視聽說聽力原文lesson1-13

1、lesson 1 napoleontoday, i m going to talk to you about one of the most importanthistorical figures in european history: napoleon bonaparte. letby talking about his early life. napoleon was born in 1769 on the islandof corsica. when he was only 10 years old, his father sent him tomilitary school in f

2、rance. napoleon was not a very good student inmost of his classes, but he excelled in mathematics and militaryscience. when he was 16 years old,he joined the french army. in thatyear 1785,he began the military career that would bring himfame ,power,riches and finally defeat. napoleon became a genera

3、l inthe french army at the young age of 24. napoleon had many victorieson the battlefield but he also became involved in french law andpolitics. and in 1804, at the age of 35,he became the first emperor of the france.napoleon was many things. he was, first of all, a brilliant militaryleader. his sol

4、diers were ready to die for him. as a result, n.won manymilitary victories. at one time he controlled most of europe, but somecountries, including england, russia, and austria fought fiercely againsthim. his defeat “ his end ” came when he decided to attack russia. in this military campaign against

5、russia, he lost most of his army.一deserted by his family andthe great french conqueror died alone friends in 1821. napoleon was only 51 years old when he died.lesson 2 pompeiithe lecture for this class is about the city of pompeii. a natural disaster occurred there almost 2000 years ago.today many r

6、ich people who live in large metropolitan areas such as beijing, paris and new york leave the city in the summer. they go to the mountains or to the seashore to escape the city noise and heat.2,000 years ago, wealthy romans did the same thing.they left the city of rome in the summer. many of these w

7、ealthy romans spent their summers in the city of pompeii, a beautiful city, located on the bay of naples.in the summer of the year 79 c.e., a young roman boy who later became a very famous roman historian was visiting his uncle in p. the boy name was pliny the younger. one day pliny was looking up a

8、t the sky. he saw a frightening sight. it was a very large dark cloud. this black cloud rose high into the sky. what pliny saw was the eruption of the volcano called mount vesuvius.rock and ash flew through the air. the city of p . was at the foot of mt. v. when the volcano first erupted, many peopl

9、e were able to get out of the city and to escape death. in fact, 18,000 people escaped the terrible disaster. unfortunately, there was not enough time for everyone to escape. more than 2,000 people died. these unlucky people were buried alive under the volcanic ash.the eruption lasted for about 3 da

10、ys. when the eruption was over, p . was buried under 20 feet of volcanic rock and ash. the city of p . was forgotten for almost 1,700 years.in the year of 1748 an italian farmer was digging on his farm. as he was digging, he uncovered a part of a wall of the ancient city of p. soon archaeologists be

11、gan to dig in the area. as time went by, much of the ancient city of p. was uncovered. today tourists come from all over the world to see the ruins of the famous city of pompeii.lesson 4 roller coasterlet's talk about the physics involved in a ride on a roller coaster. i'm sure many of you h

12、ave taken a ride on a roller coaster. a simple roller coaster consists of a frame with a track on it. the track is very much like a train track, this track goes over a series of hills and around curves. it follows a path that ends at the same place it started. a train of cars travels around on this

13、track, very fast. the cars have two sets of wheels. one set of wheels rolls on top of the track, and the others set of wheels rolls below the track. the wheels below the track keep the fast moving cars from coming off the track, roller coaster cars as you probably know don't have any motors or e

14、ngines. instead, a chain pulls the cars up the first, tallest and steepy staff hill, this is how the ride begins. then, at the top of the hill the chain comes off the cars and gravity takes over. gravity pushes the cars down the other side of the hill. the taller and steeper the first hill is, the f

15、aster the ride will be. and the farther the cars will travel. as the cars rolled downhill they gained speed. the cars have enough speed and energy to send them up the next hill. as the cars near the top of the second hill they begin to slow down. but then, the cars reached the top of that hill, and

16、start down the other side. gravity again pushes them toward the ground. this process repeats on each hale. okay, so let's go over this process again. first, the cars are pulled by a chain up the first highest hill. then they go down a very steep slope, at this point, there is enough energy to pu

17、ll the cars up and over the next hill. when they reached the bottom of that hill, there is enough energy to climb the next hill, the roller coaster cars lose energy as the ride continues. so, the hills have to be smaller toward the end of the track, finally we roll to a stop on ground level right wh

18、ere we began.lesson 5 language: how children acquire theirswhat i ' lie to talk to you about today is the topic of child language development. i know that you all are trying to develop a second language, but for a moment, let 'thsnk about a related topic, and that is: how children develop th

19、eir first language.what do we know about how babies develop their language and communication ability? well, we know babies are able to communicate as soon as they are born,even before they learn to speak their first language.at first, they communicate by crying. this crying lets their parents know w

20、hen they are hungry, or unhappy, or uncomfortable. however, they soon begin the process of acquiring their language. the first state of language acquisition begins just a few weeks after birth. at this stage, babies start to make cooing noises when they are happy. then, around four months of age the

21、y begin to babble. babies all over the world begin to babble aroundthe babblingthe same age, and they all begin to make the same kinds of babbling noises. now, by the time they are ten months old, however, of babies from different language backgrounds sounds different. for example, the babbling of a

22、 baby in a chinese-speakinghome sounds different from the babbling of a baby in an english-speaking home. babies begin a new stage of language development when they begin to speak their first words. at first, they invent their own words for things. for example, a baby in an english-speaking home may

23、 say-baba ii for the word bottle ii or - kiki ii for cat. ii in the next few months, babies will acquire a lot of words. these words are usually the names of things that are in the baby ' s environment, words for food or toys, for example. they will begin to use these words to communicate with o

24、thers.for example, if a baby holds up an empty juice bottle and then says juice, ii to his father, the baby seems to be saying, i want more juice,daddy ii or may i have more juice, daddy? this word juice ii is really a one-word sentencenow, the next stage of language acquisition begins around the ag

25、e of 18 months, when the babies begin to say two-word sentences. they begin to use a kind of grammar to put these words together. the speech they produce is called telegraphic ii speech because the babies omit all but the most essential words. an english-speaking child might say something like daddy

26、, up ii which actually could mean daddy, pick me up please. ii then, between two and three years of age, young children begin to learn more and more grammar. for example, they begin to use the past tense of verbs. the children begin to say things such as 一walked home ii and - i kissed mommy. ii they

27、 also begin to overgeneralize this new grammar rule and make a log of grammar mistakes. for example, children often say such thins as-1 goed to bed nstead of i went to bed, ii or i eated ice cream ii instead of i ate ice cream. ii in other words, the children have learned the past tense rule for reg

28、ular verbs such as walk ii and kiss, ii but they haven t learned that they cannot use this rule for all verbs. some verbs like 一eat ii are irregular, and the past tense forms for irregular verbs must be learned individually. anyway, these mistakes are normal, and the children will soon learn to use

29、the past tense for regular and irregular verbs correctly. the children then continue to learn other grammatical structures in the same way.if we stop to think about it, actually it' s quite amazing how quickly b and children all over the world learn their language and how similar the process is

30、for babies all over the world.do you remember anything about how you learned your first language during the early years of your life? think about the process for a minutewhat was your first word? was it mama ii or maybe papa ii ? now think also about the process of learning english as a second langu

31、age. can you remember the first word you learned in english? i doubt that it was mama. ii now, think about some of the similarities and differences involved in the processes of child and adult language learning. we ll talk about some similarities and differences in the first and second language lear

32、ning processes tomorrow. see you then.lesson 7 robotswhen people think about a robot, they often picture a machine that look ssomething like a human being. however,that 'not always the case.mo st robots do not look much like a human being at all, they look like machi nes becausethat 'what mo

33、st of them are- industrial machines.today,i ' igoingto talk mostly about industrial robots usedin industry. theseare robots that do work that for humans would be physicallydema nding, repetitive, dangerousor very boring. most industrial robots work on in an assemblyline in a factory. forexample,

34、 a robot might put liz on j ars of fruits or start boxesforshaping. in a car factory, robotic arms on an assembly line join the parts of a car together; other robots tighten the b oats on the car 'wheelsor paint the car.thereare thousandsof robots p utting carstogether in plan. theserobots are v

35、ery precisewhen repeating a task. forexample,they always tighten boats with the sameexact amount of force. theyalwaysmove a heavy engine to exactly where it sh ould be and they always put ahold in the exact same place in every car d oor hour after hour. theseare examplesof robots doing the work huma

36、n s could do but the robots are doing the work more efficiently and precise ly.so,just how do robots work? todo its job a robot first needs a control s ystem. this control system directs the robots mechanical parts. the contr ol systemof a robot is sort of speak-a robot brain. so how does a robot le

37、arn which action to do first and whi ch of its moving part needs to do that action? a robot learns its job with the help and guidance of a human being. to teach an industrial robot to do something, first a person must usea handheld computer. the computer is used to guide the robot s arm and hand thr

38、ough the motions it needs to do. then, the robot stores exact movem ent in its computer memory. the robot has sensorsto gather information , so now the robot will use its sensorsto direct its actions. the robot tells its moving part what to do and then it performs the action. for example, to pick up

39、 and move a box, the robot first finds the box, next it decides t he weight of the box. then it decides how much force is needed to lift an d move the box, and finally, it finds the correct place to put the box dow n. it repeats the processover and over until it's turned off. it does the sa me j

40、ob until it is given the job and new program to follow. some scientiststhink that robots of the future will be smarter than today's robots. they mayalsolook more human like or even animal like. in fact, they may wo rk and think more like humans do. theindustrial robots we've been talki ng ab

41、out sofartoday are automatic robots.theyare known asautomatic robots becausethey haveprogram to follo w aspecificseriesof movement. usually,they haveparts that move but t heyreallydon't travel around. on the other hand, an autonomous machi ne canchangeitsbehavior in relation to its surroundings.

42、 forexample, an autonomous robot with wheelsor legsto move around canchangedirec tion when it sensesthat there are something in its way.arobot suchas candetect the movement of people nearby. it can move to avoid bump ing into sb. coming toward it. asthmacaneven learn to dance by followi ng the movem

43、ents of a dancer next to it. i don't know whether or when people would welcome autonomousmachines or human like robots. i gu essthat we will not only think about that in the future. we need to think about how we will interact with our global doctor: robal teacher, robal p et, or even our robal f

44、riend.lesson 8 a tidal wavea tidal wave is a very large and very destructive wall of water that rushes in from the ocean towards the shore. many scientists call these wavestsunami. in japanese tsunami means“storm wave. ” but do you know thatidal are not caused by storms and that they are not true ti

45、dal at all? a true tidal is the regular rise a waves and fall of ocean waters, at definite times each day, but a tidal wave comes rushing in suddenly and unexpectedly. a tidal wave is caused by an underwater earthquake. theword “seaquake ” is made up of two words, the word“sea ” which me“oceana”nd t

46、he word “ quake ”“.toquake ” means “toshake ”or “totremble. ” when a seaquake takes place at the bottom of the ocean, the ocean floor shakes and trembles, and sometimes the ocean floor shifts. it is this shaking that produces the tidal wave. the tidal wave begins to move across the sea at great spee

47、d.tidal waves have taken many human lives in the past. today scientists can predict when a tidal wave will hit land. they use a seismograph to do this. a seismograph is an instrument that records the strength, the direction, and the length of time of an earthquake or seaquake. it is not possible to

48、hold back a tidal wave, but it is possible to warn people that a tidal wave is coming. this warning can save many lives.lesson 9 levels of languagetoday i want to talk about levels of language usage. you probably havenoticed that people express similar ideas in different ways, depending on the situa

49、tion they are in. this is very natural. all languages have two general, broad categories, or levels of usage: a formal level and an informal level. english is no exception. i m not talking about correct aincorrect english. what i m talking about are two levels of correct english. the difference in t

50、hese two levels is the situation in which you use a particular level. formal language is the kind of language you find in textbooks, reference books such as encyclopedias, and in business letters.for example, a letter to a university would be in formal style. you would also use formal english in com

51、positions and essays that you write in school. people usually use formal english when they give classroom lectures or speeches and at ceremonies such as graduations. we also tend to use formal language in conversations with persons we don t know well or wpeople we have a formal relationship with, su

52、ch as professors, bosses, doctors, friends of our parents , strangers, etc. informal language is usedin conversations with colleagues, family and friends, and when we write personal notes or letters to close friends, as well as in diaries, etc.formal language is different from informal language in s

53、everal ways. however, today i m going to talk only about a couple of ways. first of all, formal language tends to be more polite. interestingly, it usually takes more words to be polite. for example, i might say to a friend or familymember, "close the door, please", but to a stranger or so

54、meone in authority i probably would say "would you mind closing the door" or "excuse me, could you please close the door" using words like "could" and "would" makes my request sound more polite, but also more formal.another difference between formal and inform

55、al language is some of the vocabulary. there are some words and phrases that belong in formal language and others that are informal. let me give you a couple of examples of what i mean. let s say "i m just crazy about soccer!" but if i were talking to my supervisor or a friend of my parent

56、s , i would prosay "i really enjoy soccer" or "i like soccer very much". let s sasomeone some news i heard about the police arresting a criminal. to my friend i might say "the cops bagged the crook". to my parents friemight say "the police arrested the thief".

57、although the line between formal and informal language is not always clear and although people are probably less formal today than in the past, it is useful to be aware that these two levels, or categories, do exist. the best way for a non-native speaker of english to learn the difference is to obse

58、rve the different ways english speakers speak or write in different situations. television newscasters, your college professors in class, your doctors in their offices, etc, will usually speak rather formally. however, your classmates, teammates, family members, friends, etc. will generally speak in

59、 an informal fashion. the difference can be learned over time byobserving and interacting with native speakers.lesson 10 power: the kinds people use and abuse john mack, who is the author of a book about power, says that the need for a sense of personal power is one of the primary forces in human life. on the other hand, he also says that a feeling of powerlessness is one of the most disturbing of human emotions a feeling to be avoided at all costs. just what is power?psychologists define power as the ability to determine or to change the actions or behav