基础综合英语听力材料--邱东林.pdf

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1、Comprehensive English for graduates 1 目录 Unit one Education.3*Part one Problems with us Education*.3 Listening Script one.3 Listening Script two.4*Part two Arts Education*.5 Listing script one.5 Listening Script two.6*Part Three graduate education*.7 Listening Script one.7 Listening Script two.8 Uni

2、t two love.9*Part One Romance*.9 Listening script one.9 Listening script two.11*Part Two Eternal love*.12 Listening script one.12 Listening script two.14*Part Three The Power of Love*.15 Listening script one.15 Listening script two.16 Unit Three Health.18*Part One Is Overweight a Problem?*.18 Listen

3、ing script one.18 Listening script two.19*Part Two New Four Food Group*.20 Listening script one.20 Listening script two.22*Part Three There Are Worse Things than Dying*.23 Listening script one.23 Comprehensive English for graduates 2 Listening script two.25 Unit four technology.26*Part one cell phon

4、e*.26 Listening script one.26 Listening script two.27*Part two internet*.28 Listening script one.28 Listening script two.29*Part three computer giants*.31 Listening script one.31 Listening script two.31 Unit Five Success and Happiness.33*Part one Success Is a Choice*.33 Listening Script one.33 Liste

5、ning Script two.34*Part Two Can We Find Happiness*.35 Listening Script one.35 Listening Script two.36*Part Three The Sweet Success of Branding*.37 Listening Script one.37 Listening Script two.39 Unit Six Globalization.41*Part one Three Eras of Globalization*.41 Listening Script one.41 Listening Scri

6、pt two.41*Part Two Globalization and China*.42 Listening Script one.42 Listening Script two.43*Part Three Globalization and Inequality*.44 Listening Script one.44 Listening Script two.45 Comprehensive English for graduates 3 Unit Seven Plagiarism.46*Part one Defining Plagiarism*.46 Listening Script

7、one.46 Listening Script two.46*Part Two Plagiarism in College*.47 Listening Script one.47 Listening Script two.48*Part Three Avoiding Plagiarism*.49 Listening Script one.49 Listening Script two.50 Unit Eight Patriotism.51*Part one My Chinese Heart*.51 Listening Script one.51 Listening Script two.52*

8、Part Two Comments on Patriotism*.53 Listening Script one.53 Listening Script two.54*Part Three Pride of the Nation*.55 Listening Script one.55 Listening Script two.56 Unit one Education*Part one Problems with us Education*Listening Script one When I was in college I had an English major and for a wh

9、ile I considered going into teaching.While I was exploring the possibility of becoming a teacher,I did a lot of thinking about the way that the education system in the United States is run.And I disagree with a lot of the ways that things seem to happen and have happened for a long time in our educa

10、tional system.Comprehensive English for graduates 4 Uh.people dont seem to recognize various kinds of intelligence;they seem to just want to give standardized tests and peg you for what you are capable of very early on your education.Ive always felt that a lot of classes that youre forced to take in

11、 high school are not really geared towards what you are going to be doing.Theres very little emphasis on your own special interests.Uh.everybodys sort of treated like theyre the same person.Everything is very generalized.Theres a lot of uh.theres a lot of pressure on students to be as well-rounded a

12、s possible.I think being well-rounded isnt really possible because it becomes impossible to develop any one part of yourself,um.to any great degree.And as a result people cant get into good colleges if they,yaknow,havent,yaknow,scored the.the right thing on the math section of SAT,even if they are b

13、rilliant writers,and vice versa.You know,um.people just really are not given a chance,I think,in a lot of cases.Another thing that really disturbs me is the way that students are separated from each other.I got involved with vocational education,uh.which means that the kids go out to a technical or

14、trade school for part of the week,and then they come back to the home school for the other part of the week and they take their academic classes.However,those kids are kept separate from the rest of the school almost as if theyre below them.Theres a lot of stratification.Um.at any rate I feel that t

15、he kids are very aware of the way that theyre perceived by the educators,by their teachers and,yaknow,by their peers.And I think that it.it causes them to act in a way that.is.not really optimal.And thats pretty sad to me.I actually had kids tell me when I was teaching them,“yaknow,were the just bad

16、 class;we.yaknow,its not that we have a problem with you personally;yaknow,we are just bad.We are bad kids”because pretty much that was what they felt they were.And yaknow,their classes were very limiting,uh the teachers never try to do anything creative with those classes.I think that many of the k

17、ids in that class were intelligent,but never actually realized their potential because of the way they were tracked very early on their education.Listening Script two Margaret Warner:Mr.Unz.Why do you believe that bilingual education should be scrapped?Ron Unz:Well,the overwhelming practical evidenc

18、e is that bilingual education has failed on every large scale case thats been tried in the United States,in particular in California.The origins of this initiative was the case last year of a lot of immigrant Latino parents in downtown LA,who had to begin a public boycott of their local elementary s

19、chool to try to force the school to give their children the right to be taught English,which the school was denying.And I think that really opened my eyes to the current state of the program in California,where the statistics are dreadful.Margaret Warner:Mr.Lyons.Janies Lyons:It is not the case that

20、 bilingual education is failing children.There are poor bilingual education programs,just as there are poor programs of every type in our schools today.But bilingual education has made it possible for children to have continuous development in their native language,while theyre in the process of lea

21、rning English,something that doesnt hap pen overnight,and its made it possible for children to learn math and science at a rate equal to English-speaking children while theyre in the process of acquiring English.Margaret Warner:Mr.Unz,what about that point for these children who dont speak Comprehen

22、sive English for graduates 5 English well they will fall behind in the basic subjects if they cant be taught those in Spanish,or whatever language?I shouldnt say just Spanish,but whatever their familys language is.Ron Unz:Thats a very reasonable point.And to the extent that were talking about older

23、children.14 or 15 year olds who come to the United States,dont know any English and are put in the public schools I think a very reasonable case can be made for bilingual education.I dont know if its correct,but at least you can make a case for it.But most of the children were talking about enter Ca

24、lifornia or America public schools when theyre five or six or seven.At the age of five years old,the only academic subjects a child is really doing is drawing with crayons or cutting and,you know,with paper and that type of thing.And at that age children can learn another language so quickly and eas

25、ily that the only reasonable thing to do is to put them in a program where theyre taught English as rapidly as possible and then put into the mainstream classes with the other children so they can move forward academically.Margaret Warner:There is something to that point,isnt there,Mr.Lyons,that ver

26、y young children do absorb languages very quickly?James Lyons:They absorb certain facets of language very quickly.They learn to speak in an unaccented form like a native English speaker.But the research shows that actually adults are much more efficient and quicker language learners than children be

27、cause theyre working from a broader linguistic base,a greater conceptual base.I really take objection to what Mr.Unz is saying that children at the age of five,six,and seven are only coloring and cutting out paper.That isnt going to lead to the high standards.*Part two Arts Education*Listing script

28、one Interviewer:Professor Gardner,what did you find in your studies to be the biggest difference between arts education in the United States and arts education in China?What struck you most,then?Gardner:I was so struck by the differences between arts education in the United States and arts education

29、 in China.US youngsters love to explore and think that they explore very well;and yet,without the requisite discipline,their products are typically of little interest except perhaps to their doting parents.Education in all of the arts in China is very precisely prescribed.Teachers and parents know e

30、xactly what they want children to be able to do and they know how to get the desired behaviour and performance in almost perfect fashion.On the other hand,there is little free exploration.But I must add another surprise.When young children in China were given a novel task in the arts,they performed

31、very well.Before visiting China,I had thought that young people must always begin with a period of free exploration,before they begin to acquire discipline and skills.After visiting China and thinking about what I had seen,I came to a different conclusion.It is not important that one explore first;w

32、hat is important is that one has a significant Comprehensive English for graduates 6 period for exploration,either before,during,or after one has acquired some discipline.Interviewer:As you might have noticed,these days after-school classes in music,dance,paint-ing and calligraphy are very popular i

33、n China,although many of the young emperors might not be so willing to learn all these extra skills.Whats your opinion on this?Gardner:The fewer children you have,and the more resources at your disposal,the more likely you are to give your children every form of enrichment.China has thousands of yea

34、rs of history of encouraging talent development,so it is not at all a surprise that many kids are taking after-school arts classes.But what children do when their parents push them,is very different than what they do when they grow up,and their parents are no longer in control of the rewards and pun

35、ishment.By and large,those grown up students who continue their area of talent are those who use the talent professionally and those who gain intrinsic pleasure from the activity.Interviewer:In recent years,art museums and community arts centres have been mushrooming in China as the country experien

36、ces rapid modernization and internationalization.How do you balance arts education in schools and arts education beyond school Walls?Gardner:It is entirely to the good that students now have opportunities to learn about the arts outside of class in museums,in childrens palaces,through the electronic

37、 media,community centres,and outdoor installations.Very often children learn much more comfortably and personally in what we call“informal educational settings.”Optimally,there should be a division of labour between schools and informal settings.As just one example:Schools could focus more on provid

38、ing history and cultural background whereas museums might provide the opportunity to learn about special topics,or probe into a topic more deeply.Listening Script two Ann:Do you find theres much opportunity.to do other things,besides studying,during term-time?I mean,if you have a,a very academic cou

39、rse,you say the social life is good,but you might not always have time to,er,enjoy it,if you.have a lot.Ian:Not being a very academic course,I wouldnt know.Ann:How about you,Tony?Tony:I suppose.a business course isnt particularly academic,if you like,but,er,I certainly find quite enough time to do n

40、ewspapers and.all I want to do on the social side.Yes Go to dances and so,on.Ian:But then you work till five in the morning,dont you?Laughter Tony:Lets not bring personalities into this!Ann:Dyou think that a lot of students,are interested in producing things like newspapers and plays and writing poe

41、try?Tony:No,but a lot of students like to have those things and a few students like to do them.This is why,I mean if you hadout of a college of,what is it,fifteen hundred students if Comprehensive English for graduates 7 you had five hundred students going along to the Drama Club on the first week o

42、f term.they try and mount two productions out of five hundred people.Itd be absolutely impossible.Yet,there are those,the sufficient people to see,what is it,twenty,thirty people,doing those productions.Its the same with the newspaper.Ann:Yes.But erm,I think this is because more students havent got

43、the confidence to show the work they do.I think a lot of students write things and paint,in the background,and just dont like to er.Ian:Er,I think,I think myself,theyre just not interested,in You don sort of taking part in joint efforts.They prefer just to erm,well,they might write poetry on their o

44、wn or something,but they were asked to write something for a newspaper,they wouldnt be interested.Ann:Is this because the courses are too difficult?They have too much academic work,as I said before?Tony:I think its all psychological,to bring a nice big word into it!Erm.those students think they shou

45、ldnt do it,because they think they wont have Mm time and so on.I think this is the thing.Its not a question of not having enough time.Its just organizing it.I mean,Ian says I stay up till five in the morning or whatever,you know,never go to bed till two.Yes You can,if you,if youre determined to do s

46、omething,you can arrange it.You can say,“Okay,Ill do the newspaper between lectures finishing at four,or whatever,and go home at six”,and you have two hours a day on the newspaper,say.You know,Yes just,say,this is a way of organizing things.A lot of other students will say at four,“Oh dear,I must go

47、 on working,but before that I must have a break”.And they spend two hours in a coffee bar.Okay,this laughter is the way they want to organize their time.Yes They spend it.you know.its just that I want to do it doing newspaper,whereas other students want to drink coffee.Ann:So,in other words,students

48、 have an awful lot of freedom of choice on how they organize their social life and how they organize their working life,how they spend their money.And I think this is erm,one of the ideal things about being a student.Ian:Youre not tied down by anything.You just do more or less as you please,within t

49、he framework of going to lectures,or the majority of lectures.Ann:Yes,thats right,I mean,I,I have worked before and erm.although I had,theoretically,a lot more free time.erm.it was only within certain hours,you know,after working hours,and at weekends,Mm and this isnt what I call free time.You know,

50、I mean,at the moment with lectures,you can take off two or three hours during the afternoon and go to see an art exhibition.Whereas if youre.erm,working all week,you have to restrict it to weekends when the art gallery is.crowded with the weekend trippers and,Mm.Mm.and its quite unpleasant.*Part Thr