stepbystep3000第二册听力答案及原文

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value of what he does. The scientists studied self

-

es

-

teem in young boys. They gave them

many tests. These tests measured the boys' abilities and also how they felt about their own

abilities.

After

the

tests,

the

boys

were

divided

into

three

groups

?those

with

high

self

-

esteem,

those

with

middle

self

-

esteem

and

those

with

low

self

-

esteem.

The

scientists

continued to study the boys in all situations. They studied them at home, at work, in school,

and with their friends.

From their studies, the scientists made some observations. Boys with high self

-

esteem

were

active.

They

were

able

to

express

their

ideas.

They

were

successful

in

school

and

in

their relations with other people. In discussions, they led. They didn't just listen. They were

interested

in

world

problems.

They

were

creative

and

believed

that

they

could

finish

whatever

they

started.

They

seldom

became

tired

or

sick.

In

many

ways,

the

boys

with

middle self

-

esteem were like the boys with high self

-

es

-

teem. They too expressed their ideas

freely and saw the world as a good and happy place. However, they were not sure of their

own value as peo

-

ple. They did their best work when they were sure that other people liked

them. The boys with low self

-

esteem were different from the other two groups. They were

sad most of the time. They were afraid to start activi

-

ties. They felt that no one loved them.

They could not express their ide

-

as. They were afraid of anger. In a discussion, they listened,

but they didn't talk.

The scientists asked,

-

es

-

teem?

in their lives?

-

prising. High self

-

esteem did not depend upon

physical

appearance,

or

money,

or

size

of

family.

It

did

not

depend

upon

how

much

the

mother was at home. The scientists found that there was a closeness between the boys with

high

self

-

esteem and

their

parents.

Their parents

showed

real interest

in

them,

and

spent

time with them. They listened to their sons and gave them help when the boys asked for it.

They knew their sons'

friends. The sons knew that they were important to their parents. These parents demanded

good

behavior.

They

made

definite

rules.

They

were

strict,

but

not

harsh.

They

corrected

their sons' behavior by rewards, not by punishment. They never took away their love. On the

other hand, the parents of boys with low self

-

esteem let their sons do almost anything. If a

boy made a mistake, the parents punished him harshly. The boys be

-

lieved that their parents

didn't

love

them.

There

were

no

definite

rules.

The

family

life

of

the

boys

with

high

self

-

esteem was democratic. The parents made rules, but they led in a kind and thoughtful

way. They showed respect for their children's ideas, even when they did not agree with them.

They

let

the

boys

give

their

opinions

in

discussions

of

family

plans.

These

boys

were

productive citizens. Now these scientists are studying other groups of children. They want to

learn how to help chil

-

dren with low self

-

esteem feel better about themselves. In this way,

these children can become productive citizens too.

Part | J 1 How to deal with depression and anger?

Key words

-

.

depression drugs psycho

-

therapy public education

Vocabulary:

moderate

Listen to a talk about how to treat depression. Fill in the blanks with the words you hear.

Tapescript:

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When most people are sad, they know the feeling is only temporary. But there are large

numbers

of

people

who

stay

sad

for

a

long

time.

These

people

suffer

from

the

common

mental sickness known as depression.

Depression can affect anyone. Researchers say one out of ten persons

in the world has the chance of developing a major depression at some time.

About

80

percent

of

the

depressed

patients

can

be

helped

with

one

of

several

drugs

that

have

all

been

found

effective

in

treating

depression.

Doctors

say,

however,

the

drugs

must be used very carefully.

Depression also can be treated without drugs. Some doctors say that moderate activity

four or five times a week can help treat minor depres

-

sion. For example, running or walking

rapidly for 30 minutes four times a week can improve mental as well as physical health. The

traditional treat

-

ment for depression known as psycho

-

therapy calls for depressed people to

spend an hour or more each week talking about their condition with doc

-

tors trained to treat

mental problems. Discussion

is supposed to

help

de

-

pressed

people

discover new ways of

thinking and dealing with problems.

Public education is needed to help people better understand depression.

Key words: anger

Vocabulary:

tether / suppress / manifest / surly / cleanse / vent / ebb away /

dump / uptight / punch

B1 You are going to hear two speakers talking about dealing with anger. Fill in the blanks

with key words.

Tapescript:

Speaker 1

I actually ... 1,1 very rarely get angry, erm, I, I've quite a long tether when it comes to

anger, erm, which doesn't mean, I really don't

Part 111

How to deal with depression and anger?

believe I'm suppressing any anger at all, er, but, it manifests itself in a very sarcastic way with

me. Like if for example, I'm, I'm, if I'm buying a . . . railway ticket or something and the, ... the

guy behind the counter is very surly and er, you know refuses to treat me, er like a human

being, I won't be, get angry with him but I'll get very sarcastic with him and try to make very

very clever remarks. (Oh ... yes, one of those, yes. . . ) (Laughter) And er that for me, that for

me serves its purpose. I do feel er very ... I feel very cleansed after a situation like that. Oh, I,

of course I do sometimes, if it's absolutely necessary I do get very angry, if I'm taken that far.

But I certainly don't suppress any anger.

Speaker 2

Well, my anger is tied up with my sleepless nights. (Laughter) I mean, if I do not sleep

well, I wake up in the morning, I am angry. I use any excuse to vent my anger on anybody. If I

sleep well, then everything's fine. I'm a joyous, warm, loving person. Sleepless nights, I'm full

of anger and my anger does not ebb away unless I use a thing or somebody to vent it upon.

As weak as that may sound, that's how I work. (mm) And it's terrible sort of admission to

make

to

everybody

here.

(

Laughter)

If

I'm

looking

for

excuses

for

having

woken

up

in

a

particular

-

ly bad way, so, er . . . in a way, anger is something that I have to get out. I do not

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carry it around by weeping, and like crying. I believe in dumping it.

B2 Now listen to a conversation talking about ways to deal with anger.

Write down the key points in the chart below.

How to deal with anger

In Japan factory workers punching punch bags with pictures of their boss

removing oneself from the situation and just laughing at it

Tapescript;

A; Apparently, in, er . . . I don't know if this is true, but in Japan, er, if factory workers er

get

a

bit

uptight or angry,

they

can

go

out

into

er,

the

gym or

something

which

is usually

attached to the factory and there are punch bags there with pictures of their boss. (Laughter)

And they

can go and they can spend twenty minutes punching hell out of this punch bag. ( Great ... oh

right) And they go back to work and they feel great.

B: Oh God yes, well, that brings us on to laughing then. (Laughter) That made me laugh.

C:

Well

that's

one

way

of

dealing

with

anger

as

well,

I

suppose,

if

you

can

actually

remove yourself from the situation and just laugh at it. Um, I think laughter is, is again, one

of the most wonderful releases, and, and, er I mean I think that it's actually been proved that

you know the chemical that is released when you laugh is, is is life

-

enhan

-

cing and life, er

elongating too, you know. ( Yeah) It promotes a healthy, a healthier being.

B: And it heals wounds . . .

Part

C: It does . ..

Short talks on listening skills

Listen

to

the

short

talk

entitled

the

Ideas

Clear

and

Clean

?Outlining.

Some

important words are taken away from the written pas

-

sage. Supply the missing words.

f

Represent the Ideas Clear and Clean ?Outlining

Outlining

is

a

method

of

classifying

and

organizing

ideas.

It

is

a

skill

very

useful

to

language learners when they are taking lecture notes, reading, or writing a paper.

In

listening,

the

skill

of

outlining

reflects,

to

a

certain

extent,

the

listener's

ability

in

understanding how the facts or ideas, or the scattered pieces of information are related to

one another.

People generally use a system of Roman numerals, Arabic num

-

bers, and letters to show

relationships. There is a kind of standard form for using these symbols to show which ideas

are most impor

-

tant. The symbols used, in order of decreasing importance, are

Part IV

Short talks on listening skills

Roman numerals (I. H. EL ... ), capital letters ( A. B. C. .. . ) , Arabic numbers (1. 2. 3. ... ), small

letters (a. b. c. .. . ), and numbers in parentheses [(1)(2)(3). .. ].

The placement of the topics on paper is also important. The most important items are

entered

farther

to

the

left.

Lesser

items

are

entered

farther

and

farther

to

the

jrightl

Headings

of

equal

importance

are

indented

the

same

distance

from

the

left

margin.

The

purpose of this indentation is to make each idea easy to see and also to show just how it is

related to the ideas before and after it.

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No

punctuation

is

needed

at

the

end

of

an

idea

unless

it

is

writ

-

ten

as

a

complete

sentence.

Outlining, as a fairly comprehensive and effective method in language learning, certainly

deserves our attention and practice, par

-

ticularly for advanced listeners.

The blank fonn of an outline looks like. this

-

.

.

'

.

1.

___ _

.

(1) _______

(2) .

2.

_

E

-

?

■晻■

. '

_

_____

:

,

All Can Succeed

Part I

win opportunity risk like success abilities hard work

Warming up

Key words: imagination other people

Vocabulary:

prosper / shed light onto / be blessed with / positive / critically / interact

In

this

part

you

are

going

to

hear

a

passage

about

how

one

can

achieve

success.

Listen

carefully and fill in the blanks with the missing words.

Tapescript;

No one sets out in life to fail. The reality is that many do. Why do some prosper while

others struggle just to exist? There is no simple answer to that question but here are a few

thoughts that might shed some light on

-

to this very complex issue.

The future is in your imagination

Humans are blessed with the ability to think into the future. We can use our imagination

to see possibilities. Use this unique gift in a positive way. Build a vision of what you want to

be, have or do. It is the starting point of all successful activities.

To win, you must expect to win

Once

we

imagine

our

future,

we

must

wrap

that

vision

with

a

belief

system

that

encourages us to fulfill the vision.

We are surrounded by opportunity

As

we

move

through

time,

opportunities

are

abound.

All

we

have

to

do

is

recognize

them and reach out to grab them. Capturing opportunity demands risk. Are you a risk taker?

Like what you do or do something else

Low

achievers

usually

don't

like

to

work

or

don't

like

the

work

they

are

doing. Those

who don't want to work will never prosper. For those who work, it is critically important that

their work be a joyful experience. Match your skills to your job requirements. The closer the

match, the more enjoyable the experience.

Your success depends on other people

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No man is an island. We must interact with and receive the support of others. Build a

network of friends. Get to know people of achieve

-

ment. Listen to their words, watch their

actions and apply what works for you.

Everyone can succeed

We are all born with enough abilities to experience success. Our task is to discover and

develop those abilities. Nothing comes easily. Success demands hard work. Are you willing to

work that hard?

Key words:

skills

encourage

involvement

development

school

cooperation

student

performance

teachers staff

Vocabulary:

issue / involvement / commit / enhancement / regardless of / consensus / bond / integrity

Suppose you are an administrator in a middle school, read the following checklist. Supply the

missing words to complete the questions below. An

-

swer all the questions by ticking

Tapescript:

Yes No

□

1. Do you possess good organizational skills?

□

2. Are you results oriented?

□

3. Are you open

-

minded on all issues brought before you?

□

4. Do you put children first in the decision process?

□

5. Do you encourage parental and citizen involvement?

□

6. Do you encourage innovation and excellence?

□

7. Do you commit to maximize the development of every

student?

□

8. Do you promote school or community cooperation?

□

9. Do you support enhancement of student needs in the

school?

□

10. Can you offer ideas and plans to strengthen the school?

□

11. Do you expect high quality performance from teachers?

□

12. Do you communicate directly and clearly to the teachers in

the school?

□

13. Do you believe in continuous professional development of

self and the entire staff?

□

14. Do you deal fairly with all school employees regardless of

their background or position?

□

15. Are you a consensus builder?

□

16. Do you understand leadership skills?

□

17. Is your word your bond? Are you trustworthy?

□

18. Do you strive to understand the position of other staff

members?

□

19. Do you display a high degree of personal integrity?

□

20. Can you work well with others?

Key words:

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Kenya master's degree Manchester University slums Vocabulary:

prospectus / leaflet / discard / stinking / slum / breadwinner /

overdose / visa / initially / tenacity / resourcefulness

Nairobi / Masari

Listen to the news item and supply the missing information.

Tapescript:

A

young

man

who

escaped

poverty

in

Kenya

is

receiving

a

master's

degree

from

Manchester University late today. Sammy Gitau comes from one of the worst slums in the

Kenyan capital Nairobi and had to overcome overwhelming odds to gain a place and then a

degree at the English uni

-

versity.

Part

A

Sammy

Gitau

found

a

prospectus

leaflet

from

Manchester

Univer

-

sity

discarded

in

a

dustbin

in

Nairobi and

set

his heart

on

going