施心远主编《听力教程》3_(第2版)Unit_12文本和答案

Unit 12

Section One Tactics for listening

Part one

spot dictation

Dangers in Your Garage

Imagine

that

your

home

contained

a

small

factory

with

high

explosives, dangerous industrial tools and potentially

lethal* (1)

energy

sources. Sound far- fetched? Not really, because this

garage.

The National Safety Council (NSC) says that each year (3) household

accidents

kill

about

20,000

Americans

and

injure

another

(4)

three

million.

The

culprits*

in

many

of

these

mishaps*

are

the

modem

(5)

equipment and supplies we keep casually

in our garages and tend to (6)

take for granted.

Last November, in a suburb of Chicago, three toddlers* (7)

spilled a

can of gasoline stored in a garage. One of the children dropped a tool that

(8) struck a spark when it landed on the concrete floor.

Violet flames flashed in a loud (9) blast. Two of the children were

hideously (10) burned and later died. The other child needed (11)

extensive skin grafts* and plastic (12) surgery*.

A Wisconsin man was (13) cutting wood last fall. To move a (14) log,

he set his chain saw down on the ground but (15) left it running. When he

returned for the saw, he (16) stepped on a branch that flipped the spinning

(17) saw blade up toward his head. The cutting bits ripped his face from

mouth to ear, (18) knocked out four teeth and left his lower lip hanging. It

took

more

than

(19)

180

stitches

to

close

the

wounds,

and

later

he

required neurosurgery* and extensive (20) dental work.

Part two

Listening for gist

What is love? And what causes it? An American professor, Charles

Zastrow, offers an interesting answer, particularly to the second question.

He argues that there are many kinds of love and that particularly

in one

kind, which he calls

influenced not so

much by what we actually feel but by what we tell ourselves about the

way we feel. He calls this

For example, say a

woman

is strongly attracted to a man. (It could

just

as

easily

happen

to

a

man

attracted

to

a

woman.)

She

tells

herself

things like

affectionate and will

understand all

my needs.

that he

is, like all of us, just an ordinary human being with both strong

and weak points, she is bitterly disappointed.

He points out that this kind of love often begins to fade and die as

soon

as

the

problems

and

obstacles

which

separate

the

two

people

are

removed and a normal relationship begins.

He contrasts romantic love with what he calls

based on such things as:

- an accurate, objective idea of the other person's strengths as well as

their weaknesses;

- the ability to communicate with each other openly and honestly, so

that you can deal with problems as they arise;

- the ability to show affection openly to each other and to give as well

as receive;

- a clear knowledge of your own goals in life;

- realistic and rational

on fantasy.

This kind of love is far more likely to lead to a lasting, satisfying

relationship. But it is much more difficult to achieve, and is not as

frequent as romantic love.

Exercise

Directions: Listen to the passage and write down the gist and the key

words that help you decide.

1.

This passage is about two kinds of love - romantic love and rational

love.

2.

The key words are

die. problems and obstacles. removed. normal relationship:

love

affection openly. a clear knowledge. goals in life. realistic and rational.

lasting. satisfying relationship. difficult. achieve.

Section Two Listening Compression

Part 1

Dialogue

The Teacher

Interviewer:

I

recently

read

an

article

which

said

that

in

primary

schools

in

particular

chances

of

promotion

of

women

teachers

are

less

than

men,

that

men

generally

get

promoted far quicker than women

in primary education.

Is this something you've noticed or is this something you

feel?

Mary:

N

o, this is something that is so. And we come back full circle

really because it's not just teaching. I mean it's everything that

men are getting promotion more quickly than women. In the

primary sector there are far more women teachers than men but

there are more headmasters than headmistresses.

Interviewer:

So

where

does

that

leave

someone

like

you?

I

mean

what,

what

are

the

possibilities

of

your

promotion

in

primary education? At the moment you're in charge of a

section of the school.

Mary:

Yes, I'm ... I'm in charge of the infant department which goes

from the children who are three to the children who are seven.

And they transfer when they are seven to higher up the school

which is called the junior department. So I'm in charge of the

Lower School if you like.

Interviewer: And do you have ambition in that sense? I mean would

you like to be a headmistress?

Mary: No, I would not. I would not like to be a headmistress at all. I

mean

this

is

the

next

stage

of

my

career

were

I

ambitious

urn

...

but

I

basically

enjoy

being

a

classroom

teacher.

Now

perhaps

this

gives

a

clue

to

why there

are

not more women

heads. I don't know I

mean in the past it may have been that, and it may still

be,

that

because

boys

are

brought

up

to

be

more

ambitious,

that

they're

the

ones

who

are

going

for

promotion

and

quick

promotion,

I

mean,

rapid

promotion

so

that

they

are

heads

by

the

time

they're

thirty

and

they

start

out

in

their

career

thinking

that

whereas I enjoy being a class teacher and urn ... I was a

deputy head before I got this post but I prefer to be in

the

classroom

with

the

children

than

sitting

at

a

desk

doing administration which is what being a head means

if you're a head of a largish* school.

Interviewer: Are you pleased that you chose primary teaching as a

career

and,

and

if

someone

came

up

to

you

at

school-leaving age and was wondering about what they

were going to do would you advise them to follow

in

your footsteps?

Mary:

I'm

very

pleased

that

I

did

-

well

I'm

pleased

most of

the

time.

Monday

mornings

I'm

not

pleased;

some

mornings

during

the

week

and the

end of the holidays I'm not pleased I'm a primary

teacher at all but I mean basically I am, 'cos I left teaching once

and

then

went

back

into

it.

So

I

think

that

shows

that

I

am

committed to be a primary teacher.

Exercise

Directions: Listen to the dialogue and decide whether the following

statements are true (T) or false

(F).

l. F

2. T

3.T

4.T

5.F

6 T

7.F

8.F

Part 2 Passage

Voice

1.

To sing with a choir or to hear a choir singing can be deeply moving.

Voices go deeper into us than other things.

2.

Early attempts at language are praised and encouraged, then, on

growing up, voice and talking take a practical place as we learn from, and

respond to, those around us.

3.

Talking is central to our existence. As human beings we talk with

friends and family and at work.

4.

Many teachers and professionals, such as lawyers, managers,

marketing salesmen, who depend on their voices for work, rarely

consider their voices until they lose them.

5.

There are many factors that affect our voices, such as home

environment and culture, physical build and well-being, thought and

emotion, social stance, experience and occupation.

Allowing voice to ring with joy creates joy in the listener. To sing

with a choir or to hear a choir singing can be deeply moving. George

Eliot* said that she thought voices go deeper into us than other things.

Thomas Hardy* in his poem

The Voice describes the depth of feeling

experienced in recalling the voice of his late wife.

When all

is well our voices cry out at birth, and develop without

effort.

Parents

respond

to

happy sounds

and

interpret

the

cries.

Early

attempts at language are praised and encouraged, then, on growing

up, voice and talking take a practical place as we learn from, and respond

to, those around us.

Talking is central to our existence, with telephone, radio, television,

/

video

conferences,

videophones

and

computers

to

process

and

print

what

the

owners

say, but

as

human

beings

we

talk

with

friends

and

family

and

at

work.

Voice

becomes

our

unique

sound.

As

the

most

portable

and

one

of

the

most

subtle

instruments

it

is

rarely

fully

exercised or explored, and loss of voice can be seen by other people as

merely irritating.

An

infant

teacher

was

the

first

of

several

teachers

in

the

1990s

to

appeal to a Social Security Tribunal about loss of work (the last 10 years

of teaching in primary school) caused by loss of voice at work. She told

me how it affected her. Shopkeepers asked her husband what she needed

rather

than

try

to

make

out

what

she

said.

At

social

gatherings

it

was

impossible for her to talk over the hubbub* of voices. Severe restrictions

like this diminish a person, and their social identity.

The onset of voice problems can be gradual or sudden. Teachers have

been known to open their mouths to talk and find no sound came. Many

voice difficulties arise from unknowing misuse of the vocal mechanism.

It is easy to take our voices for granted. Many teachers and professionals

such as lawyers, managers, marketing

and salesmen; preachers and call

centre agents who depend on their voices for work, rarely consider their

voices until they lose them.

There are many factors that affect our voices, such as home

environment and culture, physical build and well-being, thought and

emotion, social stance, experience and occupation.

Actors

in

training

explore

all

aspects

of

a

character

they

play,

especially

those

affecting

body

and

voice.

Teaching

is

also

a

form

of

performance to be explored and researched. What kind of teacher are you?

What kind of teaching

will

the pupils respond to? The inadequacy of a

young

teacher,

who

is

timid

and

self-conscious,

is

immediately

recognized

by

the

class,

while

the

stress

and

demands

of

challenging

pupils can stimulate a teacher to negative reactions of anger and shouting.

Using a strong

to deepen it unnaturally to demonstrate authority can become a habit.

Exercise A Pre- listening Question

Voice, or phonation, is the sound produced by the expiration of air

through vibrating vocal cords. Voice is defined in terms of pitch, quality,

and intensity, or loudness.

In

the

frequency

domain

we

can

define

voice

as

a

series

of

harmonically related sine waves, starting with a

fundamental frequency

of about 100 hz for

males and about 200 hz for females and extending

throughout the 3,000 hz or so frequency range.

Exercise B Sentence Dictation

Directions: Listening to some sentences and write them down. You will

hear each sentence three times.

Exercise C Detailed Listening

Directions: Listen to the passage and choose the best answer to each of

the following questions.

1 .D

2.A

3.C

4.B

5.B

6.C

7.A

8.C

Exercise D After-listening Discussion

Directions: Listen to the passage again and discuss the following

questions.

1.

Allowing your voice to ring with joy creates joy in the listener. Loss of

voice may lead to the loss of work, and may diminish a person, and their

social identity. Actors in training explore all aspects of a character they

play, especially those affecting body and voice. Teaching

is also a form

of performance to be explored and researched.

2. (Open)

Section Three

News

News Item 1

President Obama says high-speed rail could do for America what it

is already doing for other countries, including China and Spain.

more people travel between those cities by rail than by car and airplane

combined. China, where service began just two years ago, may have

more miles of high-speed rail service than any other country just five

years from now.

High-speed rail only serves America's Northeast corridor, between

Washington, D.C. and Boston, Massachusetts. But plans are under way to

extend the rapid transit to other areas of the country.

Congress included $$8 billion for rail development in the economic

stimulus legislation it passed in February. Mr. Obama is including

another $$5 billion for high-speed rail in his federal budget.

High-speed rail has had mixed political support in the past. But

President Obama says it could strengthen the U.S. economy, in addition

to improving the country's transportation system. He says the United

States should not be left behind while other nations are moving ahead

with high-speed rail.

Exercise A

Directions: Listening to the news item and complete the summary.