a job. Um, I’ve never worked in a library before, but… Library Employee: That’s not a requirement. The job might still be open. At the beginning of the semester, we were swamped with applications, but, I guess everyone who wants a job has one by now. Student: What can you tell me about the job? Library Employee: Well, we work between six and ten hours a week, so it’s a reasonable amount. Usually we can pick the hours we want to work, but since you’ll be starting so late in the semester, I’m not sure how that would work for you. And, uh, we get paid the normal university rates for student employees. Student: So, who do I talk to? Library Employee: I guess you’d talk to Dr. Jenkins, the head librarian. She does the hiring. 托福TPO14听力Conversation1题目 1.Why does the student go to see the man? A. To find out the status of her job application. B. To get help locating a book she needs for a class. C. To request a book that her professor put on the reserve list. D. To ask how to look up books on the library's computer system. 2.Why is the student having a problem getting the book she wants? A. Other students are using the book in the library. B. The book is kept in the political science library.。

《全新版大学进阶英语视听说教程第1册》Unit 1 IdentityListening and Speaking / Lesson ASCRIPT1:F:I really like the photo of the two girls. Are they sisters?M: Yeah. The girl on the left is Eva. The one on the right is Ashley. They’re from the U.S. F: How do you spell Ashley?M:A-S-H-L-E-Y.2:F:Now what about this girl who’s climbing?M:She’s from Iran. Her name is Maheen.F: Naheem?M:No, Maheen: M-A-H-E-E-N.F: It’s a great photo.3:F:Now, where is this guy from?M:London. In the U.K.F: Cool. What’s his name?M:Michael. M-I-C-H-A-E-L.F: Okay.4:F:This picture is cool, too—the girl with the camera. Where’s she from?M:Brazil. Her name’s Sofia.F: S-O-P-H-I-A?M:No, she spells it S-O-F-I-A.F: Got it.5:F:And then this last photo? Is he from Japan?M:Yep, that’s right. His name is Hiroshi.F: Hiroshi: H-I-R-O-S-H-I. Is that right?M:Yeah.1. on the left: 在左边的2. on the right: 在右边的3. the girl with the camera: 拿（带）着相机的女孩CONVERSATIONSCRIPT （无注释）M:Hi, my name is Michael.F:Hi, Michael. I’m Sofia.M:Great to meet you, Sofia.F:It’s nice to meet you, too. Where are you from?M:I’m from the U.K. And you?F:Brazil. / Me too.Listening and Speaking /Lesson B Are You Typical?Listening 1SCRIPTAre You Typical?Today, there are over seven billion people on Earth in one hundred ninety-five countries. We speak over seven thousand languages. We are different, but in some ways we are similar, too. In a world of billions of people, there is a typical person.●The typical person on Earth is male. (There are more men than women.)●He is twenty-eight years old and is one hundred seventy-four centimeters (about five feeteight inches) tall.●The most typical person lives in a city and has a cell phone.●He also speaks Mandarin Chinese. (It’s the most spoken language in the world, with morethan nine hundred million speakers.)Today, there are over nine million “typical people” on Earth. Are you similar to them in any way? The answer is probably "yes."1.in some ways:在某些方面2. similar to: 与……相似Listening 2SCRIPTM:Are you ready to answer a few questions?F:Sure.M:Okay. What’s your name? Your full name, please.F:It’s Lisa Kim.M:How do you spell your first name?F:L-I-S-A.M:And your last name?F:It’s Kim. K-I-M.M:Great, thanks. Now, Lisa, where are you from?F:I’m from Korea, but I live in the U.S. now.M:Okay...And what do you do?F:You mean my job?M:Yes.F:I’m a student. I don’t have a job right now.M:Okay. And are you married or single?F:I’m single.M:Got it. Now, last question: How old are you?F:I’m twenty-three.M:Great, thanks very much.1.full name: 全名2.first name: 名，名字（西方人姓名中第一个词）st name: 姓，姓氏（西方人姓名中姓氏在后）4.be ready to: 预备，即将；甘于；乐意做……VideoSCRIPTNarrator:In cities around the world, diversity is common today. But one neighborhood in the United States isone of the most diverse places in the world.Welcome to Queens, New York.Queens Resident:“How are you doing? What’s happening?”“We’re all immigrants! Who understands an immigrant better than an immigrant?”Narrator:To see how diverse a place is, a 2001 study used this idea: Choose two people randomly. Then, answer this question: How different is their language and their culture? The study learned that the most diverse place in the United States was Queens, New York.Almost fifty percent of the people in Queens are from another country. They come from 100 different nations, and they speak almost 150 different languages!No group is the majority here. Other neighborhoods might have more immigrants. But only in Queens are there so many different cultures and nationalities, all in one place.Queens Resident:“I know that I am from Madras, the southern part of India. My parents live there and my grandparents live there.”Queens Resident:“My mom’s from South Korea and on my father’s side I am German, Irish, English, and I think a little bit Native American but that part I’m not sure.”Queens Resident:“My great grandfather was Puerto Rican, and his parents were Puerto Rican and so on and so forth, so as far as I know, we’ve always been Puerto Rican.Narrator:Queens isn’t the most diverse place in the world. Other cities in Africa and India have as much or even more diversity.But for now, Queens is the most diverse place in the U.S., and people in this community seem happy about that.1.one of the most diverse places: 最多样化的地方之一2.on my father’s side: 父亲这边的亲缘（来讲）3. a little bit Native American: 有一点美洲本土人的血缘4.and so on and so forth: 如此等等，诸如此类5.as far as:就……来说，在……看来。

Unit 1Task 1【答案】A.1) Susan Hudson and intercultural Communication2) The class will meet in the room they are in now and On Tuesday and Thursday from 3:15 to 4:50.3) They can purchase the textbook at the bookstore the day after tomorrow.4) The office hours are from 1:00 to 2:00 on Wednesdays.B.1) the first half, the research lab, Thursday, 405, the last two months2) outline, performance, quizzes, project, participation【原文】I’ll be your teacher Okay, okay, let’s begin. Hello, everyone. My name’s Susan Hudson andSusan Hudson and I’ll be your teacher for this class, Intercultural Communication.Uh, to begin with, please take a look at the syllabus in front of you. As you all should know by now, this class meets on Tuesdays from 3:15 to 4:50. We will be meeting in this room for the first half of the course, but we will be using the research lab every other week on Thursday in Room 405 during the last two months of the class.Uh, this is the text for the class, Beyond Language. Unfortunately, the books haven’t come in yet, but I was told that you should be able to purchase them at the bookstore the day after tomorrow. Again, as you see on your course outline, grading is determined by your performance on a midterm and final test, periodic quizzes, uh, a research project, and classroom participation.My office hours are from 1:00 to 2:00 on Wednesdays, and you can set up an appointment to meet with me at other times as well.Task 2【答案】A.1) According to the syllabus, the book he is looking for is in the library, but he couldn’t find it.2) That means the student cannot find the book on the shelves in its usual place. She/He needs to go to a special room called the reserve room.3) The professor wants everyone in the class to read the chapter. If one student removes the book from the library, it is likely that none of the other students will have the opportunity to read it. So, your professor has insured that all students have the opportunity to read it by placing it on reserve.B.1) F, 2) T, 3) F【原文】Librarian: Can I help you?Student: Yes. I am a bit confused. My sociology class is supposed to read a chapter in a book called Sociology and the Modern Age. According to the syllabus, the book is in thelibrary, but I haven’t been able to find it.Librarian: Do you have your syllabus with you? May I see it?Student: Yes, uh...I put it in the front of my sociology notebook. Yes, here it is.Librarian: Let me see. Oh yes. Your professor has placed this book on reserve. That means youcannot find it on the shelves in its usual place. You need to go to a special room calledthe reserve room. It’s down the hall and to the right.Student: I’m sorry — I still don’t understand what you mean by on reserve.Librarian: You see, your professor wants everyone in the class to read the chapter. If one student removes the book from the library, it is likely that none of the other students will havethe opportunity to read it. So, your professor has insured that all students have theopportunity to read it by placing it on reserve.Student: So, will I be able to find this book?Librarian: Yes, when a book is on reserve, a student can go to the reserve room and ask the reserve librarian for the book. The student can have the book for a few hours, and he or sheMUST read it in the library during that time. That way, the book stays in the library,and all students have a chance to read it.Student: OK. Thank you. I understand now.Librarian: Will there be anything else?Student: No! I am on my way to the reserve room. Thanks again!Task 3【答案】A.1) C, 2) CB.Undergraduate, five, two, Graduate, fifteen, two, 50, overdue, 15, cannot8:00 am, 10:00 pm, 9:00 am, 8:30 pm, Sundays【原文】Hello and welcome to the university library. This taped tour will introduce you to our library facilities and operating hours.First of all, the library’s collection of books, reference materials, and other resources are found on levels one to four of this building. Level one houses our humanities and map collections. On level two, you will find our circulation desk, current periodicals and journals, and our copy facilities. Our science and engineering sections can be found on level three. You can also find back issues of periodicals and journals older than six months on this level. Finally, group study rooms, our microfilm collection, and the multimedia center are located on level four.Undergraduate students can check out up to five books for two weeks. Graduate students can check out fifteen books for two months. Books can be renewed up to two times. There is a 50-cents-a-day late fee for overdue books up to a maximum of $15. Periodicals and reference books cannot be checked out.The library is open weekdays, 8:00 am to 10:00 pm, and on Saturdays from 9:00 am to 8:30 pm. The library is closed on Sundays.Task 4【答案】A.Activities Time to begin Time to finish registration 8:30 9:15the orientation meeting 9:30 around 11the placement tests 11:15 noon tour around the campus1:30 2:15 the oral interviews 2:45 4:30B.1) Because now they have someone from the international center coming to speak to the students on extracurricular activities.2) They want to show students around the university, including the union building, the library and the student services building.C.1) up to their ears, hard pressed2) jot, grab, off3) finding a needle in a haystack 4) bottom line, running【原文】Randall: Hi Faith. Do you have a minute?Faith: Sure. What’s up?Randall: Well, I just wanted to go over the schedule for Wednesday’s orientation meeting to make sure everything is ready.Faith: Okay. Here’s a copy of the tentative schedule. [Okay.] Now, the registration starts at 8:30and goes until 9:15. [All right.] Then, the orientation meeting will commence at 9:30.Randall: Okay. Now, we had planned originally for the meeting to go until 10:30, but now wehave someone from the international center coming to speak to the students on extracurricular activities, so how about ending the meeting around 11?Faith: Fine. And, uh, then students will take the placement tests from 11:15 until noon [OK.],followed by 20-minute break before lunch. [OK.] And, immediately after lunch, we have reserved a campus shuttle to give students a 45-minute tour starting at 1:30. [Oh. OK.] We want to show students around the university, including the union building, the library, and the student services building. Randall: Great. Now, how about the oral interviews?Faith: Well, we’re planning to start them at 2:15.Randall: Uh, well, teachers are going to be up to their ears in preparations, and th ey’ll be hardpressed to start then.Faith: Ok, let’s get things rolling around 2:45.Randall: Ok, here, let me jot that down. Uh, could you grab a pen off my desk?Faith: Right. Finding anything on your desk is like finding a needle in a haystack. [Oh, it ’s notthat bad.] Here, use mine.Randall: OK. And we’ll need 150 copies of this program guide by then.Faith: Hey. That’s a tall order on such short notice! How about lending me a hand to put thingstogether [OK.] by this afternoon so we don’t have to wor together [OK.] by this afternoon so we don’t have to worry about them? ry about them? Randall: OK. And I think the manager has given the green light to go ahead and use the more expensive paper and binding for the guides this time.Faith: OK. So the interviews will go from 2:45 until, let’s say, 4:30. [OK.] I hope we can wrapthings up by 5.Randall: Great. I think the bottom line is to keep things running smoothly throughout the day.Faith: I agree. I’ll pass this schedule by the director for a final look.Task 5【答案】1) The student wants to have some information about the courses at Swan School.2) Each course lasts for three weeks.3) It’s about 23 hours a week. Usually four and a half days each week.4) The first course begins on the 3rd of July and lasts until the 20th of July and the second courseis from the 24th of July until the 10th of August.150 plus VA A T, which is 15 percent, and a ￡5 registration fee.5) Each course costs ￡150 plus V6) For each course the deposit is ￡20.7) A lady arranges the accommodation for the students with Oxford families.8) They can choose to have bed and breakfast only which is ￡20 a week, or bed, breakfast anddinner which is about ￡27 a week.【原文】Receptionist: Good morning. Can I help you?Student: Y es, please. I would want to have some information about the…erm…the courses at Swan School.Receptionist: Is that a summer course you’re interested in?Student: Yes. Yes, please.-time courses during Receptionist: Y es. Fine. OK. Well, we have…erm…short intensive fullfull-timethe summer.Student: Mm-mm. I would want to know the length of one course.Receptionist: Yes. Each course lasts for three weeks.Student: How many hours per week, please?Receptionist: Well, it’s about 23 hours a week. Usually four and a half days each week.Student: You must have a lot of students in the class, haven’t you?Receptionist: We have a lot of students in the school but in the classes only about between 12 and 14 students.Student: 12 and 14. Could you please give me the dates of the first and the second course?Receptionist: Y es, certainly. The first course begins on the 3rd of July and lasts until the 20th of July and the second course is from the 24th of July until the 10th of August.Student: What about the fees per course?Receptionist: Y es, each…each course costs ￡150 plus V A T, which is 15 percent, and a ￡5 registration fee.Student: And deposit, please?Receptionist: Yes. For each course we need a deposit of ￡20 and the ￡5 registration fee.Student: Oh thank you. Do we have to find our…our own accommodation?Receptionist: No, we can do that for you. We have a lady who arranges the accommodation for you with Oxford families.Student: How much does it cost?Receptionist: Well, you can choose to have bed and break fast only which is ￡20 a week, or bed,breakfast and dinner which is about ￡27 a week.Student: ￡27. Thank you very much.Receptionist: You’re welcome.Task 6【答案】A.1) F, 2) T, 3) F B.1) Most universities will not accept students without this test. It is also used to decide how much financial aid should be given to each student.2) They must score between 1,430 and 1600.3) American universities also look at a student’s subject grades, what they do outside of school, and their teachers’ recommendations.4) The SAT II is the one-hour exam that can be taken in any subject, for example chemistry or French.【原文】Every year, high school juniors and seniors from across the US take the Scholastic Aptitude Test (SA T 1).The SAT 1 is a three-hour exam that tests students’ math and verbal skills. Most universities will not accept students without this test. It is also used to help decide how much financial aid should be given to each student.Scores range from 200 to 800 for each part. There is a total of 1,600 points. The test is held every year from October to June. But seniors must take it before December in order to include their scores in their university applications. The average total score for an American high school student is around 1,000.A poor SAT score can prevent a student from going to a good university. Students who want to go to one of America to go to one of America’s best universities, such as Harvard or Yale, must score between 1,430 and ’s best universities, such as Harvard or Yale, must score between 1,430 and 1,600.The test can be taken over and over again, but all the scores will appear on the students’ records. However, unlike Chinese universities, the score is not the only thing needed. American universities also look at a student’s subject grades, what they do outside of school, and their teachers’ recommendations.In addition to the SAT 1, some universities require high school students to take at least three SAT IIs. These one-hour exams can be taken in any subject, for example chemistry or French.Task 7【答案】A.1) a, 2) c, 3) d, 4)cB.1) Many students attend special preparation schools besides their regular classes, in order to pass the exam for the best universities such as the National University of Tokyo. 2) These extra schools can last for one to two years between high school and university.【原文】Japanese students need 12 years of study before entering universities.They choose the places they want to go and apply before January of their final year. The university entrance exam is a standard nationwide test held every year in January. It provides testsfor 31 subjects in six subject areas: Japanese language, geography and history, civics, math, science and a foreign language. All national and public universities, as well as some private ones make use of this exam. But many places also have their own tests in February or later, before the new school year starts in April.In order to pass the exam for the best universities such as the National University of Tokyo, many students attend special preparation schools on top of their regular classes. These extra schools can last for one to two years between high school and university.Although every student has the chance of going to a Japanese university, only 50 percent of high school seniors actually choose further study.Task 8【答案】A. 1) It’s a non 1) It’s a non-profit-making educational foundation. -profit-making educational foundation.2) No, complete beginners are not accepted.3) Other subjects available within the General English timetable include English for Business and English Literature.B.1) 200, 30-40, attractive, beautiful, with easy reach of2) dining rooms, a library, language laboratories, computers, tennis, volleyball, basketball, badminton, football.3) 214)￡1,1305) Monday, Friday6)￡670, 3, 10, 9, 3 ½【原文】The School was opened in 1955 and is part of a non-profit-making educational foundation. Its 200 students, from 30-40 countries, work in large, attractive buildings set in extensive, beautiful gardens, within easy reach of the centre of Cambridge, The School has dining rooms, a library, video filming studio, language laboratories, listening and self-access study centres, computers, as well as facilities for tennis, table tennis, volleyball, basketball, badminton and football.General English classes are for students aged 17+. Complete beginners are not accepted. Students have classes for 21 hours a week. Other subjects available within the General English timetable include English for Business and English Literature. The cost of tuition, materials and books per term is ￡1,130. Accommodation is with local families. Lunch is provided in the School Monday to Friday. All other meals are taken with the family. There is a full range of social activities including excursions, discos and theatre-visits. The total cost of all non-tuition services is ￡670 per term. There are 3 terms of 10 weeks and summer courses of 9 weeks and 3 1/2 weeks.Task 9【答案】A.1) This school has a capacity of 220 students.2) It is located in a quiet tree-filled square close to Victoria Station in central London.3) In addition to the 15 lessons, there are daily individual laboratory sessions and lectures on Life in Britain at no extra cost.4) There is a special 2-week Easter Course and Refresher Courses for overseas teachers and English in the summer.B.1) F, 2) F, 3) T【原文】This school has a capacity of 220 students. It occupies a 19th century building in a quiet tree- filled square close to Victoria Station in central London.General courses, either in the mornings or afternoons, comprise 15 50-minute periods per week. W e cater for a wide range of classes from beginners to advanced, enabling us to place students at the level indicated by the special entry test which all students take. There are usually no more than 14 students in a class. In addition to the 15 lessons, there are daily individual laboratory sessions and lectures on life in Britain at no extra costThere are 8 classrooms, a multi-media learning centre, language laboratory, video, computer, lecture hall, canteen. We are open from January to December for courses of 3 to 14 weeks. There is a special 2-week Easter Course and Refresher Courses for overseas teachers of English in summer. Fees are approximately￡46 per week for general courses. Accommodation can be arranged with selected families with half board. There is a full social programme and regular excursions.Task 10【答案】A.1) This school, founded in 1953, is a non-profit making Charitable Trust.2) It is situated in residential North Oxford, 3 km from the city centre.3) A particular benefit for the EFL student is the opportunity to live and study with native English speakers taking the two-year International Baccalaureate course, or courses at university level. 4) Their extracurricular activities include sports, horse riding, drama, art, crafts, photography, films, concerts and excursions.B.1) an excellent library, video room, science laboratories, coffee bar2) college houses, a resident warden, family accommodation【原文】This school, founded in 1953, is a non-profit making Charitable Trust. Situated in residential North Oxford, 3 km from the city centre, the College occupies a complex of purpose-built blocks and 14 large Victorian houses providing academic and residential accommodation. Facilities include an excellent library, video room, language laboratories, computer room, science laboratories, assembly hall and coffee bar.A particular benefit for the EFL student is the opportunity to live and study with native English speakers taking the two-year International Baccalaureate course, or courses at university level.All students are encouraged to participate in social and extracurricular activities including sports, horse riding, drama, art, crafts, photography, films, concerts and excursions.Academic Y ear Courses (21 hours per week) leading to all principal EFL examinations, concentrate on language with selected studies in Literature, Politics, History, Art History, and Computing. Most students live in college houses each supervised by a resident warden, but some prefer family accommodation.Task 11【答案】Cindy Farrow is Andy and Kate Morgan’s American cousin. She is 18 years old. She comes from California, on the west coast of the USA. She lives with her parents in San Francisco. She is a student at Berkeley College where she is studying modern languages. She wants to be an interpreter when she leaves university.She has many interests and hobbies. She loves reading, swimming and surfing but her favorite hobby is white-favorite hobby is white-water rafting on the Colorado River. She thinks it’s very exciting.water rafting on the Colorado River. She thinks it’s very exciting.At the moment Cindy is on her way to England to stay with the Morgans in Dover.。

Unit 1 HappinessPart 1Teacher: Hi, good morning. Did you hear about the lottery winner last night? The man won…what?… Two million dollars…?Student: No, three.Teacher: Three million dollars? Three million. That’s a lot of money isn’t it? Do you think that three million dollars would make you happy? …I’m asking you this because when you ask people what they need to be happy, many people will answer “more money!” We assume that money will make us happier. But is this true? Will winning the lottery help you achieve happiness?Today we’re going to look at the idea of happiness, at the psychology of happiness---what makes some people happier than others. We’ll look at three personality factors that we find in happy people. To find out about these personality factors, psychologists talked to hundreds of people. Now, first, they asked the people how happy they felt---you know, from “very happy”to “not happy at all.”Then they asked some more questions. They wanted to find out about people’s personalities, such as their attitudes about life, and so on. They looked at the differences between happy people and unhappy people. They found three factors that are very important for achieving happiness. So… let’s look at those factors now.The first personality factor is that happy people are… satisfied with themselves. This means that they like themselves as they are, and they’re happy with what they have. Happy people may not like everything about their lives---they may be a little bit overweight, or may not have the best job, or may not live in a big, fancy house, but they don’t need to change those things to be happy. They think more about the things they are satisfied with, not the changes they want to make. This feeling of happiness comes from the inside, not from something outside.Part 2Teacher: So…happy people feel satisfied with themselves. On the other hand, unhappy people are often dissatisfied with themselves. They…uh…feel that something must change so they can be happy. They think if they lose some weight or get a better job or a nicer house they will be happy. They are always looking for something outside themselves to make them happy. But the problem is---they never find it! No matter what they get, they’re still dissatisfied and unhappy.The second personality factor is that happy people are optimistic---they look at the positive side of life, not the negative. Now, we all have problems, whether we’re happy or not. But when happy people have problems, they assume that things will improve. They don’t worry a lot and think about all the bad things that can happen. Instead, they have a positive attitude. However, unhappy people are the opposite. They are not optimistic and don’t have a positive attitude. When they have a problem, they think about how bad everything is and assume that it’ll get worse. So they make themselves even more unhappy when think about all the bad things that might happen.Finally, the third personality factor is that happy people have good relationships with other people. They try to have close, loving relationships with friends and family. Studies show that close, loving relationships are one of the most important factors in achieving happiness. So happy people don’t spend all their time building their careers or trying to make money. They also spend time building relationships with friends and family. Now, on the other hand, unhappy people don’t have as many close relationships. They may have trouble making friends. Or they may spend all their time working and then find that they’re very lonely and unhappy. But for whatever reason, they don’t have close relationships and this makes them unhappy.So…what does this tell us? Well, if you want to be happier, don’t assume that winning the lottery will help. There are other, more important factors for achieving happiness. Now, let’s take a break, and when we come back we’ll talk more about the factors that make a person happy…Unit 2 New Kinds of FoodPart 1Teacher: Hi, everybody…how’s it going?…Good…..Has everyone turned in their homework? All right, then let’s get started. If you remember, last week we were discussing some research in the area of genetics. Today, I’d like to talk about something I’m sure you’ve all heard about---genetically modified or “GM” food. Genetically modified food is food---either a plant or animal---that has been altered in the laboratory by scientists. The scientists take something from one plant or animal, and add it to a different plant or animal to make it grow in a different way. Today, we’ll look at some of the benefits, and the possible risks, of genetically modified food.Let’s start with a discussion of some of the benefits of GM food. Genetic scientists are really trying to make food plants that are better than normal plants, to make plants that are altered in ways that make the plant grow better or taste better or be healthier to eat than normal plants.One benefit is that genetically modified plants may need fewer pesticides than normal plants. For example, there is a type of corn that is bad for insects---when the insects eat the corn plant, they die. However, the corn doesn’t hurt people. This type of corn is beneficial because farmers use fewer pesticides to grow the corn, and so there is less pollution in the environment. Also the corn is less expensive because the farmers don’t have to spend a lot of money on pesticides. So, by using fewer pesticides, the corn is cheaper and the environment is cleaner.Another benefit of genetically modified plants is that they may grow better that normal plants. One example is a type of genetically modified strawberry that can grow in cold weather. These are better than normal strawberries because farmers can plant the strawberries earlier in the spring and later in the fall, when normal strawberries usually die. So, as a result, farmers can grow many more strawberries than they used to. So that’s another benefit--- plants that grow better.Finally, a third benefit is that many genetically modified plants stay fresh longer after they are harvested. So, for example, there is a kind of tomato that stays fresh in the store for about two months, instead of one or two weeks. This means that there is more time to get the food to the stores and that stores have more time to sell the food. Less food is thrown away and wasted. So it’s a great benefit to have food that stays fresh longer---and we can consume more of the food we grow.Part 2Teacher: Now that we’ve looked at some of the benefits of genetically modified plants, let’s talk about the risks of growing this type of food. We don’t really know what the harmful effects are, but there are several things that people are worried about.One risk is that the genetically modified plants may start to dominate the other wild plants in the environment. This is a problem with some types of tomatoes, for example. The new tomato plants are stronger than normal plants, and because they are stronger and grow faster than the wild plants, the genetically modified tomatoes may start to dominate the environment, causing the wild plantsto die. So having one plant dominate all the other plants isn’t good for the environment.Another risk is that genetically modified plants will hurt wild animals and insects in the environment. For example, the genetically modified corn I mentioned earlier has already caused this problem. Now some butterflies that live near the corn are dying---butterflies that are good insects, and don’t eat the corn. It’s possible that corn is killing the butterflies somehow, but we’re not sure. We just know that more butterflies are dying than normal. But clearly there’s a risk that genetically modified foods can hurt animals and insects in the environment.But probably the most important risk is that genetically modified food may be harmful to the people who consume the food. The alterations in the plants may cause serious problems for people---we just don’t know. Scientists are trying all kinds of new things, such as putting the genes from animals into a plant. For example, to make a fruit like strawberries stay fresh longer, scientists took a gene from a fish---a gene that helps the fish live in cold water---and put that into a strawberry. Will that strawberry be harmful to people? We don’t know. But it may be.So it’s clear that there are some important benefits to genetically modified food but also some risks---risks that a lot of people aren’t willing to take. So let’s stop here and discuss any questions you have at this point…Unit 3 Public ArtPart 1Teacher: Good morning, everybody. I hope you all enjoyed our trip to the art museum last week. Today we’re going to talk…uh…more about modern art. We’ll…uh…take a look at some examples of public art---art you can only find outdoors…uh…in public places. I’ll explain the purpose of public art, and …uh…then I’ll describe some examples of public art that illustrate three common types of modern art: pop art, realism, and surrealism.But first, public art….These days public art is becoming more and more popular. Many business and city leaders are putting up art in public places---in parks and gardens, near office buildings, and so on. Cities like to put art in public places for a couple of reasons. First of all, art helps to make our cities look more beautiful and interesting. Also, when art is outdoors, many people can look at it and enjoy it every day; they don’t have to go to a museum. So having art in public places lets more people enjoy art every day.Now, I’m going to move on to some examples of public art. Here’s our first example---a silver spoon and a red cherry. This piece is huge: it’s twenty-nine feet wide and over fifty feet long! It’s made of metal---steel and aluminum. It’s painted silver and bright red to look like a spoon with a red cherry on it. The sculpture is a good example of pop art. Pop artists like to make art that shows popular things---things people see in their everyday lives. This artist likes to take common objects, like food, and make them into huge sculptures. So what do you think about it? Anyone?Student 1: I think it’s great! It’s really unusual. I like it because it’s simple and easy to understand.Teacher: Yes, that’s why many people like pop art. Any other opinions? Yes…Mark?Student 2: Well, I think it’s OK, but I …I think art that is out in public should be something important, something that’s very beautiful or that means something. It should n’t just be…just some everyday thing, like…a spoon.Teacher: Interesting point. So you can see that one problem with public art is that people interpret the purpose differently---they disagree about what it should look like or mean. And some people may like or understand a piece of art, while other people may not like it at all.Part 2Teacher: As I already mentioned, one purpose of public art is to add beauty to public places where everyone can enjoy it. But another purpose of art is to illustrate ideas or concepts---to show some kind of meaning. Instead of using words, artists can send messages through their art to people who see it. Sometimes, artists even use their art to promote their own beliefs. To give you some examples, here are a couple of sculptures that were made to promote the concept of peace. The first one is a large---about sixteen-foot tall---metal sculpture that shows a young woman on a horse. Notice how real and lifelike the features of the woman and the horse look. Because they are so realistic, we call this style of art realism. But the woman in this sculpture is actually a symbolfor peace. So in this example, the art is realistic and symbolizes a concept---the concept of peace.Any questions so far?…OK then. Let’s take a look at another sculpture that was made to promote the idea of peace. It’s also made of metal and looks like a gun. It’s a little smaller than the first example. It’s about six feet wide and thirteen feet long---huge for a gun. It looks just like a gun, until you notice that it is tied into a knot at the end. We all know that it is impossible to tie a gun into a knot, right? And so, because it’s impossible, this sculpture is a great example of surrealism. Also, as you know, a gun itself doesn’t symbolize peace. However, because the gun is tied into a knot and can’t be fired, it illustrates the concept of peace.And so, in these three examples, we can see how public art can be used to make our cities more beautiful and interesting, and we can see how public art can communicate ideas or concepts to people. Let’s take a break now, and when we come back we’ll look at some more examples of modern sculpture…Unit 4 Journey to AntarcticaPart 1Teacher: Good afternoon. Please take your seats. I have a lot to discuss today. Today I’m going to talk about one of the greatest adventures of the twentieth century---Ernest Shackleton’s trip to Antarctica. Now, there are other explorers who have been to Antarctica, but Shackleton’s trip is especially interesting because his goal was to be the first person to walk across the continent of Antarctica. Also, as you’ll find out, this trip was also special because of the problems and difficulties that Shackleton and his crew endured along the way. In fact---and this is interesting---Shackleton made his trip to Antarctica on a ship called the Endurance. It’s almost as if he somehow knew about the difficult events to come.Let’s begin in England. The Endurance left London in 1914 with a crew of twenty-nine men, sixty-nine sled dogs, and a cat. After stopping in Argentina, the ship proceeded to South Georgia, an island about 800 miles from Antarctica. Then, on December 5, 1914, the Endurance left South Georgia. And right away, the ship entered water that was filled with ice. However, despite the danger, Shackleton and his crew proceeded on their journey. Shackleton believed that they could reach the Antarctic continent despite the ice. He was wrong about this, however, and on January 18, 1915, as the Endurance approached Antarctica, it became stuck in the ice, it couldn’t go anywhere. The crew stayed on the ship, which floated along with the ice for more than ten months. During that time, the crew lived on the ship, although they could go down on the ice and walk around if it was not too cold.On October 27, 1915, Shackleton ordered the crew to leave the Endurance. They took food and other supplies (including three smaller boats) off the ship and set up camp on a large piece of floating ice. This turned out to be a good decision, because just a month later, they watched as their ship was crushed by the ice and sank under the water.Part 2Teacher: So…is everyone with me so far? Any questions? …OK, then let’s continue. For the next six months, the crew of the Endurance lived on the ice floating around the edge of Antarctica. They ate the food from the ship, but when that was gone, they hunted animals in the area and finally killed and ate their dogs. Finally, in April of 1916, the crew saw land. It was Elephant Island, which was about 100 miles away. They knew that the ice below them was getting thinner and might break at any time, so they decided to proceed to the island.So, on April 9, 1916, Shackleton and his crew got into the three small boats they rescued from the Endurance before it sank. They put all their supplies in the boats and began the journey to Elephant Island. It took them seven days to get there. The journey was terrible and they all almost died.So now the crew was on land, but there was no hope that they would be rescued form Elephant Island. It was too far away from anything. The nearest people were on South Georgia Island, over800 miles away. Despite the danger, Shackleton decided to go to South Georgia. He knew it was their only hope for rescue. So on April 24, 1916, Shackleton and five men left in one of the small boats to try to get to South Georgia. Twenty men stayed on Elephant Island.After seventeen days in stormy seas, Shackleton and his men reached South Georgia. But they weren’t finished yet---they had to walk for thirty-six hours to reach the whaling station. Finally, on May 20, they reached the whalers. But remember---Shackleton still had to rescue his men on Elephant Island. This took more than three months. Three ships tried to get to Elephant Island, but they couldn’t get there because of all the ice.Finally, on August 30,1916---twenty-two months after they left on their journey---Shackleton rescued his men. Amazingly, everyone on the island was alive and they were all rescued. It’s hard to believe, is n’t it? So, as you see, this is an important and interesting example of exploration from the last century.Now let’s take a look at some other famous explorers of the twentieth century…Unit 5 Violence on TelevisionPart 1Teacher: Hello, everyone. Are you ready to get started? …OK, today I’d like to continue our discussion of violence in the media by focusing on television---on TV violence and its impact on children. First I’ll discuss how much violence is on TV, and then we’ll talk about the impact of TV violence on children. There’s a lot of debate about this issue today because children watch a lot of TV, right?TV has a huge impact on children; kids today watch a lot of TV. In the U.S., almost all families have a TV---ninety-eight percent. Many families have more than one TV. Fifty-two percent of children have televisions in their bedrooms, so they can watch TV whenever they want. And how much TV does the average child watch each day? Can anyone guess?Student 1: Two hours?Teacher: OK, tha t’s one guess. Anyone else?Student 2: Four?Teacher: Yes. It’s about…about three to four hours of TV every day, or almost 1,500 hours a year. Now, compare that to the amount of time that kids spend in school each year, about 900 hours, and you can see that TV must have a big impact.Now, many people feel that children shows, such as cartoons, are much too violent. Some people even feel that the violence on television is teaching kids to be more violent. But is this true? Is there a link between the violence children see on TV and real violence? To answer this question, I want to focus on some of the research---research that has been done to assess the violence on television and how it affects children.To assess how much violence is on TV, research has focused on counting the number of acts of violence on TV in an average day. Now, this includes any act that could hurt or kill people in real life. Surprisingly, cartoons for children have the most violence---more than many shows for adults. Cartoons have an average of thirty-two violent acts per hour. So, thirty-two times every hour, one cartoon character hurts another character in some way. Well, you’ve seen this in cartoons, I’m sure. The characters hit each other on the head, or shoot each other---many different violent acts.Other kids shows have a lot of violence as well. For example, many kids shows have characters that fight each other---hit and kick and punch each other---so those are very violent as well.Part 2Teacher: So, by counting all these acts of violence, we can estimate that by the time a child istwelve, he or she will have seen an average of about 100,000 acts of violence on television. That’s about thirty violent acts per day! But does the violence really cause children to act more violently? Well, that leads us to our second question: how do we assess the impact of TV violence on children?First, we’ll focus on some immediate effects of watching TV violence---what happens immediately after a child watches something violent on TV. In the first study we’ll look at today, a group of children saw a TV show of a child hitting and kicking a doll. Then, after they watched the video, each child was left alone in a room with the same type of doll. And guess what? All the children in this study---100 percent---hit and kicked the doll, just like they saw on TV. So the link here between what kids see and what they do seems quite strong.Another way to assess the effects of TV violence on children is to focus on the long-term effects---what happens many years after a child watches violent TV. Now let’s talk about the second study. In 1960, researchers studied eight-year-old children in a typical American city. They studied how much violent TV the children watched and whether the children acted violently at home or at school. Then, ten years later, they studied the same children at age eighteen. The researchers found that children who watched a lot of violent TV at age eight were more violent at age eighteen. Children who watched less violent TV were less violent at age eighteen. So this study suggests that there is a link between TV violence and real violence---that watching violent TV has long-term impact on these kids.So do these studies prove that TV violence causes children to be violent? Even with the research, many people still disagree about that. So, when we come back, we’ll talk more about the impact of TV violence…Unit 6 Too Old to Learn?Part 1Teacher: OK, everybody. Let’s get started. Today we’re going to talk about the critical period in language learning. But first I’d like to ask you a question: how many of you have tried to learn a new language as a teenager or as an adult?…Ah, I see, quite a few of you. Well, then I’m sure you agree that it’s much more difficult to learn a new language when we are grown than it was to learn your first language as a child, right? But do you know why it’s so much harder?…no idea? Well, linguists believe it’s because of the critical period of language development.The critical period is a theory that explains why it is easier for children to learn languages than for adults. That’s what I’d like to discuss today. But first, I’d like to start by defining the critical period…and I’ll give you some examples of a critical period in animals---in songbirds and cats. Then I’ll talk about evidence for a critical period for language learning in humans.So what exactly is a critical period? The idea of a critical period comes from the study of animals. We say that there’s a critical period---the only time---when the animal can learn a new skill. Now, the critical period starts in the first weeks or months of an animal’s life. During this time its brain is ready to learn new things. However, when the animal gets older, the critical period ends; it cannot learn any more. So there are skills that must be learned when the animal is young; if not, they can’t learn them as adults.Now, I’m going to move on to some examples. First, let’s take songbirds. A songbird learns to sing the first few months after it’s born by listening to its parents’ song and repeating it. The bird can only learn to do this when it’s a baby. An adult bird cannot learn to sing. So, if you remove the baby bird from its parents---so that it doesn’t hear the song---the bird just won’t learn to sing when it’s older. So there is a perfect example of a critical period.Take another example---cats. A kitten must learn to use its eyes in the first few weeks of its life. At first, the cat can’t see very well. But over time, it begins to use its eyes. However, if you remove all the light in the room so the cat grows up in the dark, it won’t be able to use its eyes. When the cat is an adult, it won’t be able to see well. So there is another critical period---when a cat must learn to see.Part 2Teacher: Now let’s look at the critical period for learning languages in humans. As you’ve probably noticed, children learn new languages much more easily and quickly than adults. But we don’t really know why.One theory is that there is a critical period for language learning. The theory is that people’s brains change when they’re adolescents and that these changes make it more difficult for adults to learn a new language than for children.Of course, adults can learn---many adults learn to speak a new language. They may not speak itperfectly, but they speak it very well, well enough to use the new language for daily life. So we’re not like adult songbirds, who can’t ever learn a new song. We can learn.That said, however, there is evidence for a critical period for learning to speak with a native accent. Somehow children can hear the different sounds better, and their mouth muscles can make the new sounds. In many cases, a child will speak a new language with no foreign accent at all.But generally, adults who learn a new language after adolescence speak with a foreign accent. They never learn to speak with a native accent, no matter how hard they try. It can be very frustrating. We may be able to hear the correct accent, but our mouths just can’t pronounce the sounds correctly. Have you ever felt this way? So, unfortunately, this shows that there may be a critical period when humans must learn to speak with a native accent.So we can conclude that there is a critical period when both animals and humans can learn certain things. For animals like birds and cats, they must learn to do things when they are still very young. Humans, on the other hand, can still learn some new things as adults, like languages, but it’s more difficult. Adult humans have a critical period for learning new accents.So that’s all for now. Let’s get into our discussion groups. Does everyone have a copy of the handout?Unit 7 Are We Alone?Part 1teacher: Hello, everyone. Is everyone here? Well, let’s get started. We were talking last time about the possibility of other intelligent life in the universe. So that’s where I want to pick up today. Today we’ll look at the SETI project---that’s the Search for Extraterrestrial Intelligence. This is a project to look for signs of intelligent life on other planets in the universe.So,…first, why do we think there may be other intelligent life in the universe? Well, it’s because there are many, many other galaxies in the universe that could support life. We on earth, we are one planet going around one star. But our galaxy has approximately 400 billion other stars---stars that may have other planets where intelligent beings could live.And, throughout the universe, there are at least 100 billion—that’s 100 billion---other galaxies. So most scientists think that somewhere in these 100 billion galaxies, there must be other planets that are similar to our earth and that at least one of those planets has other intelligent beings. We just have to locate them.Now how does the SETI project search for life? The SETI project searches for life using large radio telescopes. These radio telescopes search for radio signals in space. They’re looking for signals that could be from other intelligent beings. We hope that somewhere there are intelligent beings who are looking for us, who are sending out a signal. Perhaps they are asking the same questions we ask: Are we alone? Is there anyone else out there?Now, in my opinion, this is some of the most exciting scientific research being done today. Why…why is it so exciting? Well, I think that locating other intelligent life—if and when this happens—will completely change how we think about ourselves and about the universe. Just imagine—knowing that there are other beings out there, that we are not alone. So I think this is one of the most interesting areas to investigate.Part 2Teacher: so the SERI project tries to locate intelligent beings in the universe by searching for radio signals from space. But why radio signals? Well, there are two reasons radio signals are better. First, they travel very quickly. Second, they have a long range—they can go very far into space.So how fast do radio signals travel? Well, they travel very quickly, at the speed of light. So, for example, the nearest galaxy, Alpha Centauri, is approximately 4.2 light years away. Traveling at the speed of light, it takes four years for a radio signal to reach us. On the other hand, the fastest rocket only travels about ten miles per second. At that speed, it would take 60,000 years to reach the Alpha Centauri galaxy. So radio signals are definitely faster.Now what is the range of radio signals? Well, they have a very long range—they could travel through several galaxies to reach Earth. Radio signals can also travel through space dust and other。

Test 1Part A1.W:The sports meet will be held on Thursday,Nov.20th. M: You are right. That is the day after tomorrow. Q: What date is today?(a) 2.W: The train is leaving in half an hour. M: Yes, it is a quarter to ten now. Q: When will the train leave?(c) 3.W: Do you like Professor Zhang’s classes?M:I never miss her class, you know. Q: What do you learn from the conversation?(c) 4.M: Well, what did you think of the party? W: I don’t know why I let you talk me into going. I felt quite our of place there. Q: What do you learn from the conversation?(b) 5.M: Chen Lin has a great sense of humor, doesn’t she?W:I couldn’t agree more.Q: What can you learn from the conversation?(d) 6.M: I was surprised that Laura and David have become good friends. W: I know. They didn’t use to get along well, did they? Q: What do you know about Laura and David from the conversation?(d) 7.W:I need to advertise for a roommate for next semester. M: Why bother? Sandy is interested. Q: What does the man mean?(b) 8. 8. W: Do you really mean you want to quit the job? W: Do you really mean you want to quit the job? M: well, M ay be I’d better give it a second thought.May be I’d better give it a second thought.Q: What is the man going to do?(d) Part BDirections: You’ll hear two conversations. Each will be read once. Listen carefully and choose the right answers to the questions you hear. (7 points)Conversation 1 M: Good morning, Susan. How’s it going?W: Pretty good, Bill. How about you? M: Oh, I’m OK. I have to teach five classes today, so I’m really busy. How is that English class you’re teaching?W: It’s going really well. I have a great class this year. I’ve got 30 students, and most of them are putting a lot of time into their work. M: That’s great. I love to teach English. Right now I’m only teaching history, but I hope I can teach English next year. W: Well, it can be a lot of fun when the students want to learn. M: Yes, you’re right. Oh, I’ve got a class in a few minutes. I’ve got to get going. Have a good morning. W: All right, you too. Bye. Questions 9 to 12 are based on the conversations you’ve just heard.9.What is this conversations mainly about?(a)10. How many classes does the man teach today? (c)11. What do you know about the man? (b)12. What does the woman say about her students? (d)Conversation 2M: Hello, Lena. W: Hi, Kurt. It’s be a long time since I saw you last. Don’t you live in the dorm any more? M: No, I’ve moved out.W: Where are you living now? M: I moved to a new apartment near the school. I’m sharing a unit with 3 other people, one from Brazil, one from Japan and from China. W: Sounds interesting. How are you getting along with your roommates? W: Generally everything is working out just fine. They all share the cooking and I do the shopping since I have a car. But we’ve had a few other problems.W: Like what? M: Well, one was that we got confused when the first month’s phone bill came.W: What happened? M: We couldn’t remember how many calls each of us had made, so we didn’t know how much each person owed. After a lot of discussion, we ended up paying for the calls we were sure of and dividing the equally. Now we all jot down the number whenever we make a call, especially the long distance calls. Now we have no telephone problems. W: Hope it stays that way. Questions 13 to 15 are based on the conversations you’ve just heard.13. Where did the man live before? (b)14. Where do two of the man’s roommates come from? (c)15. What problems did the roommates have? (d)Part CDirection: Listen to the passage three and fill in the blank with the missing word.(10 points) Listening is an important language skill. We must acquire this skill for success and enjoyment throughout our lives. Just think how much time we spend every day listening. We listen to the radio, television programs, concerts, tapes and disks. We also listen to teachers, friends, our family members and other people. The better we listen, the more we will succeed in our work and study. Listening is basically the understanding of words and the relationship between sentences. Bad listeners only listen to separate words and separate sentences. The try to understand every word and every sentence. This is impossible even when we listen in our own language. A good student will constantly examine his listening habits so that he can find out his strengths and weaknesses. In this way he can improve his listening skills. Part DDirections: You are going to hear three passages. Each will be read once. Listen carefully and choose the right answers to the questions you hear.(10 points) Passage 1Mr.and Mrs. Green were going abroad for their holidays. They had a dog called Blackie which they were very fond of, but they could not take him abroad with them, so they wanted to look for a good place to leave him while they were away. First they asked their neighbour Mrs. White for help. Then they called their colleague Mr. Black. But both of them said they would not be able to take Blackie. At last they found a dog care center which looked after dogs while their owners were away. The couple took Blackie there just before they left for their holiday, and sadly said goodbye to him. At the end of their holiday, they got back to England very late at night, and as they thought the center might be closed at that late hour, they decoded to wait until the next day before going to get Blackie. So the next morning Mr. Green got into his car and drove off happily to collect him. When he reached home with the dog, he said to his wife, “Do you know, dear, I don’t think Blackie can have enjoyed his time at the center very much. He barked all the way home in the car he wanted to tell me something.”as if h e wanted to tell me something.”Mrs. Green looked at the dog carefully and then answered,”You’re quite right, dear. He was certainly trying to tell you something. But he wasn’t trying to tell you that he hadn’t enjoyed his ell you that you were bringing the wrong dog home. This isn’t stay. He was only trying to tBlackie!”Questions 26 to 29 are based on the passage you’ve just heard.26.What do you know about Mr, Green? cd27.Where did Mr. and Mrs. Green leave Blackie while they were on holiday? c28.When did they come back from holiday? 29.Why did the dog bark all the way home? cPassage 2Barbara, a night duty nurse in the local hospital, was driving home in stormy weather. The road was icy and she had to drive very carefully. Suddenly she noticed that the car ahead of her had lost control on a patch of ice. In a minute, the car moved wildly, rolled over and then crashed sideways into a telephone pole. It was an emergency, Barbara realized at once. She stopped her car and threw open the door. Thank goodness she was a nurse--she might be able to help. Without delay, she ran towards the -school age were in the car. One, on crash site. It was worse than she’d feared. Two girls of hightthe passenger seat, had been killed instantly. The driver, however, was still breathing. She was unconscious though. Barbara quickly applied pressure to the wound in the teenager’s head while -- a broken leg, maybe two, along with probable internal her nurse’s eye took in the other injuries bleeding. But if help came soon the girl might remain alive. Meanwhile ,a truck had pulled up and the driver was calling for help on his cell phone. Soon Barbara heard the ambulance coming.A few moments later, rescue workers arrived. “Good job,” one said as he examined the girl’s wounds. “You’ve probably saved her life.”Questions 30 to 32 are based on the passage you’ve just heard.30.How were the weather and road conditions when the accident happened? d31.What did Barbara do to deal with the emergency? b32.What can we conclude from the story?dPassage 3Tow years ago I entered university. I was not excited but depressed. One reason was that the campus was not so large and so beautiful as I expected. Also I found many books in the library were out of date. Moreover, I was told that the job prospects of university graduates were not so promising. The other reason was that, although I was acquainted with a great number of new classmates, I feel uncomfortable communicating with them. Eventually I became silent. I seldom entered conversations with others. I was in low spirits. I didn’t truly know myself. At the end of the first semester I surprisingly found I did a poor job in the exams of almost all subjects. It was really a great shock to me. Then I decided to pluck up my courage and change my thinking, Now I spend several hours a day in the library to obtain new knowledge. I know that knowledge acquisition is very important to university students. I keep informed of what is going on in the world. I’ve also learned to help and care for others. I’m now lively and self-confident. I believe that my future is bright. Questions 33 to 35 are based on the passage you’ve just heard.33.How did the speaker feel when she entered university?c34.What was one of the reasons why the speaker didn’t like her university?d35.What can you learn about the speaker?cTest 2Part ADirections: You are going to hear eight short conversations between two speakers. Each will be read only once. After each conversation, a question will be asked what you are heard. Listen carefully and choose the right answer to the question you hear. (8points) 1.W:We are planning a trip to Hainan Island this winter vacation. Want to join us? (C) M: I would love to, but I will be working full-time in a restaurant. Q: What will the man do during the winter holidays? 2.W: How much are these notebooks? (B) M: They used to be 90centseach but now it is 1dollar and 50cents for two. Q: How much will the woman pay if she buys two notebooks? (C) 3.W: Why did not you call me last night Peter? M: I did .But your line was always busy. Q: What does the man mean? (D) 4.W: Excuse me, Professor Davis, could I talk to you about my paper now? M: I have a class in a few minutes. Why don not you come to my office after3tomorrow afternoon? Q: When will the woman see the professor? 5.M: Can I open savings account here? (A) W: I am sorry, you will have to step over to the managers desk. Q: What does the woman imply? 6.M:The supermarket down the street is selling everything half price.(D) W: Sounds like an idea time to buy some groceries. Q: What does the woman mean? (C) 7.W: Lots of people enjoy listening to pop songs. M: But that is the last thing I would ever want to do. Q: What does the man mean? 8.W: Some people are always after large, short-term profits. And they become victims of financial tricks. (A) M: Well, they should know that if something seems too good to be true ,it probably is. Q: What does the man think people should know? Part BDirections: You will hear two conversations. Each will be read once. Listen carefully and choose the right answers to the question you hear. (7 points) Conversations 1M: Are you feeling OK, Jane? You look pretty tired. W: Yeah, you are right, Mike. My sister and I had a birthday party for my brother last night. I didn’t get much sleep.M: Where did you have the party? W: It was at my aunt’s house. Then right after the party, I had to start a history paper that was due first thing this morning. I was kind of nervous because the professor said he wouldn’t accept any late papers. M: I don’t know how you do it. I can’t handle a pressure situation like that.W: Well, anyway I’ve turned the paper in, and now I’m going home to bed. See you later. Questions 9 to 12 are based on the conversations you’ve just heard.9.Who had a party ?(a)10.What was Jane do after the party ?(b)11.Why was Jane nervous ?(d)12.What does the man say that he is unable to do ?(b)Conversation 2W: Hi, Ed. Are you in town for another job interview? M: Yes, I’m pretty hopeful this time .I’ve just finished my second interview with this company. W: That sounds great. I hope it works out for you. But wasn’t it expensive just getting here?M: No, in fact the company is paying all my expenses. They’ve put me up in a hotel downtown. W: How nice! How many people are they interview? M: Well, they interviewed 16 the first time, and then four of us were chosen to come back for this interview. W: It sounds like you have a good chance to be selected then. M: I hope so. The manager told me he would call us on Monday. W: Well, I hope it goes well. John and I would love it if you’d come to this area to work.M: I would too. But my girlfriend doesn’t want to leave her family. She hopes I find a job close to home. W: Oh dear, what a decision. M: I’m trying to convince her of how good it is to live here. But anyway, I have to wait until Monday to find out whether I even have the chance. W: Good luck. Questions 13 to 15 are based on the conversations you’ve just heard.13.How does the man seem to feel after the interview?(d) 14.How many people have been asked for a second interview?(b) 15.What does the man’s girlfriend want?(d)Part cDirections: Listen to the passage three times and fill in the blanks with the missing words. (10points) Everyone knows the value of money. If you have a lot of money, you can make yourself very comfortable by having a fine house to live in, fashionable clothes to wear and delicious food to eat. With money you can do whatever you like. Money is so important and so useful that people are naturally keen on possessing it. But money can also be a source of evil. For the sake of money, some do not care about their means of getting it. They will steal, gamble, cheat and even kill to get money, profiting at the expense of their victims. It is true that money can bring people happiness. With money the basic necessities can be provided for. With money the theatre and other places of entertainment can be enjoyed. But in my opinion the truly happy are those who make money through their work and live with their income. In short, money is important and useful but in itself it has little value if it does not give people real happiness. Part D Directions: You are going to hear three passages. Each will be read once. Listen carefully and choose the right answers to the questions you hear.(10 points) Passage 1Nicholas Mac Mahon is a four-year-old child. He is studying at college because he is too intelligent for school. Nicholas has computer lessons at the West London Institute. He spoke well before he was one year old. At eighteen months he took telephone messages for his parents. At the age of two he began to learn French. The strange thing about Nicholas is that he taught himself to read before he could speak. His father said,“We knew immediately that he could read. When he could speak, he corrected my spelling.” When Nicholas went to school, his teachers just gave him pictures to color and toys to play with and didn’t have time to prepare special lessons for him. Nicholas tried two different schools, but he was bored and unhappy. Then his parents decided that he couldn’t stay at an ordinary school. But they had no idea what to do with him. Then the West London Institute offered to help. Nicholas spends some of his time there, and also studies at home. Now he reads newspapers every day, and he play the violin well. His father said, “Nicholas is our life. He is a clever child and we want to help him in every way.”Questions 26 to 29 are based on the passage you’ve just heard.26. Which adjective can best describe Nicholas? (b) 27. When did Nicholas learn to take telephone messages for his parents? (c) 28. What is Nicholas studying at college? (c) 29. Which of the following is true about Nicholas? (d) Passage 2Tom Johnson came to London from Scotland to start a new job as a hotel porter. He had rented a flat and was enjoying a simple but good life in London. However, it all ended suddenly when he because jobless and couldn’t pay the rent. Tom had to leave his rented home and found himself alone in a big city with no money or friends. After that, he had to beg for money in busy streets and sleep in parks. It was a sad and dangerous life indeed. Then one day his luck changed. He came across a man named Johnny Reid who opened a hotel and needed a porter. Johnny felt sorry for Tom and decided to give him a job as a porter and a room at his hotel. Tom was so excited. He said, “It’s nice to know that there are still kind people in the world. It is Johnny’s Kindness that saved me. Actually that’s a lesson for everyone. Some people think homeless people are lazy. W h y should we help them? Actually we don’t want to live on the streets, hy should we help them? Actually we don’t want to live on the streets, but we’re totally helpless. It’s so unpleasant especially when it’s cold and wet outside. So don’t be afraid to help someone in trouble. And please, don’t be rude or nasty to homeless people.”Questions 30 to 32 are based on the passage you’ve just heard.30. What happened when Tom lost his job? (c) 31. Who is Johnny Reid? (c) 32. What’s tom’s advice? (d) Passage 3There’s a lot of to learn about shopping. In my opinion not everyone is a good shopper. Some people spend a lot of time and money but bring back something not worth price they paid for it. Thus quarrels occur between husband and wives. So try to be a smart shopper. Here are some tips. First of all, before you go shopping, make a list of things that you are going to buy. It saves you time and keeps you from forgetting something. Secondly, try to locate where you can buy these things and find our prices. To do this, you can buy a local newspaper and read th e “sale” section in the classified advertisements. Once  in the classified advertisements. Once you’ve found something that you want, call t he store immediately and make sure that’s still the store immediately and make sure that’s still there. Cheap things and things of value usually sell very quickly. So try to be the first one to reach the seller. Thirdly, compare the prices of the same product in different stores, either by telephoning or visiting them. Lastly, it’s Lastly, it’s generally cheaper to shop in chain stores and supermarkets, Shops that remain  generally cheaper to shop in chain stores and supermarkets, Shops that remain open until quite late may charge rather higher prices in return for their longer hours for service. Questions 33 to 35 are based on the passage you’ve just heard.33.What does the passage mainly tell us?(b) 34.What does the speaker say we should do first before shopping?(d) 35.Where can we buy things cheap according to the passage?(c) 。

托福听力tpo54section1对话讲座原文+题目+答案+译文Conversation1 (1)原文 (1)题目 (3)答案 (5)译文 (5)Lecture1 (6)原文 (6)题目 (9)答案 (11)译文 (11)Lecture2 (13)原文 (13)题目 (15)答案 (17)译文 (17)Conversation1原文NARRATOR:Listen to a conversation between a student and the professor of her theater class.FEMALE STUDENT:So,Professor Baker…about our next assignment you talked about in.MALE PROFESSOR:Yes,this time you'll be in groups of three.Each of you will have a chance to direct the other two in a short scene from a play you've chosen yourself…FEMALE STUDENT:Right,and,well…I've been reading about story theatre,and…MALE PROFESSOR:Ah,story theatre.Tell me about what.FEMALE STUDENT:Well…it's a form of theater where folk-or fairy tales are acted out.It was,uh…introduced by the director Paul Sills,in the1960s.In Sills's approach, an actor both narrates and acts out a tale.So,like,someone will appear on stage, and then they'll start narrating a tale about,say,a king.And then the same person will immediately switch to and start acting out the role of the king.With no props or scenery.MALE PROFESSOR:Sills.Y'know,I actually saw his first story theatre production,in 1968.He did the fairy tale"The Blue Light."FEMALE STUDENT:Really?So…whatever gave him the idea to produce that?MALE PROFESSOR:Well…As you know,back in the late1960s lots of people in the United States were disillusioned with the government.Sills was grappling with how to produce theater that was…relevant in such times.Then he happened to read"The Blue Light,"and he realized it had just the message he wanted.See,in the story,a man who's lost all hope as a result of the unfortunate events in his life completely turns his life around…with the help of a magical blue light.So,the blue light in the story symbolizes a way out of seemingly unsolvable human problems. And for Sills,that light symbolized an answer to the political turmoil in the U.S.FEMALE STUDENT:But weren't you…um,audiences…bothered that the actors were performing on a bare stage?MALE PROFESSOR:Well,story theatre is a departure from traditional dramatic theater…with its realistic,elaborate props and scenery.But Sills could make us "see"…say,a big,tall mountain…through the facial expressions and body movements of the actors—and their telling of the story.We were all swept up,energized by such an innovative approach to theater—even if one or two of the critics weren't as enthusiastic.FEMALE STUDENT:Cool.So,uh,anyway…What I really wanted to ask…I'd love to try doing story theatre for my project,instead of just a scene from a traditional play.MALE PROFESSOR:Hmmm…That's possible—a-a short tale can be about the same length as a single scene…Which fairy tale would you do?FEMALE STUDENT:Actually,I was reading about another director of story theatre? Rex You know—he produces plays based on folk tales as well.Maybe I could direct one of those?MALE PROFESSOR:Ohhhhkay,yes—Rex Stephenson.Now,Stephenson's style of story theatre is a little different from Sills's—He'll use simple props…a chair will represent a mountain…but the significant difference is with the narrator…the narrator will play only that role.Let's talk about why…题目1.Why does the student go to see the professor?A.To learn about the background of a director who was discussed in classB.To ask permission to use a specific type of theater for her class assignmentC.To discuss the symbolism in a play she wants to use for her assignmentD.To find out what scenery she is allowed to use in presenting her assignment2.Why does the professor discuss the political environment in the United States in the1960s?A.To compare events at that time to events that occurred in one of Stephenson's playsB.To suggest that the woman do additional research on that period of United StateshistoryC.To point out why political themes are common in folk and fairy talesD.To explain Sills's inspiration for his first story theatre production3.According to the professor,what does the blue light in the fairy tale called The Blue Light represent?A.A plan that is impossible to followB.A conflict between two opposing forcesC.A solution to complex problemsD.A question that has no clear answer4.What is the professor's opinion about Sills's production of The Blue Light?A.He thinks that it was an inventive and powerful performance.B.He believes that the use of some props would have enhanced the performance.C.He thinks that the theme is even more relevant today than it was in the1960s.D.He believes that it was less effective stylistically than some of Stephenson's plays.5.According to the professor,what is the most important difference between Stephenson's and Sills's style of story theatre?A.The actor who plays the role of the narrator plays only that role in Stephenson's productions.B.The actors wear elaborate costumes in Stephenson's productions.C.The stage settings are realistic in Stephenson's productions.D.Political themes are avoided in Stephenson's productions.答案B DC A A译文旁白：请听一段学生和教授关于戏剧课的对话。

Unit 1 The Fame GameWarming UpAudio ScriptM: You’re telling me that you’d rather be famous than be respected as a good person?W: Well, I don’t know. It’s just that I see all these famous people on TV, and well, it’s hard not to want the same thing for myself – attention, love from millions of people…M: Love? Do you think people actually love celebrities? I don’t think so! The public enjoys watching famous people get into trouble even more than they like watching them succeed. Besides, being a famous person means never having time to yourself – appear before crowds, having people follow you around 24-7. Believe me, it isn’t fun.W: You talk as if you know something about celebrity. Were you ever famous?M: You know the old saying “Everything has his 15 minutes of fame”? Well, I expect to have my 15 minutes someday. But I don’t expect to like it.(Words: 148) 1. F 2. T 3. NGListeningUnderstanding Short ConversationsAudio Scripts1.W: You don’t really seem interested in painting pictures, so why did you apply to this art program?M: To be honest, I thought that through art, I could become famous. Pretty stupid, huh? Q: What can be inferred from this conversation?2.W: You have everything you ever wanted! But why do you look so blue?M: Ah, man, I discovered that all those things – money, fame, and the lot – are all empty. And in trying to get them, I ignored my art.Q: Why is the man not happy?3.W: Hey, Marty. What’s the matter, pal? When you first started writing, you did so much better work. Are you bored or something?M: I know my work is suffering, but I don’t know the reason. I don’t seem so interested anymore. Maybe, as you said, I am bored. Who knows?Q: What are the speakers talking about?4.W: Is it true what they say about the director? Does he really work for art, not for fame? M: That’s what people say, and I’m inclined to believe them. He certainly hasn’t sold out to the cheap film companies.Q: What can be inferred from the conversation?5.W: What’s on the schedule for tonight’s show? Something I’m likely to enjoy?M: You might like it – a story about a dancer who sells his soul to become famous and then loses his friends, family, and everything important.Q: What is tonight’s show about?6.W: Isn’t that man who won an Academy Award for his cartoon artwork?M: What? That tramp? Hey, you know, I think you’re right. Man, what happened to him? He was really famous!Q: What happened to the artist at last?7.W: Look! Look! Look! Look at me, Dad! I’ve done it! Success, money, popularity…The world is at the tip of my fingers and I feel like a queen!M: Sweetheart, I think you need to cool down a bit. Don’t let all of this success go to your head.Q: What has happened to the woman?8.W: Get a grip on yourself! Don’t you dare quit your job! Y ou really think you can succeed as an actor? Do you really think you can become famous?M: I don’t think I need to be famous to succeed. I’m sure I can get work as an extra and then maybe move on to more interesting roles.Q: What are the speakers talking about?9.W: Hey, you! Watch out! Where’s your head? Walking in front of cars like that?M: Huh? Ah! Oh! Sorry, I mean… thanks, I just received word from my agent that my book is to be published. Isn’t it wonderful? Sorry I was daydreaming about the fame to come and forget to look at the traffic.Q: Where is the conversation taking place?10.W: Thanks for coming in. I loved your work, but I wish it looked more like your previous pieces.M: God! I knew it! Complaints from my teacher, my mother… even my doctor! And now, my boss? Since I became famous, no one will let me change!Q: What is the relationship between the speakers?1. A2. C3. B4. B5. D6. B7. A8. C9. C 10. DUnderstand a Long ConversationAudio ScriptM: There’s only one thing in life worse than being talked about, and that’s not being talked about.W: That was said by Oscar Wilde, wasn’t it?M: That’s right. You’re pretty smart.W: I have my moments. But I’m afraid that I won’t remember anything else for your test tomorrow.M: Well, let’s have a run-through. First, what can you remember about Wilde?W: The basics, obviously – British, 19th century writer… He was gay, wasn’t he?M: That’s right. And he actually went to jail for it.W: Why? There must’ve been many gays in English at the time. Why was he singled out to be put in prison? Or, were the English throwing all gays in jail?M: No, not everyone. But things were different for Wilde. A famous person, like him, isn’t free to do what he likes. People paid more attention to his actions. There were reporters, and everything that he said and did was watched carefully.W: Yeah? It might’ve been better for him if he wasn’t famous.M: Maybe. But, then again, if he wasn’t well-known, we might not have his wonderful stories today. (Words: 190)1. What are the speakers talking about? A2. What did Oscar Wilde say? B3. What is the probable relationship between the speakers? A4. Why was Oscar Wilde treated differently? C5. What can be inferred from the conversation? BUnderstanding a PassageAudio ScriptYou young people go crazy over famous people. Will you listen to me when I tell you your generation is wrong about this? Let me use an example to illustrate my point to you.Marilyn Monroe, you might not even know who she is. Back in my day, when I was your age, she was a big movie star. But she wasn’t born a movie star, no sir. She was a simple girl with beauty and innocence until she went to Hollywood to make movies. That’s right. Instead of living out a simple life of integrity and hard work or trying to develop a respectable name in her profession, she sought fame. Well, I’ll tell you, she got her wish. She made her movies –All About Eve in 1950, Gentlemen Prefer Blondes in 1953, Some Like It Hot in 1959, and more. She got into trouble throughout – drugs, abuse… All of this came crashing down on her head, and she died at an early age in 1962. Sad, really.I hope that this example shows you the dangers of fame. Believe me, it’s best just to live a simple life. (Words: 190)1. What is the man talking about? A2. What is TRUE according to what you hear? A3. Why did Monroe go to Hollywood? D4. When was Some Like It Hot made? B5. Why is the man telling this story? CUnderstanding a Radio ProgramAudio ScriptIt was the royal wedding we remember best of all. Twenty-five years ago tomorrow, Prince Charles married Lady Diana Spencer in London’s St. Paul’s Cathedral. CBS News correspondent Randall Pinkston looks back to the perfect day which didn’t turn out happily ever after.It was the wedding of the century, watched by over half-a-million people in Britain, and the worldwide audience of a staggering 750 million. The young bride, peering out smilingly from her glass coach, would become the most famous woman in the world, and change the monarchy forever. But that was in the distant and tragic future. On this day in July, 1981, joy filled the land.This was a moment in history, that, you know, that Prince Charles was going to be king and she was going to be his queen. She was so young, and so beautiful. And she had already sort of got a stranglehold on the hearts and minds of the people.British journalist Victoria Mather was one of the wedding guests that fabled day.“What do you remember most about that day?”“I remember most that it was just exactly like anybody else’s wedding. That, the bride’s mom wore a flowery hat. You know, and there was the naughty little bridesmaid; the bridegroom looked nervous; and the bride fluffed her lines. I mean it was just so like anybody else’s wedding, it was just writ large.Like the train of Diana’s wedding gown, which seemed to go on forever. Elizabeth Emanuel, with her then-husband David, designed the dress. Right after the wedding, they received a phone call.“It was Diana, and we, we couldn’t believe it, and she had phoned to thank us for making her wedding dress and saying she left so beautiful in it.”(Words: 295)1. Charles, prince of England, married in St. Paul’s Cathedral.2. Victoria Mather was a guest at the wedding ceremony.3. Diana’s mother wore a hat with flowers at the wedding.4. The bridesmaid is remembered as having been naughty.5. David Emanuel was one of the designers of the wedding dress.Speaking: Speaking Practice : Audio ScriptMoney, awards, and attention often come with fame. For some people, these things have a corrupting influence. They cling to their fame, seek to make more money, and stop being creative. This wasn’t the case with Marie Curie, one of the greatest scientists in history.Curie became the first woman to win a Nobel Prize in 1903. This did not stop her from continuing to work and make even more discoveries and inventions. For her ceaseless efforts and scientific discoveries, Curie earned her second Nobel Prize in 1911. She was the first person ever to receive two Nobel Prizes. Fame was never a burden to Curie.It wouldn’t have been surprising has Curie become a millionaire. She did not and never thought of money! Instead of patenting her work, she allowed other scientists to use it freely so they could also help mankind. She also donated 2 grams of radium for research work. And during World War II, she was a volunteer in hospitals, helping them make use of radiation. (Words: 171)Key for Reference:In light of Marie Curie’s example, we are asked to say something of fame. Curie set a high standard for famous people. Having achieved fame, she continued her work. Not only that, but she remained unselfish. Though she could’ve earned greater riches and enjoyed a more comfortable life, she didn’t. She put others first, and she put her work before herself. She lived and died for her work, and nothing more could be asked of a person. Her example shows us two things. First, it shows that there is nothing wrong with fame. Fame is a symbol of success in one’s career. When on has achieved it, fame shows that a person has done well. It can even encourage people to work even harder, to do even better work. Following this idea, people can have a positive attitude toward fame – not making it a burden, but avoiding the corruption that can occur because of it. Second, Curie’s example shows us what a person should do in the face of fame. So many people, after they have become famous, allow themselves to be corrupted. After becoming famous, they stop working hard or they take making money as their goal. It is clear that in doing this they have not acted well in the face of fame. These corrupted individuals should look at the life of Curie. Famous people, after having proven themselves well, should continue doing well. Whether it is in the arts or in the sciences, accomplishment and selfless devotion to work should continue. In this way, the world will become better for all people.Listening and SpeakingListening and SummarizingAudio ScriptPeople often say that being famous is a hassle. I don’t see why. From what I’ve seen, from people on TV and in movies, having fame is a never-ending joy. Right here, I’d like to introduce the reasons behind my thought.Firstly, famous people enjoy a status that other people simply don’t have. W ith this higher status, famous people can enjoy such pleasures as getting a table at a crowded restaurant whenever they want one. People look up to and respect those with fame.Secondly, famous people receive attention from others. How often do you feel ignored and unheard by others? Famous people don’t have this problem. When they speak, people listen.Thirdly, famous people can often use their fame to make money. They can bring attention to products and receive money for doing so, or they can act in movies.I, for one, would like to be famous. And I suspect that even people who are against fame would secretly like to be famous too.(Words: 166)Reasons why being famous is good1. Famous people have high status.2. Famous people receive attention.3. Famous people can make money.HomeworkSupplementary ListeningTask 1Audio ScriptW: How important are friends to you, Bill?M: That’s kind of a strange question for this setting, don’t you think so?W: Well, the teacher hasn’t come in yet, class hasn’t begun, and I was just wondering about it. So, what do you think about friends?M: I’ve never regarded them as particularly important. Perhaps that’s because I come from a big family –two brothers and three sisters, and lots of cousins. That’s what’s really important to me. What about you, Emma?W: My situation, you know, is different, so I have different ideas. To me friendship… having friends… people I know I can really count on… to me that’s the most important thing in life. It’s more important even than love. If you love someone, you can always fall out of love again, and that can lead to a lot of hurt feelings and bitterness. But a good friend is a friend for life.M: In my mind, a friend is someone who likes the same thing as you do, with whom you can argue without losing your temper, even if you don’t always agree with him.(Words: 188) Task 11. What are the speakers talking about? D2. What has the man always thought? A3. What can be inferred from the conversation? B4. What does the man think about friends? B5. Where is the conversation taking place? ATask 2Audio ScriptAt the age of 41, Clark Gable, one of Hollywood’s biggest actors, enlisted in the army, serving in World War II. Gable’s postwar films were, for the most part, disappointing, as was his 1949 marriage. Dropped by both his wife and his studio, Gable ventured out as a freelance actor in 1955, quickly becoming the highest paid actor in Hollywood. He again found happiness with his fifth wife and continued his career in such critical failures as Teacher’s Pet, released in 1958. In 1960, Gable was signed fro the “modern” Western, The Misfits. The troubled and tragic history of this film has been well documented, but, despite the on-set tension, Gable took on the task uncomplainingly, going so far as to perform several grueling stunt scenes involving wild horses. The strain of filming, however, coupled with his ever-robust lifestyle, proved too much for the actor. Clark Gable suffered a heart attack two days after the competition of The Misfits and died in 1960 at the age of 59, just a few months before the birth of his first son. Most of the nation’s newspapers announced the death of Clark Gable with a four-word headline: “The King is Dead.”(Words: 198)Task 21. What is this passage about? C2. When did Gable become a freelance actor? A3. What can we know about Gable from the passage? B4. What is described as being “tragic” in the passage? B5. What can be inferred from the passage? ATask 3Audio ScriptNursing at Beth Israel Hospital produces the best patient care possible. If we are to solve the nursing 1) shortage, hospital administration and doctors everywhere would do well to follow Beth Israel’s example.At Beth Israel, each patient is 2) assigned to a primary nurse who visits at length with the patient and constructs a full-scale health account that covers everything from his or her medical history to his or her emotional state. Then, the nurse writes a care plan, one that is not only 3) centered on the patient’s illness but also one which includes everything else that is necessary.The primary nurse stays with the patient throughout his or her 4) hospitalization, keeping track of his or her progress and seeking further advice from the doctor. If a patient at Beth Israel is not responding to 5) treatment, it is not uncommon for the nurse to propose another approach to the doctor. What the doctors at Beth Israel have in the primary nurse is a true 6) colleague.Nursing at Beth Israel also involves a 7) decentralized nursing administration; every floor and every unit is a self-contained organization. 8) There are nurse-managers instead of head nurses; in addition to their medical duties, they do all their own hiring and firing, and employee advising. They even make salary recommendations. Each unit’s nurses 9) decide among themselves who will work what shifts and when.Beth Israel’s nurse-in-chief ranks as 10) an equal with other vice presidents of the hospital. The nurse-in-chief is also a member of the Medical Executive Committee, which in most hospitals includes only doctors.(Words: 257)。