基礎(chǔ)綜合英語聽力材料-邱東林

1、目錄Unit one Education3*Part one Problems with us Education*3Listening Script one3Listening Script two4*Part two Arts Education *5Listing script one5Listening Script two6*Part Three graduate education*7Listening Script one7Listening Script two8Unit two love9*Part One Romance*9Listening script one9List

2、ening script two10*Part Two Eternal love*12Listening script one12Listening script two13*Part Three The Power of Love*15Listening script one15Listening script two16Unit Three Health18*Part One Is Overweight a Problem?*18Listening script one18Listening script two19*Part Two New Four Food Group*20Liste

3、ning script one20Listening script two21*Part Three There Are Worse Things than Dying*22Listening script one222 / 107Listening script two24Unit four technology25*Part one cell phone*25Listening script one25Listening script two26*Part two internet*27Listening script one27Listening script two28*Part th

4、ree computer giants*30Listening script one30Listening script two31Unit Five Success and Happiness32*Part one Success Is a Choice*32Listening Script one32Listening Script two33*Part Two Can We Find Happiness*34Listening Script one34Listening Script two35*Part Three The Sweet Success of Branding*36Lis

5、tening Script one36Listening Script two38Unit Six Globalization40*Part one Three Eras of Globalization*40Listening Script one40Listening Script two40*Part Two Globalization and China*41Listening Script one41Listening Script two42*Part Three Globalization and Inequality*43Listening Script one43Listen

6、ing Script two44Unit Seven Plagiarism45*Part one Defining Plagiarism*45Listening Script one45Listening Script two45*Part Two Plagiarism in College*46Listening Script one46Listening Script two47*Part Three Avoiding Plagiarism*48Listening Script one48Listening Script two49Unit Eight Patriotism50*Part

7、one My Chinese Heart*50Listening Script one50Listening Script two51*Part Two Comments on Patriotism*52Listening Script one52Listening Script two53*Part Three Pride of the Nation*53Listening Script one53Listening Script two54Unit one Education*Part one Problems with us Education*Listening Script one

8、When I was in college I had an English major and for a while 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 s

9、eem to happen and have happened for a long time in our educational system.Uh . people don't 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. I've always felt that a lot of

10、classes that youre forced to take in 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 they're the same person. Everything is very generalized. Theres a lot of uh . theres a lo

11、t of pressure on students to be as well-rounded as 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 . t

12、he right thing on the math section of SAT, even if they are brilliant 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 vocatio

13、nal education, uh . which means that the kids go out to a technical or 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 the

14、yre below them. Theres a lot of stratification. Um . at any rate I feel that the 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

15、sad to me. I actually had kids tell me when I was teaching them, “yaknow, were the just bad 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 limi

16、ting, uh the teachers never try to do anything creative with those classes. I think that many of the kids 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 twoMargaret Warner: Mr. Unz. Why d

17、o you believe that bilingual education should be scrapped?Ron Unz: Well, the overwhelming practical evidence 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

18、 lot of immigrant Latino parents in downtown LA, who had to begin a public boycott of their local elementary school 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 progr

19、am in California, where the statistics are dreadful.Margaret Warner: Mr. Lyons.Janies Lyons: It is not the case that 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 m

20、ade it possible for children to have continuous development in their native language, while they're in the process of learning English, something that doesn't hap pen overnight, and its made it possible for children to learn math and science at a rate equal to English-speaking children while

21、 theyre in the process of acquiring English.Margaret Warner: Mr. Unz, what about that point for these children who don't speak English well they will fall behind in the basic subjects if they can't be taught those in Spanish, or whatever language? I shouldnt say just Spanish, but whatever th

22、eir familys language is.Ron Unz: Thats a very reasonable point. And to the extent that were talking about older children. 14 or 15 year olds who come to the United States, don't know any English and are put in the public schools I think a very reasonable case can be made for bilingual education.

23、 I dont know if its correct, but at least you can make a case for it. But most of the children we're talking about enter California 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

24、 or cutting and, you know, with paper and that type of thing. And at that age children can learn another language so quickly and easily that the only reasonable thing to do is to put them in a program where they're taught English as rapidly as possible and then put into the mainstream classes wi

25、th the other children so they can move forward academically.Margaret Warner: There is something to that point, isnt there, Mr. Lyons, that very 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

26、like a native English speaker. But the research shows that actually adults are much more efficient and quicker language learners than children because they're working from a broader linguistic base, a greater conceptual base. I really take objection to what Mr. Unz is saying that children at the

27、 age of five, six, and seven are only coloring and cutting out paper. That isn't going to lead to the high standards.*Part two Arts Education *Listing script oneInterviewer: Professor Gardner, what did you find in your studies to be the biggest difference between arts education in the United Sta

28、tes 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 in China. US youngsters love to explore and think that they explore very well; and yet, without the requisite discipline, their produ

29、cts 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 exactly what they want children to be able to do and they know how to get the desired behaviour and performance in almost perfect

30、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 very well. Before visiting China, I had thought that young people must always begin with a period of free exploration, before

31、 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; what is important is that one has a significant period for exploration, either before, during, or after one

32、 has acquired some discipline.Interviewer: As you might have noticed, these days after-school classes in music, dance, painting and calligraphy are very popular in China, although many of the "young emperors" might not be so willing to learn all these "extra skills." What's y

33、our 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 years of history of encouraging talent development, so it is not at all a surprise that many kids are taki

34、ng 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 punishment. By and large, those grown up students who continue their area of talent are those who use

35、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 experiences rapid modernization and internationalization. How do you balance arts education in schools

36、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 media, community centres, and outdoor installations. Very often children learn much more c

37、omfortably 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 providing history and cultural background whereas museums might provide the opportunity t

38、o learn about special topics, or probe into a topic more deeply.Listening Script twoAnn: Do you find theres much opportunity. to do other things, besides studying, during term- time? I mean, if you have a, a very academic course, you say the social life is good, but you might not always have time to

39、, 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 newspapers and . all I want to do on the social side. Yes

40、Go to dances and so, on.Ian: But then you work till five in the morning, dont you? LaughterTony: Lets not bring personalities into this!Ann: D'you think that a lot of students, are interested in producing things like newspapers and plays and writing poetry?Tony: No, but a lot of students like to

41、 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 you had five hundred students going along to the Drama Club on the first week of term . they try and mount two productions out of five hundred people. Itd

42、 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 the confidence to show the work they do. I think a lot of stu

43、dents 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 own or something, but they were asked to write som

44、ething 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 shouldnt do it, because they think they won

45、t 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 something, you can arrange it

46、. 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 on working,

47、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, wit

49、hin the 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 c

50、all free time. You know, 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. M

51、m. and its quite unpleasant.*Part Three graduate education*Listening Script oneDaniel Denecke: Hello and welcome! Thank you for the opportunity to speak to so many of you about the issues facing graduate education today.Virginia: Hi, Daniel. My company recently hired a lot of PhDs. Many have good re

52、search skills, but no social skills and no working experiences besides academic experiences. Maybe universities can do a better job to address this issue.Daniel Denecke: This is something that graduate deans are beginning to address now through various professional development programs.At the master

53、s level, there are many “professional masters degrees” that combine core, curricular content of a traditional degree with internships and workshops in “soft skills” such as communication, presentation, lab and budget management, etc. New York, N.Y.: Hello Daniel. Isnt it a little disingenuous to tal

54、k about how we need to protect Americas huge production of PhDs when America cant employ many of those PhDs? When the academic job market is so tight, it seems like perhaps we need to do a better job of screening people out of doctoral programs, rather than accepting so many who will only be disappo

55、inted when they cant get the jobs they want.Daniel Denecke: Some disciplines (History, for example) have attempted to address this by limiting enrollments.My own opinion is that a graduate degree is not only about preparing students for a “job” slot that already exists. Graduate degrees are giving people the high level cognitive skills and advanced thinking that will enable them to be flexible and to adapt to an economic world where jobs are always changing. This is why China and India and Europe are so aggressively building up their graduate degree progr