高级英语视听说1听力

Chapter 1 Napoleon：From Schoolboy to Emperor

Napoleon was a French soldier who became emperor of France. He was born in 1769 on the island of Corsica. When he was only 10 years old, his father sent him to military school in France. N. wasn’t a very good student in most of his classes, but he excelled in mathematics and military science. When he was 16 years old, he joined the French army. In that year he began the military career that brought him fame, power, riches, and, finally, defeat. N. became a general in the French army at the young age of 24. Several years later, he became the emperor of the French Empire. N. was many things. He was, first of all, a brilliant military leader. His soldiers were ready to die for him. As a result, N. won many, many military victories. At one time he controlled most of Europe, but many countries, including England, Russia, and Austria fought fiercely against him. His defeat –his end –came when he decided to attack Russia. In this military campaign against Russia, he lost most of his army. The great French conqueror died alone -- deserted by his family and friends –in 1821. N. was only 51 years old when he died.

Postlistening A. The Comprehension Check 1. Recognizing Information and Checking Accuracy 1. When was Napoleon born? (a) 2. What kind of student was Napoleon in most of his classes? (d) 3. What did Napoleon's military career bring him? (d) 4. When did Napoleon become emperor of the French Empire? (d) 5. One reason that Napoleon won many military victories was that his soldiers were ready to fight to the death for him. (T) 6. Austria and Russia fought fiercely against Napoleon, but England did not. (F England also fought against him.) 7. Many of Napoleon's family and friends were with him when he died. (F He died alone and deserted by his family and friends.) 8. Napoleon died before he reached the age of 52. (T) Listening Factoid#1 The cause of Napoleon's death at the age of 51 on the island of St. Helena is still a mystery. There is no doubt that a very sick man at the time of his death. One theory about the cause of his death is that he had stomach cancer. Another theory is that he was deliberately poisoned by a servant. This third theory suggests that he was poisoned, but not by his servant. This third theory suggests that that he was poisoned, accidentally by fumes from the wallpaper were analyzed and traces of arsenic were found in it. Arsenic is powerful poison that was used in some of the dyes in wallpaper

during the time that Napoleon lived. More than 170 years after his death, people are still speculating about the cause of his death. Listening Factoid #2

1. Ten people who speak make more noise than 10,000 who are silent.

2. In politics, stupidity is not a handicap.

3. A man will fight harder for his interests than for his rights.

4. Men of genius are meteors intended to burn to light their century.

5 . I know, when it is necessary, how to leave the skin of the lion to take the sk in of the fox.

6. History is the version of past events that people have decided to agree upo n.

7. It is success which makes great men.

Chapter 2 Pompei i：Destroyed, Forgotten, and Found Today many people who live in large metr opolitan areas such as Paris and New York leave the city in the summer. The y go to the mountains or to the seashore to escape the city noise and heat. O ver 2,000 years ago, many rich Romans did the same thing. They left the city of Rome in the summer. Many of these wealthy Romans spent their summers in the city of Pompeii. P. was a beautiful city; it was located on the ocean, on t he Bay of Naples. In the year 79 C.E., a young boy who later became a very f amous Roman historian was visiting his uncle in P.. The boy’s name was Pliny the Younger. One day Pliny was looking up at the sky. He s aw a frightening sight. It was a very large dark cloud. This black cloud rose hig h into the sky. Rock and ash flew through the air. What Pliny saw was the eru ption – the explosion -- of the volcano, Vesuvius. The city of P. was at the foot of Mt. V.. When the volcano first erupted, many people were able to flee 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 days. When the eruption was over, P. wa

s buried under 20 feet of volcanic rock and ash. The city of P. was buried and forgotten for 1,700 years. In the year of 1748 an Italian farmer was digging o n his farm. As he was digging, he uncovered a part of a wall of the ancient city of P.. Soon archaeologists began to excavate – to dig -- in the area. As time went by, much of the ancient city of P. was uncovered. Today tourists from all over the world come to see the ruins of the famous city of Pompeii. Postlistening A. The Comprehension Check

1. Recognizing Information and Checking Accuracy

1. At what time of the year did wealthy Romans like to visit Pompeii? (in the s ummertime)

2. In what year did Pliny pay a visit to his uncle/s house in Pompeii? (in 79 C.

E.)

3. What did Pliny see when he was looking out over the Bay of Naples one da y? (a large dark cloud)

4. Where was Pompeii located in relation to Mt. Vesuvius? (Pompeii was locat ed at the foot of Mt. Vesuvius.)

5. When did an Italian farmer discover a part of an ancient wall of Pompeii? {i n 1748)

6. Rome was located at the foot of Mt. Vesuvius. (F Pompeii was located at th

e foot o

f Mt. Vesuvius.)

7. Most of the people of Pompeii were able to flee the city and to escape deat

h. (T)

8. Pompeii was buried under two feet of volcanic ash. (F Pompeii was buried under 20 feet of volcanic ash.)

9. Pompeii lay buried and forgotten between 79 C.E. and 1748. (T)

10. The Italian farmer was looking for the ancient city of Pompeii. (F The farm er was digging on his farm.)

11. Tourists come to excavate the city of Pompeii, (F Tourists come to see the ruins of the ancient city of Pompeii.)

Listening factoid #1

In 1951, an Australian pilot prevented his plane form being shot down-by flak form a volcano. The plane was flying over a volcano in Papua, New Gu inea when the volcano suddenly erupted. It sent ash and flak 36,000 feet into t

he air.

Bits of stone pounded against the plane’s wings and fuselage, but the pilot kept control and flew the plane to safety. In cidentally, almost 3,000 people on the ground died as a result of the eruption of this volcano. Listening factoid #2

Pliny the Younger saw the eruption of Mount Vesuvius form a distance. On the day of the eruption, the boy’s uncle Pliny the Elder was in command of a Roman fleet which was not far of f the shore of Pompeii. On seeing the remarkable eruption of Mt. Vesuvius, Pli ny the Elder, who was a great naturalist, sailed to shore to take a look at the e ruption of the mountain. On his approach to the shore, he was met by a show er of hot cinders which grew thicker and hotter as he advanced. He finally lan ded on the shore, and went to a house away form the beach. He even went to sleep, but later in the night, the servants woke him up. By then, the house ha d begun to rock so violently that Pliny and everyone in his household left the h ouse and went toward the beach to escape. Tying pillowcases on their heads, and using torches to light the way, they groped their way to the beach. But it was too late for Pliny the Elder. Apparently, he became tired and lay down on the ground to rest. But when he lay down on the ground, he died. His death w as probably due to carbon dioxide poisoning. Since CO2 is heavier than air, it hugs the ground and makes it impossible to breathe when one is close to the ground. It is likely that others in the area also died of carbon dioxide poisoning if they lay down to rest on the ground below Mt. Vesuvius.

Chapter 4 The Internet: How it Works

The Internet consists of millions of computers, all linked together into a gigantic network. Now every computer that is connected to the Internet is part of this network and can communicate with any other connected computer. In order to communicate with each other, these computers are equipped with special communication software. To connect to the Internet, the user instructs the computer’s communication software to contact the Internet Service Provider, or ISP. Now an Internet Service Provider, or ISP, is a company that provides Internet service to individuals, organizations, or companies, usually for a monthly charge. Local ISPs connect to larger ISPs, which in turn connect

to even larger ISPs. A hierarchy of networks is formed. And this hierarchy is something like a pyramid, with lots of small networks at the bottom, and fewer but larger networks moving up the pyramid. But, amazingly, there is no one single controlling network at the top. Instead, there are dozens of high-level networks, which agree to connect with each other. It is through this process that everyone on the Internet is able to connect with everyone else on the Internet, no matter where he or she is in the world. How does information that leaves one computer travel through all of these networks, and arrives at its destination, another computer, in a fraction of a second? The process depends on routers. Now routers are specialized computers whose job is to direct the information through the networks. The data, or information, in an e-mail message, a Web page, or a file is first broken down into tiny packets. Each of these packets has the address of the sender and of the receiver, and information on how to put the packets back together. Each of these packets is then sent off through the Internet. And when a packet reaches a router, the router reads its destination address. And the router then decides the best route to send the packet on its way to its destination. All the packets might take the same route or they might go different routes. Finally, when all the packets reach their des tination, they are put back into the correct order. To help you understand this process, I’m going to ask you to think of these packets of information as electronic postc ards. Now imagine that you want to send a friend a book, but you can send it only as postcards. First, you would have to cup up each of the pages of the bo ok to the size of the postcards. Next, you would need to write your address an d the address of your friend on each of these postcards. You would also need to number the postcards so that your friend could put them in the correct order after he receives the postcards. After completing these steps, you would put all the postcards in the mail. You would have no way to know how each postc ard traveled to reach your friend. Some might go by truck , some by train, som e by plane, some by boat. Some might go by all 4 ways. Now along the way, many postal agents may look at the addresses on the postcards in order to de cide the best route to send them off on to reach their destination. The postcar ds would probably arrive at different times. But finally, after all of the postcard

s had arrived, your friend would be able to put them back in the correct order and read the book. Now this is the same way that information is sent over the Internet using the network of routers, but of course it happens much, much fa ster!

Postlistening A. The Comprehension Check

1. Recognizing Information and Checking Accuracy 1. What is the Internet? (d )

2. What is a router? (c)

3. What is carried on every tiny packet of information that travels through the I nternet? (d)

4. What is a router compared to in the lecture? (b)

5. The Internet is controlled by one gigantic ISP. (F There is no one controlling network at the top)

6. Routers can send the packets of information in one e-mail massage over m any different routes to their destination. (T)

7. The lecturer compares the tiny packets of information that travel through th

e Internet to electronic postcards. (T)

Listening factoid #1

Jeff Hancock, a scientist at Cornell University, asked 30 students to keep a co mmunication diary for a week. The students wrote down the numbers of conv ersations they had either face-to-face or on the telephone and the number of e-mail exchanges they had, both regular e-mails and instant messages, that l asted more than 10 minutes. They also wrote down the number of lies they ha d told in each conversation or e-mail exchange. When Jeff Hancock analyzed the students’ communication records, he found that lies made up 14 percent o f e-mails, 21 percent of instant messages, 27 percent of face-to-face conversa tions, and 37 percent of phone calls.

His findings surprised some psychologists, who thought it would be easier to li e in e-mail than in real-time conversations. One explanation is that people are less likely to lie when there will be a record of their lies, such as in an e-mail. Listening factoid #2

If you have an e-mail account, you have no doubt been spammed. That is, yo

u have received unsolicited e-mail from someone you don’t know, someone who is usually trying to sell you something!

Most people say that they hate spam. For many people, spam mail is just a nu isance, but for businesses it’s very expensive, as their employee waste considerable working time going th rough and deleting span. According to Message Labs, a company that provide s e-mail security, 76% of the world’s e-mail is spam and it costs businesses approximately $12 billion dollars a ye ar. According to a survey by Commtouch Software, another anti-spam compa ny, in the last few months the number of spam attacks increased by 43%. The ir report predicts that within two years, 98% of all e-mail will be spam!

Chapter 5 Language: How Children Acquire Theirs

What I’d lie to talk to you about today is the topic of child language development. I kn ow that you all are trying to develop a second language, but for a moment, let’s think about a related topic, and that is: How children develop their first langu age. What do we know about how babies develop their language and commu nication ability? Well, we know babies are able to communicate as soon as th ey are born―even before they learn to speak their first language. At first, they communicate by crying. This crying lets their parents know when they are hungry, or unhap py, or uncomfortable. However, they soon begin the process of acquiring their language. The first state of language acquisition begins just a few weeks afte r birth. At this stage, babies start to make cooing noises when they are happy. Then, around four months of age they begin to babble. Babies all over the wo rld begin to babble around the same age, and they all begin to make the same kinds of babbling noises. Now, by the time they are ten months old, however, the babbling of babies from different language backgrounds sounds different. For example, the babbling of a baby in a Chinese-speaking home sounds diffe rent 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 word s. At first, they invent their own words for things. For example, a baby in an En glish-speaking home may say ―baba‖ for the word ―bottle‖ or ―kiki‖ for ―

cat.‖ In the next few months, babies will acquire a lot of words. These words a re usually the names of things that are in the baby’s environment, words for food or toys, for example. They will begin to use thes e words to communicate with others. For example, if a baby holds up an empt y juice bottle and then says ―juice,‖ to his father, the baby seems to be saying, ―I want more juice, Daddy‖ or ―May I have more juice, Daddy?‖ This word ―juice‖ is really a one-word sentence. Now, the next stage of language acquisi tion begins around the age of 18 months, when the babies begin to say two-w ord sentences. They begin to use a kind of grammar to put these words toget her. The speech they produce is called ―telegraphic‖ speech because the babies omit all but the most essential words. An English-speaking child might say something like ―Daddy, up‖ which actually could mean ―Daddy, pick me up, please.‖ Then, between two and three years of age, youn g 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 ―I walked home‖ and ―I kissed Mommy.‖ They also begin to overgeneralize this new grammar rule a nd make a log of grammar mistakes. For example, children often say such thi ns as ―I goed to bed‖ instead of ―I went to bed,‖ or ―I eated ice cream‖ instead of ―I ate ice cream.‖ In other words, the children have learned the past tense rule for regular verbs such as ―walk‖ and ―kiss,‖ but they haven’t learned that they cannot use this rule for all verbs. Some verbs like ―eat‖ are irregular, and the past tense forms for irregular verbs must be learne d individually. Anyway, these mistakes are normal, and the children will soon l earn to use the past tense for regular and irregular verbs correctly. The childre n 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 babies and children all over the world learn their l anguage and how similar the process is for babies all over the world. Do you remember anything about how you learned your first language during the earl y years of your life? Think about the process for a minute. What was your first

word? Was it ―mama‖ or maybe ―papa‖? Now think also about the process of learning English as a second lang uage. Can you remember the first word you learned in English? I doubt that it was ―mama.‖ Now, think about some of the similarities and differences involved in t he processes of child and adult language learning. We’ll talk about some similarities and differences in the first and second language learning processes tomorrow. See you then.

Postlistening A. The Comprehension Check

1. Recognizing Information and Checking Accuracy 1. At what age do babies begin to communicate? (a)

2. Which of the following is an example of ―telegraphic‖ speech? (b)

3. At what age do children begin to use the past tense? (c)

4. At four months of age the babbling of babies sounds the same all over the world. (T)

5. A baby’s first words are usually words that he or she inverts. (T)

6. A child uses only vocabulary and no grammar before about two years of ag

e. (F He/she actually used a kind of grammar in making two-word sentences a t about 18months of age.)

7. Children probably say ―I goed‖ instead of ―

I went‖ because they hear their parents say this. (F Children say ―I goed‖ instead of ―I went‖ because they are overgeneralizing the grammar rule for the regular pa st tense verbs to the irregular verb ―go.‖)

Listening Factoid #1

Have you ever wondered about what the world's original language was? Or w hether children would begin to speak if they never heard language? Well, mor e than 2,500 years ago, an Egyptian pharaoh asked himself the same questio ns. He had the idea that children who didn't hear adults speaking any languag e would begin to speak the world's "original language." So he had two newbor n babies of poor parents taken away from them. He gave the babies to a shep herd to take care of. No one was allowed to speak to them. About two years la ter, the shepherd reported to the pharaoh that the children were making a sou nd like "bekos." This sound "bekos" sounded like the word for bread in the Phr ygian language, so the pharaoh concluded that Phrygian was the original lang

uage in the world. There was only one problem with the pharaoh's conclusion. He overlooked the fact that "bekos" sounded very much like the noise that sh eep make!

Listening factoid #2

Do you know that grownups use baby talk? Why? To help babies learn to spe ak David Sacks, a linguist, says that, "babies in their first year of life learn to s peak-first in baby talk, then with the rudiments of genuine vocabulary-by imitat ing the speech sounds they hear around them. (Often these sounds are add ressed to the baby in an exaggerated, singsong form; for example, "How did y ou sleeeep? " which apparently helps the child to learn.) But some scholars h ave theorized that language in the nursery is partly a two-way street and that certain family-related words in English and other tongues were formed original ly-perhaps prehistorically-in imitation of baby talk. Such words are easy for ba bies to pronounce. The parent will say to the baby, "Say dada" and so the wor

d "dada" retains a secur

e place in the language. What are these words that ar

e easy to say? While the words vary from language to language, in English th ey are some o

f the "ba," "da," "ma," and ―pa" words.

The earliest speech sounds out of an infant's mouth, sometimes as earl y as the second month of life, might typically be pure vowels. The sounds "ah, " "ee," and "oo" are said to predominate among babies all over the world, with "ah " as the earliest and most frequent sound. The infant's next step, usually b egun before four months of age, is to float a consonant sound in front of the v owel: "ma-ma-ma," the sound of pure baby talk.

新世纪大学英语(第二版)学术英语视听说教程第2册Unit3_听力原文

Whether you love it or hate it, work is a major part of most people ' s lives everywhere in tl world. America ns are no excepti on. America ns might compla in about “ blue Mon day, ” whe n the' have to go back to work after the weeke nd, but most of them put a lot of importa nee on their job, not only in terms of money but also in terms of ide ntity .In fact, whe n America ns are in troduced to a new pers on, they almost always ask each other, “ What do you do? ” They are really ask ing, “ What is your job or profession? ” Today, however, we won ' t look at work in terms of what work means socially or psychologically. Rather, um, we ' re going to take a look at work in the United States today in three differe nt ways. First, we ' ll take a historical look at work in "America. Uh, we ll do that by look ing at how things cha nged for the America n worker from the year 1900 to the year of the latest statistics, 2010. That is, from the begi nning of the twen tieth cen tury to rece nt times. Then we ' ll look at how U.S. workers are doing today. And after that, we ' ll take a loo some possible reas ons for the curre nt econo mic situati on. And fin ally, we ' ll look at what peop are saying about what the government should and should not do in order to improve the country ' s economy. As we look at the changes over the last century or so, we ' re going to use a lot of statistics to describe these changes. First, let ' consider how the type of work people were involved in cha nged. At the beg inning of the twen tieth cen tury, in 1900, about 38 perce nt of the workforce was involved in agriculture; that is, they worked on a farm. By the end of the century, only 3 percent still worked on farms, and by 2010, only about 1 percent worked in agriculture. There was also a large decrease in the number of people working in industry, that is, in making, or manufacturing, things in factories. The number of workers in industry is down from over 30 perce nt in 1900 to just over 22 perce nt in 2010. While the number of people in agriculture and manufacturing industries went down, the number of people in the services went up. As you may know, services, rather than goods or products, provide other less con crete things that people n eed. A few examples in clude educati on, health care, transportation, tourism, banking, advertising, and legal services. Cafes, restaurants, and fast-food outlets like McDonald ' s are part of the service sector, as are retail sales jobs, driving taxis, and pump ing gas. The services workforce jumped from 31 perce nt of the workforce in 1900 to 77 perce nt in 2010. Let ' s recap the numbers: in 1900, 38 percent in agriculture; 31 percent in industry; and 31 percent in services. In 2010, about 1 percent in agriculture; 22 percent in industry; and 77 perce nt in services. To put things into perspec tive, let ' s compare the United States today to China, where the picture is very differe nt. From your experie nee, would you expect China to have more workers in agriculture or in industry? Well, it may or may not surprise you, but in China, agriculture takes up only 10 perce nt of the workforce, in dustry a huge 47 perce nt, and services 43 perce nt. Figures for the entire world are somewhere between China ' s and the United States ' figures: 6 percent, 31 percent, and 63 percent for agriculture, industry, and serv ices, respectively. Let ' s get back to the changes in the U.S. workforce in the last century or so. There are just two more points I wan ted to bring up. First, child labor was not unu sual at the beginning of the twentieth century. In 1900, there were 1,750,000 children aged 10 to 15 working full-time in the labor force. This was 6

新编大学英语视听说教程4听力原文及答案

视听说4 听力原文及答案 Unit 1 Leisure activities Part 1 listening one Ever wish you could do magic tricks, or introduce yourself as “magician” at a party? Imagine, everybody wants to have fun, but nothings’ really happening, it’s time for you to show one of your new tricks. Here, you can learn how, and without any need for special materials or much practice. A trick with a coin, a handkerchief and a friend: Put the coin on your palm. Cover the coin with the handkerchief. Ask several people to put their hands beneath the handkerchief and feel the coin, to make sure that it is still there. Then take the corner of the handkerchief and pull it rapidly off your hand. The coin has gone! How? You must make sure the last friend who feels the coin knows the trick and removes the coin when he seems to be just feeling it. And nobody knows where it has gone! A trick with a piece of paper and a pencil: Tell your friend that you can communicate your thoughts without speaking to other people. Write on the piece of paper the word No. Don't let your friends see what you have written. Say, "Now I will communicate this word into your minds." Pretend to concentrate. Ask them if they know what is written on the paper. They will say, "No!" And you say, "Quite correct! I wrote No on the paper!" A trick with an egg and some salt: Ask your friends to stand the egg upright on the table. They won't manage to do it. Say that you can speak to the chicken inside. Say, "Chicken! Can you hear me? Get ready to balance your egg!" When you first get the egg back from your friends, pretend to kiss the egg at the base. Make the base wet. Then put the base into salt which is in your other hand. The salt will stick to the egg. Then put the egg on the table. Twist the egg around a few times as this will arrange the grains of salt. Then it will stand up. Don't forget to thank the chicken. Questions: 1.What does the magician ask people to do in the first trick 2.What happens to the coin? 3.How does the magician prove that he can communicate his thoughts to the audience in the second trick? 4.What is the first step to make the egg stand upright? 5.What else is needed to make the egg stand upright? Keys: 1. B 2. C 3. C 4. A 5. D

高级英语视听说(上册)听力原文

United 2 A plan to build the world's first airport for launching commercial spacecraft in New Mexico is the latest development in the new space race, a race among private companies and billionaire entrepreneurs to carry paying passengers into space and to kick-start a new industry, astro tourism. The man who is leading the race may not be familiar to you, but to astronauts, pilots, and aeronautical engineers –basically to anyone who knows anything about aircraft design –Burt Rutan is a legend, an aeronautical engineer whose latest aircraft is the world's first private spaceship. As he told 60 Minutes correspondent Ed Bradley when he first met him a little over a year ago, if his idea flies, someday space travel may be cheap enough and safe enough for ordinary people to go where only astronauts have gone before The White Knight is a rather unusual looking aircraft, built just for the purpose of carrying a rocket plane called SpaceShipOne, the first spacecraft built by private enterprise. White Knight and SpaceShipOne are the latest creations of Burt Rutan. They're part of his dream to develop a commercial travel business in space. "There will be a new industry. And we are just now in a beginning. I will

大学通用学术英语视听说教程(理科)unite3psychology原文及答案

Unit 3 Psychology C. Listening Exercise Listen to a conversation and choose the best answers to the questions you hear. 1. What do you know about Harry’s dog Fido? A. He doesn’t like his master any more. B. He has just moved to a new place. C. He gets up late every morning. D. He has been quite nervous and restless. 2. What does Jenny suggest Harry should do? A. He should take Fido to the vet. B. He should put Fido on medication. C. He should take Fido for a walk. D. He should let Fido play fetch. 3. What do you think Harry will do to his dog? A. He will take his dog for a walk everyday. B. He will consult a scientist for a test on his dog. C. He will try his best to perk up his dog. D. He will put his dog on medication. 4. What does the scientific research tell us? A. Dog emotions are quite similar to the emotions of humans. B. Dogs should be put on medication whenever they are ill. C. The brain of humans is more complicated than that of dogs. D. Antidepressants cannot be used as medication for dogs. 5. Which of the following is NOT true according to the conversation? A. Jenny may have a different idea towards pet treatment from Harry. B. Some pet-owners may overdo the treatment when their pets are ill. C. Harry is an expert on brain science of humans and dogs. D. Magnetic Resonance Scanner can be used in analyzing dog emotions. Script: Jenny: Hello, Harry, you look pale. What’s wrong? Harry: Hi, Jenny. It’s just Fido, my beloved dog. He’s been acting kind of lazy these days. Ever since we moved, he’s just been like this. Jenny: Oh my! Do you take him for a walk everyday? Harry: I used to, but now he doesn’t even want to play fetch. He loved that so much before. Jenny: If I were you, I’d take him to the vet. Probably he’s ill. Harry: Well, I did so yesterday. The vet says the reason he’s been so down is that he’s depressed, and he recommends we put him on medication. Jenny: Are you sure you want to take his suggestion? Harry: Yeah, I think so. We’re hoping that the medication will cheer Fido up. If it doesn’t, maybe we’ll consider upping his dosage until he seems back to normal.

大学英语视听说英语听力

Task 1 Unit 1Unit 2Unit 3Unit 4Unit 5Unit 6Unit 7Unit 8Unit 9Unit 10 Task 1Task 2Task 3 Model 1Model 2Model 3 Task 1Task 2Task 3 Further listening 1Further listening 2Further listening 3Further speaking 1 Unit 3 Every Jack has his Jill! Done with this task. Target score: 60% Your current score: 90% Unit 3 test Next Part I Script Directions: Listen to the short dialogs, and then choose the correct answers to the questions. You will hear the recording twice. After the first playing, there will be time for you to choose the correct answers. Use the second playing to check your answers. 1.(Listen to the audio recording for the question.) A. They are close friends. B. They are strangers to each other. C. They are colleagues. D. They are members of the same family. 2.(Listen to the audio recording for the question.) A. Because Rob has fallen in love with another girl. B. Because they quarreled with each other. C. Because Rob has been cheating Susie.

高级英语视听说教程_第二册__听力文本

Chapter 9 Lecture: Public Education: Philosophy and Funding Most young people in the United States, like most young people around the world, attend public school. Indeed, young people in the U.S. have to attend school because education is compulsory, in most states to the age of sixteen or until the students reach ninth grade. A small percentage of American youth attend private schools, wither religious or secular schools, but the vast majority attend public schools. One distinguishing feature of U.S. public education that surprises many foreigners is that although there are some standardized examinations, there is no nationwide curriculum set by the government ministry of education determines the curriculum that all students study and the examinations that all the students take at a set time. Of course, U.S. students follow a curriculum, and they take examinations as all students do. Although the federal government does influence public education by providing funds to schools for special programs such as education for the handicapped and for bilingual education, the federal government does not determine the curriculum or the examinations. Today I’d like to talk about the three levels of control within each state and then spend some time discussing where the money for education comes from and three issues related to funding. Control of education in the United States is mainly exercised locally at three levels. Let’s begin with the state department of education. The department of education of each of the fifty states has two basic functions. First, each state department of education sets basic curriculum requirements for all the schools in its state. For example, a high school might require four years of English, three years of math, two years of social science, and so forth. The state also sets the number of credits a student must complete in order to graduate from a high school. This total number of credits includes both required courses and electives. So much for the state part in education. The second level of control is the school district. The number of school districts a state has depends on the size of its population and the size of the state. A large metropolitan area would have several school districts. A smaller community might have only one district. Each school district is run by a school board that is elected by the citizens of the district. The school district is responsible for the specific content of courses taught in its schools. In other words, the school district determines what the students will study in each of their, let’s say, four years of high school English. The school district also decides what electives will be available for students. Besides determining course content, the school district is responsible for the operation of the schools in its district, for example, the hiring if teachers and administrators. The third level of control is the individual school itself, where teachers have primary responsibility for deciding how to teach the content of each course and for preparing and giving examinations to the students. Local control of schools may seem very strange to some of you, but it will seem less strange if you consider how public schools in the United States are funded- that is, where money to run the schools comes from. Only about 7 percent of the money comes from the federal government. The rest of the money comes from state and local taxes. The percentages supplied by the state and by the local districts fluctuate over tome and from state to state. Currently appropriately 49 percentage of school funding comes from the states and about 44 percent comes from the local communities, that is, the school districts. Finally, I’d like to discuss three issues related to the funding of schools that have been receiving a lot of attention recently in the United States. The first issue deals with the

新世纪大学英语视听说教程1 听力原文

Unit 1, Lesson A Track1-1-1 A. listen to three people from the pen pals website. Match the name of the speaker with his or her interest: Fiona: Hi, I'm Fiona. I'm from Sydney, Australia. I'm 19, and a student at the University of Canberra. I'm majoring in computer science. When I'm not studying, I like going to the movies. Miguel: Hi, I'm Miguel. I'm from Mexico City. I'm 28 and I'm a math teacher. In my free time, I like playing soccer with my fiends. Hiromi: Hi, I'm Hiromi, and I'm from Tokyo. I'm 24, and I'm a graphic artist. When I have some free time, I usually work on a comic book I'm creating. The main character's name is Damen. Track1-1-2 B. listen again. Answer the questions about the people. Check the correct box. Track1-1-3 B. Mariana and Danny live in the same apartment building. Are they meeting for the first time? Listen to their conversation. Mariana: Hi. My name is Mariana. I'm in apartment 201. Danny: Hi, Mariana. I'm Danny. I'm in 302. It's nice to meet you. Mariana: Nice to meet you, too. Danny: So, are you a student, Mariana? Mariana: yeah, I study music at NYU. Danny: That's interesting. Mariana: What do you do, Danny? Danny: I'm a student at Hunter College. I also work in an art gallery. Track1-1-4 your information.C. Listen again. Practice the conversation. Then practice with Track 1-1-5 C. Listen to Dan describing himself and Dayanne describing her friend. Pay attention to the expressions used for describing people. Then describe yourself to your partner. 1. My name is Dan and I'm from the United States. I'm 28 years old and work at a hospital. I speak English, and Spanish and Portuguese. I'm pretty tall. I'm about six feet. I have a muscular build and short blonde hair. I have hazel-colored eyes. 2. I have a friend who looks like Antonio Banderas. He's tall, dark hair, brown eyes, but he's thin and Antonio Banderas is a little more muscular. Track 1-1-OL-1 A.Emily is at the airport. Listen and check the correct box. Josh: Hello?

新世纪大学英语视听说听力原文

U N I T1O u r E a r t h Track 4-1-1& 4-1-2 Blake: What are you working on, Mary? Mary: I'm finishing my paper. It's due tomorrow, Blake. Blake: What's the topic? Mary: It's about Greenland. Blake: Greenland. Hmmm . . . that's part of Canada, right? Mary: I think you need to study your world geography, Blake. Blake: Well, isn't it near Canada? Mary: Yes, it's off the coast of northeast Canada, but it's part of Denmark. I'd answer only the Bart:Wow! That does sound exciting. Maybe I should apply. I'll need a job next summer. Carolina: Sorry, Bart, but you can't apply to that program. It's a special program for international students. Track 4-1-4 1. Mt. Fuji is really beautiful from far away. When you climb it, it's just rocks and dirt ... but it's really beautiful from far away. 2. Last year I was in San Francisco and I had a chance to drive across the Golden Gate Bridge. What an amazing feat of engineering. It gives you a chance to look through all of San Francisco and over San Francisco Bay and it's just a wonderful chance to see the city. Track 4-1-OL-1&4-1-OL-2 Jay: Come in here, Elise. You should see this show! Elise: W hat is it?

高级英语视听说教程第二册听力文本

Book 2 Chapter 1 The Population Today we’re going to talk about population in the United States. According to the most recent government census, the population is 281,421,906 people. Now this represents an increase of almost 33 million people since the 1990 census. A population of over 281 million makes the United States the third most populous country in the whole world. As you probably know, the People’s Republic of China is the most populous country in the world. But do you know which is the second most populous? Well, if you thought India, you were right. The fourth, fifth, and sixth most populous countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States. Let’s look at the total U. S. population figure of 281 million in three different ways. The first way is by race and origin; the second is by geographical distribution, or by where people live; and the third way is by the age and sex of the population. First of all, let’s take a look at the population by race and origin. The latest U. S. census reports that percent of the population is white, whereas percent is black. Three percent are of Asian origin, and 1 percent is Native American. percent of the population is a mixture of two or more races, and percent report themselves as “of some other race”. Let’s make sure your figures are right: OK, white, percent; black, percent; Asian, 3 percent; Native American, 1 percent; a mixture of two or more races, percent; and of some other race, percent. Hispanics, whose origins lie in Spanish-speaking countries, comprise whites, blacks, and Native Americans, so they are already included in the above figures. It is important to note that Hispanics make up percent of the present U.S. population, however. Finally, the census tells us that 31 million people in the United States were born in another country. Of the 31 million foreign born, the largest part, percent are from Mexico. The next largest group, from the Philippines, number percent. Another way of looking at the population is by geographical distribution. Do you have any idea which states are the five most populous in the United States? Well, I’ll help you out there. The five most populous states, with population figures, are California, with almost 34 million; New York, with 21 million; Texas, with 19 million; and Florida, with 16 million; and Illinois with million people. Did you get all those figures down? Well, if not, I’ll give you a chance later to check your figures. Well, then, let’s move on. All told, over half, or some 58 percent of the population, lives in