英语听力教程(第2册)Unit4听力原文(20190516093505)

Unit 4 听力原文

Part I

B

Tom: What kind of school did you go to, Ann?

Ann: Well, I went to a public primary school and then to a private high school.

Tom: So which do you think is better?

Ann: Actually, I prefer private schools because of the smaller classes and ... usually you have a wider choice of subjects.

Tom: Yeah, I suppose that‘s true.

Ann: And then there are usually better sports facilities. For example, the school I went to had a swimming pool and a huge gym.

Tom: Yeah ... well, the public high school I went to had great sports facilities. Besides, private schools are really expensive.

Ann: Yeah, but I think they‘re worth it.

Tom: I don‘t know. I think you have to judge every school individually, whether it‘s public or private.

Ann: That may be true ... but children generally get a better, more ... well-rounded education in a private school.

Tom: Maybe, but I‘m not totally convinced. By the way, Ann, were you on the debating team in high school, by any chance?

Ann: I sure was! I was the captain!

C

Steve‘s first morning

Steve was rather nervous about his first day of the polytechnic. He didn‘t know any other students and he didn‘t know his way around the building. At 9 o‘clock, he was at the main entrance with a crowd of hundreds of other students. All of them seem to know what to do except Steve. Then he found a notice. There was a meeting for all the first-year students. He found them

all waiting in the large hall. First, the director of the Polytechnic welcomed them. Then the head of students‘ services, and finally the head of physical education.

Head of physical education: I‘m here to tell you about the sport you can do at the Poly. Here in Edington, we have a fitness room where you can do exercises to keep fit, and weekly

you can do all sorts of sports, such as tennis, football, hockey and badminton. But there

are also many other activities. You can go sailing. You can go down-caves. You can go

climbing and many more. We hope all of you will take part in at least one of these. If

you want to join, come on weekly on Wednesday afternoon. Any questions?

A student: What about swimming?

Head of physical education: We don‘t have our own pool. But you can swim in the public pools in Hanksy or Muston Ferry.

After the meeting was over, Steve looked at this timetable. His first class was business studies, and was in room 316. But where was Room 316?

Steve: Excuse me. Do you know where Room 316 is?

Male student 1: Oh, I haven‘t a clue, mate.

Steve: Do you know where Room 316 is?

Female student 1: No, do you?

Steve: I‘m looking for Room 316.

Male student 2: Oh, not another First year. Look at the notice board.

Steve: But where is the notice board?

Male student 2: Don‘t ask me.

Steve: Could you tell me where Room 316 is?

Female student 2: You mean business studies for Catering students.

Steve: That‘s it.

Female student 2: Oh, I‘m looking for it for myself. You‘re a first-year?

Steve: Yes.

Female student 2: So am I. Let‘s see if we can find it together.

Questions:

1. Where was Steve at 9 o‘clock?

2. How many people made welcome speeches at the meeting for all the first year students?

3. Who are they?

4. What kinds of sports are available in Edington Polytechnic?

5. What was Steve‘s first class?

6. Where will he have the class?

7. How many students did Steve ask when he tried to find his class?

8. Did he get the answer?

Part II Home schooling

Although education is compulsory in the United States, it is not compulsory for all children to

get their education at school. A number of parents believe that they can provide a better education for their children at home. Children who are educated at home are known as ―home-schoolers.‖There are about 300 000 home-schoolers in the United States today. Interestingly, results show that home-schooled children tend to do better than average on national tests in reading and math.

David Guterson is an American writer. He and his wife teach their three children themselves. Guterson says that his children learn very differently from children in a regular school. Learning starts with the children‘s interests and questions. For example, when there is heavy snowfall on a winter day, it may start a discussion or reading about climate, snow removal equipment, Alaska, polar bears, and winter tourism. Or a spring evening, when the family is watching the stars, is a

good time for setting up a telescope and asking questions about satellites, comets, meteors, and the space program. At dinner, if the Brazilian rain forests are on the news, it could be a perfect time to get out the atlas and encyclopedia. Then there might be two hours or more of eating, asking questions, looking up answers, discovering how rain forests influence the climate, what the ―greenhouse effect‖ is, how deserts are formed and how the polar ice caps affect ocean levels.

Although home schooling offers an experience that is often more interesting than regular schools, critics point out that home-schoolers miss out on many important things. The home-schooler is an outsider who, because he or she never attended school, might be uncomfortable mixing with other people in adult life. Critics also say that most parents are not well qualified to teach their children and may pass on their own narrow views to their children. However, most parents don‘t have the time or desire to teach their children at home, so schools

will continue to be where most children get their formal education.

Part III

A

John James: I disagree, Peter. I don‘t think it really matters what your educational background is. Anyone who is bright enough is going to do well whatever their education.

Peter Davies: But John, ...

John James: In fact, I think some people carry on with their education when they would do a lot better to get out and start building their own careers by learning things in real life.

Peter Davies: Yes, but the whole point is, life is getting so much more complicated these days that unless you carry on with your studies you just can‘t cope.

John James: For certain things, and certain people, OK, but to my mind, the big problem in education is that you specialize too quickly. I mean, in England, you start specializing from the

third year in secondary school, when you‘re about 14. And it gets steadily narrower until you do your ―A‖levels in only two or three subjects. You either do languages, or natural sciences, or social sciences.

Peter Davies: But surely these days you have to, John —you can‘t possibly study everything because there‘s just too much.

John James：Yes, but how many kids at the age of sixteen really know what they want to do? How many of them are convinced that the three subjects they‘ve chosen, or have been recommended, are the ones that will let them follow the careers they eventually decide on?

Peter Davies: Oh, I think most young people who stay on at school have a fair idea of what they want to do.

John James：I‘m not so sure, Peter. And after all, that‘s not the end of it. When they get to university in England, the subjects they study are so narrow that they are only good for one thing,

so they are stuck with it.

Peter Davies: But I don‘t really see that there is any alternative if people are going to learn enough to be competent in their subject. They‘ve got to specialize early, and I suppose those that realize they‘ve made a mistake can always swap to something else.

John James：Ah, but that‘s just it. You can‘t. Suppose you study languages at university and then decide that you are not cut out for it and would like to be a doctor. You‘ve burnt your bridges. You can‘t just change horses in midstream; you‘ve got to go right back to the beginning and you lose years. I think the American system is much better.

B

John James: ... I think the American system is much better.

Peter Davies: In what way?

John James: Well, for your first degree you‘ve got to study a fairly wide range of subjects, and you can choose them yourself, within certain limits.

Peter Davies: Fine, but doesn‘t that mean that American students with a first degree don‘t have the depth of knowledge they should have?

John James: Should have for what?

Peter Davies: Well, they often aren‘t accepted for postgraduate work in England with just a first degree.

John James: Maybe not, but I don‘t really think that‘s important. They come out with a pretty good general knowledge in a wide area. After all, when you think about a lot of the stuff English students have to study, what good is it to them afterwards? I‘m sure the majority of British students never use 90 percent of what they studied at university.

Peter Davies: That may be true of some arts subjects, but what about the sciences?

John James: Even there, a lot what they do at university is so academic and abstruse that they will never be able to put it to any practical use. I‘m sure they would benefit far more from on-the-job experience. And if they‘ve had a broader course of study they‘ve got two advantages.

Peter Davies: How do you mean?

John James: First of all, they will have a better understanding of the world in general, so they will

be more flexible in their jobs, and then if things do go wrong they will be able to switch jobs easily.

Peter Davies: That all sounds very simple, but I think you‘re still underestimating the amount of pure learning that you need these days, particularly in technical and scientific areas. I mean even

at school these days, children have to learn far more things than we did when we were at school. John James: All the more reason we should not try to concentrate on such a few things at such an early age. Things are changing so rapidly these days that we have to change with them. When we were younger, there was a pretty good chance that we would be able to carry on in the profession we‘d chosen until we retired. But these days, people have got to be prepared to change their jobs and learn new skills as technology moves ahead. Take j ust the area of the office, for example. How many offices ...

Part Ⅳ

Imagine being asked to spend twelve or so years of your life in a society which consisted only of members of your own sex. How would you react? Unless there was something definitely wrong with you, you wouldn‘t be so happy about it, to say the least. It is all the more surprising therefore that so many parents in the world choose to impose such abnormal conditions on their children — conditions which they themselves wouldn‘t put up with for one minute!

Any discussion of this topic is bound to question the aims of education. Stuffing children‘s head full of knowledge is far from being foremost among them. One of the chief aims of education

is to equip future citizens with all they require to take their place in adult society. Now adult society is made up of men and women, so how can a segregated school possibly offer the right

sort of preparation for it? Anyone entering adult society after years of segregation can only be in

for a shock.

A co-educational school offers children nothing less than a true version of society in miniature. Boys and girls are given the opportunity to get to know each other, to learn to live together from their earliest years. They are put in a position where they can compare themselves with each other in terms of academic ability, athletic achievement and many of the extra-curricular activities which are part of school life. What a practical advantage it is (to give just a small example) to be able to put on a school play in which the male parts will be taken by boys and the female parts by girls! When segregated, boys and girls are made to feel that they are a race apart.

In a co-educational school, everything falls into its proper place.

But perhaps the greatest contribution of co-education is the healthy attitude to life it encourages. Boys don‘t grow up believing that women are mysterious creatures. Girls don‘t grow up imagining that men are romantic heroes. Years of living together dispel illusions of this kind.

The awkward stage of adolescence brings into sharp focus some of the physical and emotional problems involved in growing up. These can better be overcome in a co-educational environment. When the time comes for the pupils to leave school, they are fully prepared to enter society as

well-adjusted adults. They have already had years of experience in coping with many of the problems that face men and women.

Part V

Is China the world‘s cleverest country?

China achieved ―remarkable‖ results in the Pisa international education tests, which measure pupils‘ key skills: reading, numeracy and science.

The results indicate that China‘s education system is not only above average, it‘s overtaking the performance of many Western countries. But why do Chinese students get top marks?

Andreas Schleicher, who is responsible for the Pisa tests, says Chinese students show incredible resilience to become high-flyers, regardless of their background. ―North Americans tell you typically it‘s all luck. In Europe, it‘s all about social heritage: ?My father was a plumber so I‘m going to be a plumber.‘ In China, more than nine out of 10 children tell you: ?It depends on the effort I invest and I can succeed if I study hard.‘‖

Mr Schleicher adds it‘s a philosophical difference –we should expect the whole cohort to pass with flying colours, rather than just expecting the cream of the crop to succeed.

On a visit to a poor province in China, he noticed that schools were often the most impressive buildings. He says in the West, it‘s more likely to be a shopping centre.

So should other countries put their thinking caps on if they don‘t want their education system to flunk? When it comes to education, China might be able to teach the world a lesson.

key skills关键技能

above average高于平均水平

performance成绩

top marks 高分

high-flyers成功人士

social heritage 社会遗产

invest投入

cohort有共同点的一群人

pass with flying colours 高分通过

the cream of the crop顶尖人才

put their thinking caps on进入思考状态

flunk 失败（常指考试不及格）

teach (someone) a lesson给（某人）一个教训

Quiz 小测验

听力教程第二版第二册Unit_5答案

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Unit5 Section One Tactics for Listening
Part2 listening and Note-taking Reading
B: When should a child start learning to read and write? This is one of the questions I am most frequently asked. There is no hard and fast rule, for no two are alike, and it would be wrong to set a time when all should start being taught the ins and outs of reading letters to form words.
If a three-year-old wants to read (or even a two-year-old for that matter), the child deserves to be given every encouragement. The fact that he or she might later be "bored" when joining a class of non-readers at infant school is the teacher's affair. It is up to the teacher to see that such a child is given more advanced reading material.
Similarly, the child who still cannot read by the time he goes to junior school at the age of seven should be given every help by teachers and parents alike. They should make certain that he is not dyslexic*. If he is, specialist help should immediately be sought.
Although parents should be careful not to force youngsters aged two to five to learn to read (if badly done it could put them off reading for life) there is no harm in preparing them for simple recognition of letters by labelling various items in their room. For instance, by a nice piece
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Unit 1
Section One Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent 1. We haven’t got any in dark blue. 2. We can’t make it at nine tomorrow. 3. My telephone number is not 65031609. 4. I don’t like the black jumper. 5. He won’t come by the 7:30 train. (The word or digit in bold has the most stress)
Exercise:
1. a
2. b
3. a
4. b
5. b
Part2 Listening and Note-talking Driving Carefully
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Three out of four pedestrians killed or seriously injured are either under fifteen or over sixty. The young and elderly may not judge speeds very well, and may step into the road when you do not expect them. Give them, and the infirm, or blind, or disabled people, plenty of time to cross the road.
Drive slowly near schools, and look out for children getting on or off school buses. Stop when signalled to do so by a school crossing patrol showing a Stop-Children sign. Be careful near a parked ice-cream van—children are more interested in ice-cream then in traffic.
When coming to a zebra crossing. be ready to slow down or stop to let people cross. You must give way once they have stepped onto a crossing. Signal to other drivers that you mean to slow down or stop. Give yourself more time to slow down or stop on wet or icy roads. Never overtake just before a zebra crossing.
Exercise A: 1. Drive carefully and slowly when pedestrians are about. 2. Three out of four pedestrians killed are either under fifteen or over sixty. 3. Be careful near a parked ice-cream van—children are more interested in ice-cream
than in traffic. 4. When coming to a zebra crossing, be ready to slow down or stop to let people
cross. 5. You must give way once they have stepped onto a crossing.
Exercise B:

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听力原文及参考答案（Units 1-7） LESSON 1 Music 1. M: By the way, Jane, did you talk to the consultant顾问about our new health program? W: I contacted联系his office but his secretary said he would （be out for）试图得到lunch until two. Q: What does the woman mean? B. she couldn’t talk to the consultant before two 2. W: We need to let everyone know about the charity [?t??riti] n. 慈爱concert, but we don't have much money for advertising. M: How about using the school radio station? They broadcast free public service 服务announcements.通告 Q: What does the man suggest they do? c. Ask the school radio station for help 3. W: I don't understand why this self-study自学book doesn't have answers to the questions. M: But it does. You can find them at the back of the book. Q: What does the man say about the self-study book? d. the book does include the answer 4. M: The new sales manager says he has never met you before. W: We've been introduced about three times. He seems a little forgetful. Q: What do we learn about the new sales manager? B. He probably has a poor memory 5. M: Have you had the brakes[breik] n制动器; 闸; 刹车. and tires checked? And do you have enough money? W: I have taken care of everything. And I'm sure it's going to be a wonderful极好的, 精彩的, 绝妙的trip. Q: What's the woman going to do? D. spend some time travelling

《听力教程》2第二版第七单元文本

Unit7 Section One Tactics for Listening Part 1 Phonetics-Stress, Intonation and Accent Joanna: Who Mary She doesn't go out with anyone, you know. Joanna: No. Well, if you ask me, she doesn't like anybody. Joanna: Oh, a meal. Yes, that'd-be nice. But where I don't want to eat anywhere. Joanna: Do you think so Mm -- of course, she doesn't approve of anyone. Joanna: Yes. But what d' you suggest She won't enjoy anything, will she ... 】 Joanna: No, I asked her. I think she doesn't want to go anywhere. Joanna: I know. It's odd isn't it. Never mind. We don't have to go out with anyone. Joanna: In fact. let's not go out with anyone. Joanna: OK. Just you and me. Bye! Part 2 Listening and Note-Taking Mountain Rescue Service / When an accident is reported to the Mountain Rescue Service the first thing that happens is that the person who reports the accident is closely questioned. The rescue group needs to find out a number of details. First, they need to know exactly where the accident happened, with a map reference if possible. Then they will want to know the time of the accident. They will also need to know how many people were involved in the accident and what kind of injuries there were. Finally, they will ask for other useful details, such as the colour of the victim's clothing and the weather conditions. Then the rescue team's call-out procedure begins. Team members keep their personal equipment at home so as to be ready to set off within fifteen minutes of receiving the call. The advance party of about four people sets off right away. They carry a radio telephone with them to send details to the main party and to the base. They are also equipped and trained to give immediate medical assistance. The main party follows the advance party. They carry a radio telephone and more supplies, including a stretcher for the victim. The third party on the mountain is the back-up group. Their job is to help the main party on its return journey. Rescue control is set up in a mobile base. This vehicle carries the team's supplies other than personal equipment. It is equipped with radio telephone and the