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
Drive carefully and slowly when pedestrians are about, particularly in crowded
shopping streets, when you see a bus stopped, or near a parked mobile shop. Watch
out for pedestrians coming from behind parked or stopped vehicles, or from other
places where you might not be able to see them.
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:
Driving Carefully
I. Look out for pedestrians
A. Drive carefully at crowded shopping streets.
B. Drive carefully near a bus stop.
C. Drive carefully near a parked mobile shop.
II. Look out for the young, the old and the disabled
A. Three out of four pedestrians killed or seriously injured are either under
fifteen or over sixty.
B. The young and the elderly may not judge speeds very well.
C. Give them, and the infirm, or blind, or disabled people, plenty of time to
cross the road.
III. Look out for children
A. Stop at a Stop—Children sign
B. Drive slowly near a parked ice-cream van
IV. Coming to a zebra crossing
A. Slow down or stop to let people cross.
B. Signal to other drivers that you mean to slow down or stop.
C. Never overtake just before a zebra crossing.
Section Two
Listening Comprehension
Part 1 Dialogues
Dialogue 1 Making Arrangements
Mum: Hello.
Tessa: Hi, Mum. It’s me. How are you?
Mum: Oh, I’m fine, Tessa. I except you’re phoning to find out how the arrangements
for your party are going?
Tessa: Yes. That’s right. You know, it’s really good of you and Dad to make all the
arrangements while I’m away. I really don’t know what I’d do without you!
Mum: Oh, there is not that much to do really. In fact, your father and I are quite
enjoying it
Tessa: Good. So how are thing going?
Mum: Well, let’s see. I’ve already hired the hall, so that’s OK.
Tessa: Have you found anyone to do the disco yet?
Mum: No, not yet, dear.
Tessa: Well, do you think you could do that soon, Mum? It might not be easy. What
about the equipment?
Mum: Well, we’re having the sound system and records delivered by a local
company next week.
Tessa: Good. That should be all right. What about the bar?
Mum: That’s all under control. We’re having the drinks delivered next week.
Tessa: Great! Have you organised the food? Are you cooking it?
Mum:
What, for 70 people? You must be joking! No, I think I’ll have it done by the
caterers* in the village.
Tessa: You’ll do that soon, won’t you? They’ll need a bit of notice.
Mum: Mmm. Of course. Now, I had the invitations printed last week. The
stationer’s did them, but I haven’t had time to send them yet…
Tessa: Oh, Mum, but the party’s in ten days! Send them soon, will you, or we’ll
have no guests!
Mum: Yes, I’m sorry, dear. Look, I’ll phone everyone too. I’ve been so busy with all
the arrangements…
Exercise:
Done
To be done
Relevant information
The place
The hall has been hired.
The disco
To find someone to do it.
The equipment
The sound system and records will be delivered
by a local company next week.
The bar
The drinks will be delivered next week.
The food
To have it done by the caterers in the village.
The invitations
They are printed and will be sent soon.
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
Dialogue 2 Fast Food Survey
Excuse me, do you mind answering a few questions?
No.
Um firstly, do you ever eat fast food.
Yes, yes, I do.
What kind of fast food do you normally eat?
Oh, er you know, burgers, sandwiches, well sometimes like a pizza or, you know,
kebabs*.
Oh, right. And how often do you eat fast food? Every day, more than once a
week or less than once a week?
Er, well Monday to Friday when I’m working er, yeah every day, um but
not…not usually at the weekends.
And what time of day do you eat fast food?
Well, at work as I said, you know at lunchtime, um you know, I sort of go out
and get a burger or sandwich. Sometimes, you know, if, if I’m going out and I’ve
no time to cook in the evenings then I’ll, I’ll send out for a pizza.
Oh, right. Do you only eat it as a main meal or do you snack between meals?
B: No, only as a main meal, you know lunch or, or in the evening.
A: And what do you think of fast food? Which statements do you think are true?
Um, either“It’s convenient”
B: Oh, definitely. I mean, that’s sort of the main reason that I eat it.
A: Right. How about “It tastes good”?
B: Yeah. Um, I mean, not as good as food like in a, in a good restaurant, but it’s not
bad.
A: “It’s good for you”?
B: No. Sort of eating quickly and standing up. It’s sort of bad for you. The food
itself isn’t very good for you, you know there’s not enough greens, um you know,
vegetables or salad.
A: Mm. How about “It’s an expensive way of eating”? What do you think of that?
B: Oh, yes it is, er but you’re paying for the convenience, you know the speed of it.
Er, well, I certainly think that it’s cheaper than you know cooking your own
food.
A: Er, and what about lastly “It creates litter.” Do you think that’s true?
B: Yes, yes, it does. Only I, I always put mine in a you know in a litter bin, but er
unfortunately a lot of people don’t, um but in the packaging there is a lot of
paper involved and plastic and sometimes polystyrene*.
Exercise A:
Every day
How often do you eat fast food?
Every weekdays
At the weekends
Breakfast
At what time of the day do you eat fast food?
Lunch
Dinner
Between meals
Occasionally
Exercise B:
It is convenient and fast, thought it doesn’t taste as good as food in good a restaurant.
However it is bad to one’s health because there are not enough vegetables. It is also
quite an expensive way of eating, but you’re paying for the convenience. And it
creates litter because in the packaging there is a lot of paper, plastic and sometimes
polystyrene involved.
Part 2 Passage
Passage Snack
It’s 3:15 in the afternoon and half the office just stepped out* for a coffee break.
Your eyelids are starting to close and 7-11 is just around the corner. A soda or a bag of
chips would be just the thing to perk you up*. So you, too, go out for an afternoon
snack.
Sometimes we eat simply because everyone else is doing it. Other times we eat
when we feel tired, bored or depressed. Snacking for the wrong reasons can lead to
overeating and unhealthy diet.
Of course, there are times when our bodies really need extra energy. Here are four
tips to keep your snacking on the right track.
1. Know why you’re eating. Using food to change your feelings can be a
dangerous habit. An order of French fries might distract* you from feeling sad for a
while, but it’s only a temporary cure. Once the fries are gone, the problem is still there.
If you’re feeling lonely, don’t reach into the refrigerator. Call a friend. If you’re
feeling stressed, take a 10-minute walk.
2. Find a healthy pick-me-up*. If you’re truly hungry, a healthy snack can give
you the boost of energy you need. If you like fresh foods, bring a small bag of
tomatoes or apples slices to work whit you. To tame your sweet tooth, try a handful of
dried fruit. A serving of nuts can be a perfect pick-me-up. They have the right
combination of nutrients to give you the energy you need. But wait until you’re
hungry to find something to eat. Plan ahead and bring something healthy whit you.
3. Eat just one serving. Don’t open up a whole box of crackers and start munching
away. Instead, pull out just one serving and put away the box.
4. Think of snacks as mini-meals. Eating small, healthy snack can keep you from
stuffing yourself at the next meal. Instead of eating three big meals each day, split
them into four or five mini-meals. You may actually eat less food overall.
Use these tips to help you plan snacks ahead of time. The next time you have a
snack attack, tame your hunger the healthy way.
Exercise A:
a soda or a bag of chips; a piece of cake; a sandwich; a small bag of tomatoes; a small
bag of apple slices; a serving of nuts; a glass of low-fat-milk; a serving of crackers,
etc.
Exercise B:
1. A
2. D
3. B
4. C
5. D
6. B
7. C
8. A
Exercise C:
1. A soda or a bag of chips would be just the thing to perk you up.
2. Using food to change your feeling can be a dangerous habit.
3. If you’re feeling lonely, don’t reach into the refrigerator. Call a friend.
4. A serving of nuts can be a perfect pick- me-up.
5. Eating small, healthy snacks can keep you from stuffing yourself at the next meal.
Part 3 News
News Item 1
The Japanese electronic giant Sony has slashed its annual earnings forecast again. It’s
expected to report an annual operating loss of almost three billion dollars. The
company had previously forecast a profit of two billion dollars.
If confirmed, this would be Sony’s first loss in 14 years, the second only since
the company was listed on the Tokyo stock exchange in 1958.
Like other Japanese exporters, Sony is taking a beating from the global slump.
The yen’s appreciation also means less profit – as the company gets 80 percent of its
sales from overseas.
News Item 2
World Trade Organization ministers are meeting in Montreal*, Canada. The trade
ministers have been debating the issue of reducing import taxes and government aid
for certain services, especially farming. Major agricultural exporters like the United
States, Australia and Brazil want all import duties cut to an average of 25%. Importers
such as the European Unions, Japan and some developing countries say import taxes
should be cut by some reasonable percentage based on the country. The United States
and European Unions are under pressure to reach a farming agreement that other
WTO members can support. The WTO is also divided on the issue of providing
necessary drugs to poor countries.
Exercise A:
This news item is about a world trade organization meeting on reducing taxes and
government aid for certain services.
Exercise B:
The trade ministers have been debating the issue of reducing import taxes and
government aid for certain services, especially farming. Major agricultural exporters
like the United States, Australia and Brazil want all import duties cut to an average of
25%. Importers such as the European Unions, Japan and some developing countries
say import taxes should be cut by some reasonable percentage based on the country.
Section Three
Oral Work
How long can anyone live in Germany without a purchase of either a cold stein
*of beer or a clock? It didn’t take long for the beer, but my search for just the right
clock took a few years.
In my search I found a cuckoo clock, an old French Tic-Tac clock, and a gold time
piece giving the precise time anywhere in the world. Than came the grandmother
clock with the lovely crystal panes*—but still no chiming grandfather clock.
Suddenly I received a phone call from a friend. She knew a man whose mother
had to move out of her home and furniture was being sold. She asked whether I was
interested in a very old clock.
I made the trip into the countryside and found a small German home with lovely
flower gardens.
The family greeted me as a long-lost friend. We had coffee and apple cakes and
then we headed for the attic.
I knew the minute I saw him—the old grandfather. Surely he would be expensive!
I said, “Yes!”
We returned to our coffee and I asked the big question. “How much?”
I paid 45 German Marks in cash, one large can of peaches, a pound of coffee, and
a box of Lipton Tea.
Section Four
Supplementary Exercises
Passage 1 World Sight Day
An estimated 135 million people have low vision.40 to 50 million others cannot
see at all. Healthy experts warn that the number of blind people will increase sharply
as the world population grows, and grows older. They say the number of blind people
could almost double by 2020.
Yet the World Healthy Organization says that in eight out of ten cases, blindness
can be cured or avoided. October the ninth was World Sight Day. A campaign called
vision 2020 released* materials to help government and health workers develop
national plans to prevent blindness.
Vision 2020 is a joint effort of the WHO and International Agency for the
Prevention of Blindness. The goal is to end prevention blindness by 2020. The
campaign targets four main causes.
Cataracts cause the lens of the eye to become cloudy. In most of Africa and Asia,
cataracts cause at least half the cases of blindness that can be cured. A simple
operation can remove cataracts*.
Trachoma* is an infectious disease spread person-to-person and by insects.
Trachoma causes about 15 percent of all cases of blindness. Most of the cases are in
Africa. The disease can be treated with antibiotic medicines and an operation to
correct the damage.
The disease known as river blindness is also found mostly in Africa. Flies spread
the infection. A yearly treatment of the drug Mectizan can control the disease.
Finally, a lack of vitamin A as a result of poor nutrition is the leading cause of
preventable blindness in children.
Vision 2020 says that every five seconds another person in the world goes blind.
Most blind people live in developing, nations. India has at least nine million. About
six million are in China, and seven million in Africa. Officials estimate that the world
economy loses about 28,000 million dollars each year from curable blindness.
A resolution passed by the World Health Assembly in May urges all governments
to develop national plans to prevent blindness.
Exercise A:
1. The world Sight Day is on October the ninth.
2. The World Health Organization says in eight out of ten cases, blindness can be
cured or avoided.
3. A campaign called Vision 2020 aims at the prevention of blindness.
4. The blindness that can be cured or avoided mostly occurs in developing nations.
Exercise B:
1. Name: Cataracts
Treatment: A simple operation can remove cataracts.
2. Name: Trachoma
Treatment: Antibiotic medicines and an operation can correct the damage.
3. Name: River blindness
Treatment: The drug Mectizan can control the disease.
4. Malnutrition leads to a lack of vitamin A.
Treatment: Food and medicine with ample vitamin A can cure the disease.
Exercise C:
Your opinion
Directions: Listen to the passage again and give your opinion on the following topics.
“Most blind people live in developing nations. About six million are in China.”
1. What part of area in China do you think most blind people live?
2. What suggestions could you put forward to prevent blindness?
Passage 2 Tips to Healthy Eating and Physical Activity
Breakfast fills your “empty tank”to get you going after a long night without food.
And it can help you do better in school. Easy-to-prepare breakfasts include cold cereal
with fruit and low-fat milk, whole-wheat toast with peanut butter, yogurt *with fruit,
whole-grain waffles or even last night’s pizza!
It’s easy to fit physical activities into your daily routine. Walk, bike or jog to see
friends. Take a 10-minute activity break every hour while you read, do homework or
watch TV. Climb stairs instead of taking an escalator or elevator. Try to do these
things for a total of 30 minutes every day.
Snacks are a great way to refuel. Choose snacks from different food groups—a
glass of low-fat milk and a few graham* crackers, an apple or celery sticks with
peanut butter and raisins*, or some dry cereal. If you eat smart at other meals, cookies,
chips and candy are OK for occasional snacking.
Vigorous work-outs*—when you’re breathing hard and sweating—help your heart
pump better, give you more energy and help you look and feel best. Start with a
warm-up that stretches your muscles. Include 20 minutes of aerobic activity, such as
running, jogging, or dancing. Follow up with activities that help make you stronger
such as push-ups or lifting weights. Then cool down with more stretching and deep
breathing.
Being active is much more fun with friends or family. Encourage others to join
you and plan one special physical activity event, like a bike ride or hiking, with a
group each week.
You don’t have to give up foods like hamburgers, French fries and ice cream to eat
healthy. You just have to be smart about how often and how much of them you eat.
Your body needs nutrients like protein*, carbohydrates*, fat and many different
vitamins and minerals such as vitamins C and A, iron and calcium* from a variety of
foods. Balancing food choices from the Food Guide Pyramid and checking out the
Nutrition Facts panel on food labels will help you get all these nutrients.
Eat more grains, fruits and vegetables. These foods give you carbohydrates for
energy, plus vitamins, minerals and fiber. Besides, they taste good! Try breads such as
whole-wheat, bagels* and pita*. Spaghetti and oatmeal are also in the grain group.
Bananas, strawberries and melons are some great tasting fruits. Try vegetables raw,
on a sandwich or salad.
A healthy eating style is like a puzzle with many parts. Each part—or food—is
different. Some foods may have more fat, sugar or salt while others may have more
vitamins or fiber. There is a place for all these foods. What makes a diet good or bad
is how foods fit together. Balancing your choices is important. Fit in a higher-fat food,
like pepperoni* pizza, at dinner by choosing lower-fat foods at other meals. And don’t
forget about moderation. If two pieces of pizza fill you up, you don’t need a third.
Exercise A:
People should eat natural foods which do not contain chemical additives and which
have not been affected by chemical fertilizers widely used in farming today. Eat more
grain fruits and vegetables.
To keep fit, you should do regular physical exercise every day, such as running,
jogging, dancing or riding a bike, etc.
Exercise B:
1. B
2. C
3. D
4. A
5. A
6. D
7. B
8. D
Exercise C:
1. Breakfast fills your “empty tank” to get you going after a long night without food
and it can help you do better in school.
2. Walking, biking or jogging is easy to fit into your daily routine.
3. You must be smart about how often and how much of them you eat.
4. Grains, fruits and vegetables give you carbohydrates for energy, plus vitamins,
minerals and fiber.
5. To make a good diet you should fit foods together and balance your choices.
Unit 2
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
1. A: My brother is an accountant. He builds bridges.
B: But engineers (↘) build bridges (↗).
2. A: When are you going to New York? ;
B: I' m flying ( ↗ ) at ten o'clock ( ↘).
3.A: How long have you been able to speak French?
B: I've been learning French (↗) for six years (↘),
4.A: When did you last see Mike?
B: Tuesday (↘) was the last time I saw him (↗).
5.A: Do I turn it on with this switch?
B: Press the red one (↘) not the black one (↗).
Exercise:
1.a
2.b
3.b
4.a
5.a
Part2 Listening and Note-taking
Ralph Nader
Ralph Nader is a man of few possessions. He owns very little and lives in a small
apartment. He doesn't have a car or a TV set. He doesn't have many clothes and he
doesn't care about money when he makes a lot of money, he gives it away. He doesn't
smoke and he works from six in the morning until late at night, seven days a week: he
is paying back to America his debt as a citizen.
When he went to parties as a young man, people complained that all he talked
about was the dangers of cars, and how bad car design caused the deaths of so many
people each year. After he graduated from Harvard, he published an article entitled
"Unsafe at Any Speed," which was about a car called Corvair. Later, he made a big
attack on the car industry and showed how many deaths in car accidents were because
of badly-made cars. He said new laws were needed to make cars safer. In 1966,
because of Nader's work, a law was passed to make car safer.
After this success, Nader became interested in something very different. This was
the quality of meat and the amount of meat that is put into foods like sausages and
hamburgers. A year later, in 1967, again because of Nader's work, a law was passed to
ensure that products like sausages and hamburgers contained the right amount of meat.
In 1968, three more laws were passed because of Nader's efforts. The first was to
ensure the safety of gas pipelines -- these are the pipes that take gas across the country
from one town to another. The second was to protect people from radiation --that is,
the dangerous radiation which may leak from nuclear sources. The third was to ensure
the proper standard of poultry -- that is, the chicken and turkey meat.
Ralph Nader, now one of the most influential people in the United States, has set a
wonderful example of what determined men and women can do to improve the
quality of life in their country.
Exercise A:
1. Ralph Nader is a man of few possessions.
2. He is paying back to America his debt as a citizen.
3. He said new laws were needed to make cars safer.
4. A law was passed to ensure that products like sausages and hamburgers contained
the right amount of meat.
5. Ralph Nader has set a wonderful example of what determined men and women can
do to improve the quality of life in their country.
Exercise B:
Ralph Nader
I. Ralph Nader, a man of few possessions
A. He owns very little and lives in a small apartment.
B. He doesn't have a car or a TV set.
C. He doesn't have many clothes.
D. He doesn't care about money.
II.
His early efforts to make car safer
A. He talked about the dangers of car, and how bad car design caused the deaths of
so many people each year at parties.
B. After he graduated from Harvard, he published an article entitled "Unsafe at Any
speed.
C. Later, he made a big attack on the car industry and showed how many deaths in
car accidents were because of badly-made cars.
D. In 1966, because of Nader's work, a law was passed to make car safer.
III
His interests in something very different
A. The quality of meat and the amount of meat that is put into foods like sausages
and hamburgers
B. In 1968, three more laws were passed because of Nader's efforts.
a. The first was to ensure the safety of gas pipelines.
b. The second was to protect people from radiation.
c. The third was to ensure the proper standard of poultry.
IV. Ralph Nader. one of the most influential people in the United States
A. He has set a wonderful example of what determined men and women can do to
improve the quality of life in their country.
Section Two Listening Comprehension
Part 1 Dialogues
Dialogue 1 Give Them Time to Get to Know You
Father:
Well, whose fault do you think it is, then?
Daughter:
I don't know.
Father:
It couldn't be yours?
Daughter: What? That I feel lonely because I haven't any friends there?
Father:
No, that you haven't got any friends.
Daughter:
But I've told you! They're not very friendly there. They never talk
to me! They just leave me alone.
Father:
Daughter:
Father:
Daughter:
Father:
Daughter:
Father:
Daughter:
Father:
Daughter:
Facher:
Daughter:
Father:
Daughter:
Father:
Daughter:
Father:
Daughter:
Father:
Daughter:
Father:
Daughter:
Father:
1.T
But why?
How should I know?
Isn't it possible it's because you're not very friendly towards them?
What do you mean?
Have you talked to them? Have you tried to make conversation?
I've told you! They're not interested in talking to me.
How do you know?
Because ... for example ... at lunch time, they all sit together in v
groups!
Yes, but why don't you sit with one of the groups?
Don't be silly. I couldn't. It would be awful!
why?
It just would. That's all.
How do you know?
I just do!
Well, you'll never make friends if you don't try, will you? I mean,
you've got to meet them, too, at least half way.
It just wouldn't work!
You know what I think. I think you're just saying that because
you're impatient.
Impatient? Me?
Yes, impatient. You always have been, ever since you were a child.
If you don't get what you want immediately, you get depressed and
you give up too easily!
Look, if you came with me some morning, you'd understand ...
You've only been there for four weeks. These things take time.
I know, but I still feel ...
Listen, give them time to get to know you ... and give yourself
time get to know them, and things will change. Believe me!
2.T
3.F
4.T
5.T
6.T
Dialogue 2 Gestures
Number 1
Woman: You know, a "nod" -- moving your head up and down -- means
“yes” in most places, but not everywhere. Did you know that in
Greece a nod means "no"?
Man:
It means "no" in Greece? I'm surprised.
Number 2
Man:
I didn't know "raised eyebrows" means "yes" in Tonga. It means
something very different in Peru.
Woman: Yeah? What does it mean there?
Man:
Money. "Raised eyebrows" is a gesture for money in Peru.
Woman: Hmm.
Number 3
Woman:
Um, Alberto, you said that "tapping your head" means "I'm
Man:
Woman:
thinking" in Argentina.
That's right.
You'd better be careful about using that gesture here in Canada. It
means someone is crazy.
Oh, it means "crazy" in Canada? I didn't know that. I'll be careful.
Man:
Number 4
Man:
You know, it's interesting that in the Netherlands, "tapping your
elbow" means you can't depend on someone. In Colombia, they use
the same gesture, but it has a different meaning.
Woman: What does it mean in Colombia?
Man:
Well, it means someone is cheap. That person doesn't like to spend
money.
Woman: Oh.
Number 5
Woman:
Here's an interesting one. You know how "circling your head"
means that a person's crazy?
Man:
Yeah.
Woman: Guess what it means in the Netherlands.
Man:
The Netherlands? I have no idea.
Woman:
It means someone is calling on the telephone. You know, like
dialing a phone.
Man:
That's interesting.
Number 6
Man:
So "flicking your chin" means "go away" in Italy, right
Woman: Yes.
Man:
Guess what it means in Brazil.
Woman:
In Brazil? I don't know.
Man:
That's right.
Woman: Huh?
Man:
In Brazil, "flicking your chin" means "I don't know."
Woman: "I don't know" is the meaning?
Man:
Right.
Number 7
Woman: Well, everything is "thumbs up" for my trip to Nigeria. I've never
been to Africa before. I'm really looking forward to it.
Man:
Ah, you'd better be careful with that expression in Nigeria.
Woman: Huh?
Man:
Thumbs up. In Nigeria, it means ... um ... well, it has a very bad
meaning. Don't use that gesture. It will get you into a lot of trouble.
Woman: Oh, thanks for telling me.
Number 8
Man:
You said "tossing your head" means "come here" for Germans?
Woman: That's right. But there axe some other meanings. In India, it
means "yes." But it has the opposite meaning in Italy. In Italy it
means "no."
Hmm, "yes" in India, "no" in Italy. Isn't it interesting how the
same thing can have suchdifferent meanings?
Woman:
It sure is.
Gesture
Meaning
Country
Nod
(Yes)
Most .places
Nod
(No)
Argentina
Raised eyebrows
(Yes)
Brazil
Raised eyebrows
(For money)
Canada
Tapping your head
(I'm thinking)
Colombia
Tapping your head
(Crazy)
Germany
Tapping your elbow (Can't depend on
Greece
someone)
Tapping your elbow (That person
India
doesn't like
to spend money)
Circling your head (Someone is
Italy
calling on the
telephone)
Flicking your chin
(Go away)
Netherlands
Flicking your chin
(I don't know)
Nigeria
Man:
Thumbs up
Tossing your head
Tossing your head
Tossing your head
Part 2 passage
(It has very bad
meaning
(Come here)
(Yes)
(No)
Peru
Tonga
passage Why Shouldn't you Go by First Impressions?
One shouldn't always go by* first impressions. In my hometown there
lived a giant of a man with huge hands and a manner so fierce and unfriendly
that he always sat alone in any public place. Yet to those who knew him, he was
a kind and generous friend. In the same way one should never assume* that
somebody who looks inoffensive is always going to behave in an inoffensive
manner.
Recently my young brother, who works for a famous American airline,
was reminded of this truth. The plane was overbooked and for once all the
passengers turned up. So my brother had thedifficult task of choosing three
passengers and informing them that they couldn't travel on the flight in
question*.
question*.
Knowing that the young are generally impatient and often aggressive, my
brother chose three elderly travellers, an English couple and a little old
American lady.
The English couple accepted the situation and went to have a drink while
waiting for the next flight. Then my brother approached the American lady,
whose name was Mrs Pepper, with a sad smile on his face, "Mrs Pepper? May I
have a few words? I'm afraid we have a problem."
"A problem? What de you mean, we have a problem, young man?"
“Would you like to come into the office” asked my brother, sensing that this
was not going to be easy.
"Oh, very well, but only for a moment. I have a plane to catch, you know."
"Er ... yes." My brother explained the position.
The little lady looked at him with steely, blue eyes. "Young man," she said. "I
don't believe you are aware that you are talking to Mrs Katherine Pepper, widow
of General Arnold Pepper, of the United States Army Air Force and I'd like to
inform you, further, that the President of your airline was a personal friend of the
General's. In the circumstances I'd advise you to sort this out* right away,
otherwise you're going to be in a lot of trouble. Do I make myself clear?"
Exercise A:
Appearances are often deceptive. In this passage, the two examples tell us
the reason why we shouldn't go by first impressions.
Exercise B:
I.C
2. D
3. A
4. B
5. C
6. D
7. A
8. B
Exercise C:
1. To those who knew him, he was a kind and generous friend.
2. Recently the narrator's brother, who works for a famous American airline,
remembered the truth that the plane was overbooked and for once all the
passengers turned up. So he had the difficult task of choosing three
passengers and informing them that they couldn't travel on the flight in
question.
3. The narrator's brother chose three elderly travellers, an English couple and a
little old American lady.
4. The English couple accepted the situation and went to have a drink while
waiting for the next flight.
5. The little old American lady advised the young man to sort out the problem
right away, otherwise he would be in a lot of trouble.
Part 3 News
News ltem 1
The United States has issued a new worldwide terrorism warning. The
Department of Home-land Security said hijacked planes could be used in attacks
similar to those on September llth two years ago. Officials said there is no
specific information on dates or possible targets. Officials also warned possible
terrorist bombings or kidnappings. Also the Defense Department has cancelled
its plan for a computer website that would allow people to choose dates when
they think future terrorist attacks or murders might happen. People would have
earned money if they chose the correct dates. Defense Department officials said
the website could have provided early warning about future attacks.Opponents
strongly condemn the plan.
Exercise A:
This news item is about a new worldwide terrorism warning in the USA.
Exercise B:
I.
The United States has issued a new worldwide terrorism warning.
1. Hijacked planes could be used in attacks similar to those on September llth two years
ago.
2. Officials also warned possible terrorist bombings or kidnappings.
II. The Defense Department has cancelled its plan for computer website.
1.This website would allow people to choose dates when they think future terrorist
attacks or murders.
2. Defense Department officials said the website could have provided early warning
about future attacks
3. Opponents strongly condemn the plan.
News Item 2
A truck bomb has killed at least 35 people in a Russian military hospital in
the town of Musdak. Many others were injured. The force of the explosion
destroyed the building. The town is the main military center for Russian forces
fighting Chechen* separatists. Reports say about 150 people were in the hospital
at the time of the explosion. The number of those killed is expected to increase
as emergency worker continue to search for bodies: No one has claimed
responsibility for the attack. A Chechen spokesman denied the responsibility for
the bombing. The attack is the 8th bombing in Russia in less than 3 months. Five
bombings have happened in or near Cbechnya*.
Exercise A:
This news about the 8th bombing that occurs in Russia
Exercise B:
A Truck Bombing
Number of people killed
At least 35. The number is expected to increase
Place
In the town of Musdak.
Destruction
The force of the explosion destroyed the buildings.
Responsibility claimed
No one has claimed responsibility for the attack.
The ranking order of this attack
The 8th bombing in Russia in less than 3 months.
News Item 3
Indonesia is expected to announce stronger security measures Wednesday
after a deadly bombing in Jakarta*. At least 13 people were killed when a car
bomb exploded near a hotel. 149 people were injured. The hotel is operated by a
United States company. The governor of Jakarta said it was very likely that the
bomber was killed in the attack. Indonesian President Megawati Sukarnoputri
visited the damaged hotel. Buildings nearby also were damaged. The explosion
comes 2 days before an Indonesian court decides the first case connected to the
deadly bombings last year in Bali*. Those attacks killed 202 people.
Exercise A:
This news item is about the 2nd serious bombing that took place in
Indonesia within 2 years,
Exercise B:
1. F
2. T
3. F
4. F
5. T
6. T
Section three
oral work
Retelling
As Susan and her daughter Jenny walked around the park they were
hounded by beggars. The girl was shocked when she saw a skeletal young
beggar woman wrapped in a gray shawl*. Her eyes were sunken* and she held
out a bony hand like she was receiving communion, As she did, her shawl fell
away revealing a young child standing under it. Jenny just started throwing her
money into that bony hand. Susan grabbed her before she could start taking off
her jewelry, and the mother decided to have a talk with her about the beggars
when they got back to the hotel.
They boarded the return bus. They were stopped at a red light when Jenny
stood straight up and screamed, "Mother? Susan went to her window and she
pointed to a taxi next to the bus. There, in air conditioned comfort, sat the
beggar woman with her child next to her, eating an ice cream cone.
Section Four oral work
College Costs in the U.S.
A new report says the cost of studies at public colleges in the United States
increased 14 percent this year. This is the biggest increase in tuition* in 30 years.
But the study also found that the average student pays a lot less than the
published costs of a college education, because of grants*. And it points out that
American students received a record amount of financial aid last year.
Students do not have to repay grants, unlike financial aid in the form of
loans. About half of American college students receive grants. This means that
education costs differ from student to student.
The report is from the College Board. This is a non-profit membership
group of schools and other educational organizations. One of its best-known
jobs is to administer* college entrance tests.
The College Board says tuition at two-year public colleges rose at the same
rate as four-years schools.
The College Board says the increases were mainly caused by cuts in state
spending on education. But a congressman says colleges have increased their
prices in both good and bad economic times. John Baehner of Ohio is chairman
of the House Committee on Education and the Workforce. He says colleges do
not want to talk about their decisions to spend money to build things like
rock-climbing walls.
The College Board collected information from 4,000 colleges and
universities. It says the average total charge for students who live at a public
college in their state is 10,600 dollars. While tuition rose 14 percent this year,
housing and other costs increased at a lower rate.
At a private college, total charges are almost 27,000 dollars. That is an
increase of about six percent over last year.
David Ward is president of the American Council on Education. His group
represents colleges and universities. Mister Ward called the College Board
findings bad news. But he says percentage increases in tuition do not tell the
whole story. He says there was good news about grants and other
student aid.
The College Board says financial aid for the last school year reached
105,000 million dollars. That amount was up sharply from the year before.
Exercise A:
1. Because of grants, the average student pays a lot less than the published costs
of a college education.
2. Two forms of financial aid for the students are grants and loans.
3. When students receive loans, they have to repay them later.
4. The increases in tuition are mainly caused by cuts in state spending on
education.
5. The total charge for the students who live at a college includes tuition,
housing and other costs.
Exercise B:
l. This year the cost of studies at public colleges in the United States increased
14 percent.
2. The average total charge for students who live at a public college in their state
is 10.600 dollars.While at a private college, total charges are almost 27.000
dollars.
3. The above information is collected from 4.000 colleges and universities.
4. It is said that this year's increase in the cost of studies is the biggest one in 30
years.
5. American students received a record amount of financial aid last year, which
reached 105.000 million dollars~
Exercise C:
Your opinion
Directions: Listen to the passage again and give your opinion on the following
topics.
"The cost of studies at public colleges in the United States bas increased this
year and at the private colleges, the tuition has also increased."
1．If you are going to study in the United States, which college would you prefer,
a public college or a private college? Why?
2. How will you attempt to cope with the high tuition and living cost?
Unit3
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
a . It's on top of the bookcase.
b. With milk, please.
c. At five past one.
d. At five past one.
e. It's on top of the bookcase.
f. With milk, please.
Exercise:
1.f
2. c
3. e
4. b
5. a
6. d
Part2 Listening and Note-taking
A Territory
When we talk about a territory, we mean a defended space. Animals have their
territories, which they mark out with their personal scent. The scent is their territorial
signal. Human beings have other territorial signals. There are three kinds of human
territory, marked by different territorial signals.
First, there are the Tribal Territories, which in modem terms are known as
countries. Countries have a number of territorial signals. The borders are often
guarded by soldiers and they usually have customs barriers, flags, and signs. Other
signals of the tribal territory are uniforms and national anthems. These signals are
important, because they warn the visitor that he is entering a foreign country and,
while he is there, he must behave like a visitor.
Second, there is the Family Territory, at the center of which is the bedroom. This
is usually as far away as possible from the front door. Between the bedroom and the
front door are the spaces where visitors are allowed to enter. People behave differently
when they're in someone else's house. As soon as they come up the driveway or walk
through the front door -- the first signals of family territory -- they are in an area
which does not belong to them. They do not feel at home, because it is full of other
people's belongings -- from the flowers in the garden to the chairs, tables, carpets,
ornaments, and other things in the house. In the same way, when a family goes to the
beach or to the park for a picnic, they mark out a small territory with towels, baskets,
and other belongings; other families respect this, and try not to sit down right beside
them.
Finally, there is the Personal Territory. In public places, people automatically mark
out an area of personal space. If a man enters a waiting room and sits at one end of a
row of chairs, it is possible to predict where the next man will sit. It won't be next to
him or at the other end of the room, but halfway between. In a crowded space like a
train, we can't have much personal territory, so we stand looking straight in front of us
with blank faces. We don't look at or talk to anyone around us.
Exercise A:
1. When we talk about a territory, we mean a defended space.
2. These signals are important, because they warn the visitor that he is entering a
foreign country.
3. People behave differently when they're in someone else's house.
4. In public places, people automatically mark out an area of personal space.
5. It won't be next to him or at the other end of the room, but halfway between.
A Territory
I. Territory, a defended space
A. Territory is marked by territorial signals.
a. Animals mark out their territories with their personal scent, their territorial signals.│
b. Human beings have three kinds of human territory, marked by different territorial signals.
II. Three kinds of human territory
A. Tribal Territories or countries
a. Countries have a number of territorial signals.
1.The borders, guarded by soldiers, with customs barriers, flags, and signs
2. Uniforms and national anthems.
B. Family Territory
a. Family Territory
1. The front door.
2. The driveway.
b. When a family goes to the beach or to the park for a picnic, they mark out a small
territory with towels, baskets, and other belongings
C. Personal Territory
a. In public places people automatically mark out an area personal space.
b. In a crowded space, we stand looking straight in front of us with blank faces.
section two listening comprehension
part 1 Dialogues
Dialogue I Credit Card
—I recently touring around America found there was a chap I was with ... He ... we
were booked in by an American organization into a hotel, paid for by them, but
they would not let him go through the lobby to his room unless they had a credit
card number to prove that he was a human being that was trustworthy, {right, right}.
In other words we've got to the stage now with credit cards, however friendly you
look, however wealthy you look, or however nice you look ... (That's right, it
doesn't matter, they just want to see that number.) Excuse me, where is your credit
card?
—Because you know you can't rent a major automobile in the States, you know, you
can't rent without, without using a credit card, you can't, you know like you were
saying, go into a hotel ...
—I think that what's underneath that is the society in which you're only good if you
have numbers attached to you, (Mm.) that are computerised, (Yeah.) and can trace
you, and everybody's insured against everybody else (Yeah.) and ... that side of
credit I find rather upsetting.
— It's kind of ugly, isn't it?
— Like a lot of people ，it's a great facility, if you're disciplined with it.
1.D
2. D
3. C
Dialogue 2 Card Insurances
— I'll tell you about one awful experience that happened to me, erm, I took out, erm ...
one of these card insurances that cover all your cards (Mm.) should your cards be
stolen and I had my handbag snatched* in a store and immediately got the store
security, who were very quick, got me into their office and we phoned all of the
credit cards that I had on me, within ten minutes.
— Which is what they tell you to do?
—Yeah. When, I suppose by the time we’d got to all of them it about half an after the
bag had been snatched. Got up to the top floor of the office, started ringing round,
and the whole thing was done within half an hour. Erm, when the bag was snatched
it went through apparently a chain of people, out of the store, and it went two miles
away and they managed to ... three different people had spent over ￡2,000 on four
of my cards ...
—But you're only liable* for the first 50.
—I wasn't liable for any of it. Because thank goodness I had this insurance.
—None of it. Yeah.
—But ...
—Touch wood* quick. That was ...
—.. They'd spent it within twenty minutes of stealing.
—That's incredible, isn't it?
—And the thing that absolutely horrified me was I was close to limits on two of the
cards, the ones that I do clear every month (Mm – mm.) I was close to the limit I'm
allowed on those, and they, both of those cards they went into banks, said they were
me, and got (No!) well over what the top limit would have been.
—Really! Well it just goes to show, you could walk into a bank and get more than you
could possibly ever pay off*!
—I couldn't probably, because I go in, and they say, "No, you've spent it all already?
—Right, right.
1. F
2. F
3, F
4. T
5. T
6. T
7. F
8.T
Passage 1 Credit Cards
The system of bank credit cards operates in much the same way as a store credit
account except that the holder is not restricted to making purchases in one place.
Cards can be presented at any place where the bank card sign is displayed, and
that could be at a shop, a service station, a hotel, a restaurant or in fact at all kinds of
businesses.
The sales assistant imprints the card details onto a sales voucher* which the
customer signs, and the card is then returned to the customer. Each month the bank
sends the holder a credit card statement setting out where purchases were made and
totalling what is owing. A payment has to be made within 25 days of the date of the
statement, but not necessarily the full amount. If the customer pays in full within this
time the use of the card does not cost anything, But if he decides to pay only the
minimum repayment shown on the statement –￡5 or 5% of the outstanding*
balance*, which- ever is the greater -- he automatically chooses to use the system's
extended repayment facility. The remaining balance is then carried forward and
attracts interest at the rate of 2.25% per month.
Bank credit cards are more versatile than store credit accounts in that they also
enable people to obtain cash .Any bank displaying the bank card sign will arrange a
cash advance* for a card holder, whether or not be is one of their own customers. For
money drawn in this way the bank makes a charge at the rate of 2 25% a month
calculated. cash advances appear on the monthly bank card statement.
The bank credit card system operates entirely separately from cheque accounts but
nevertheless it is a customer's previous relationship with his bank that is used as a
guide to the amount of credit he will be extended. When a card is issued a personal
credit limit is imposed indicating the maximum that can be owing at any one time.
This is confidential* between customer and bank and does not appear on the card.
Exercise A:
The system of bank credit cards operates in much the same way as a store credit
account except that the holder is not restricted to making purchases in one place. Bank
credit cards can be presented at any place where the bank card sign is displayed and in
fact at all kinds of businesses. Bank credit cards also enable people to obtain cash.
Exercise B:
1. A
2. C
3. C
4. B
5. D
6. D
7.B
8. B
Exercise C:
1. Bank credit cards can be presented at any place where the bank card sign is
displayed, e.g. at a shop, a service station, a hotel, a restaurant, etc.
2. Each month the bank sends the holder a credit card statement setting out where
purchases were made and totalling what is owing,
3. The customer can pay in full within 25 days of the date of the statement or he can
pay only the minimum repayment shown on the statement
4. Because they also enable people to obtain cash.
5. When a card is issued a personal credit limit is imposed indicating the maximum
that can be owing at any one time.
Passage 2 Your Legal Rights at the Sales
Just who is doing the favour for whom in the sales? Are the shops really giving
us shoppers a chance to buy bargains? Or are we just helping them to clear their
shelves twice a year to make way for new lines* -- buying up* the rubbish they would
otherwise throw away?
In most sales there is a bit of both. Some bargains are more genuine than others.
Some price claims are true, while others are misleading or plain false.
If the sale notice says "Coats -- reduced from ￡30 to ￡10” it should ,by
law ,be true.
The rules are that, unless a shop says otherwise, the coats must have been on sale
at the higher price for at least 28 consecutive days in the previous six months. They
can, however, get around it by saying "Last week ￡30. Now ￡10."
Be a bit suspicious about a ticket which just says "Sale price ￡5.' It may mean
the goods are specially bought in for the sale and does not necessarily indicate any
reduction.
And there is nothing to prevent the shopkeeper boasting: "Worth ￡50, only
￡20' or even "Normally￡300, only ￡150."
Another practice which is frowned upon, though not illegal, is an imprecise offer,
like "Up to ￡l0 off latest models." It gives no clear idea of how much you have to
spend or exactly what you have to buy to benefit.
If you see a price claim you do not believe or feel to be misleading, you can
complain to the local Trading Standards Office -- the town hall will put you in touch.
If you see a notice saying "No refunds on sales goods," ignore it, but don't forget
it. It is illegal for shops to say this and you should report it to the Trading Standards
Officer. He can order the signs to be removed.
Sale or no sale, nothing can remove your right to your money back if the goods
are faulty. If on the other hand, you just change your mind about something you buy
in the sale the shop does not have to give you anything back.
Goods labelled "seconds" have their own peculiar problems. You cannot expect
something described as "seconds" to be perfect in every way, but the shop has no right
to sell you anything that is not fit for the purpose for which it was made.
A "slightly imperfect" kettle should still boil water and you can demand your
money back if it doesn't. So take your spectacles with you and never be afraid to ask
what is substandard about the thing you are about to buy.
Exercise A:
You have the right to know the true price. You have the right to know the quality of
goods. Sale or no sale, nothing can remove your right to your money back if the goods
are faulty.
Exercise B:
I.D
2. D
3. C
4. A
5. A
6. D
7. C
8. B
Exercise C:
1. In most sales, some bargains are more genuine than others and some price claims
are true, while others are misleading or plain false.
2. Because they want to make way for new lines.
3. The shopkeeper's boasting, like "Worth ￡50, only￡20" or even "Normally
￡300, only ￡150"; and an imprecise offer, like "Up to ￡l 0 off latest models?'
4. The shop has no right to sell you anything that is not fit for the purpose for which
it was made.
5. When you just change your mind about the things you buy in the sale.
Part 3 News
News Item 1
Thousands of public workers have begun to demonstrate violently against a
retirement reform plan passed by Brazilian lawmakers Wednesday. Demonstrators
clashed with riot police in front of Congress after the chamber of deputies approved
the measure. Brazilian media reports say at least 60 people were injured. Some
demonstrators said the president had betrayed them by seeking approval of the
measure in Congress. The measure is designed to cut retirement assistance, raise the
retirement age of public workers and tax their retirement money. The government says
the changes are necessary to save the government thousands of millions of dollars.
Exercise A:
This news item is about public workers' reaction to a retirement reform plan passed
by Brazilian lawmakers.
Exercise B:
Thousands of public workers have begun to demonstrate violently against a
retirement reform plan passed by Brazilian lawmakers Wednesday. Demonstrators
clashed with riot police in front of Congress after the chamber of deputies approved
the measure.
Some demonstrators said the president had betrayed them by seeking approval of the
measure in Congress. The measure is designed to cut retirement assistance, raise the
retirement age of public workers and tax their retirement money.
News Item 2
According to a report to Congress, more than 4.5 million students endure sexual
misconduct* by employees at their schools, from inappropriate jokes all the way to
forced sex.
The best estimate available shows nearly one in l0 kids faces misbehaviour
ranging from unprofessional to criminal sometime between kindergarten and 12th
grade.
The report, delivered to Congress on Wednesday, is the first to analyze research
about sexual misconduct at schools.
Some educators took issue with the way the report combines sexual abuse with
other behaviours such as inappropriate jokes, in one broad category of sexual
misconduct.
Exercise A:
This news item is about prevalent sexual misconduct endured by students according
to a report to Congress.
Exercise B:
1.B
2. D
3. C
4. A
News Item 3
Hotel workers in Athens are staging a 24-hour strike to demand an extra bonus for
working during the forthcoming Games,
The union representing about 7,500 employees launched the action Wednesday to
press for an increase in their basic monthly wage. It threatened more walkouts in the
run-up to the August 13-29 Games if their demand was not met.
Hotel owners said the one-day strike was not expected to disrupt business. Public
transport workers in the Greek capital have also scheduled a walkout* on Thursday in
support of their demand for bonuses.
The Greek government is trying to keep down Olympic costs, which are projected
to top 10 billion euros.
But the hotel workers' labor unions are angry that the government is giving
bonuses to the security forces during the Games, while the private hotel operators will
pay only basic wages.
Exercise A:
This news item is about the 24-hour strike being staged by hotel workers in Athens.
Exercise B:
Who:
hotel workers
Where:
in Athens
When:
Wednesday
Time duration: 24 hours
Purpose:
to demand an extra bonus for working during the forthcoming
Games.
Reasons:
The government is giving security forces bonuses during the Games.
while the private vate hotel operators will pay hotel workers only
basic wages.
Section three oral work
Retelling
Bob and Peter's father had been on a business trip for weeks on end. During those
absent-father days, the brothers caused a lot of trouble for their short, Italian mother.
One particular time, they were fighting in a room where a china cabinet blocked
the doorway of the room opposite them. As the fight progressed, one of them tried to
escape and pushed the china cabinet which caused it fell over in the next room.
The mother was hysterical* and called her eldest daughter for help. The boys' aunt
was willing and able. She paid someone to deliver a telegram to the house. It said:
"On my way home. Stop. Get Belt Ready. Stop. Papa."
The boys' auntie failed to tell her mother it was a fake telegram.
The mother was in her room praying and the boys were on their knees in their
room praying when their auntie arrived home from work.
She was admonished*.
The boys were angels for weeks!
Section Four
Supplementary Exercises
Parent-Teacher Associations
6 million people in the United States belong to parent-teacher associations*, or
PTA. PTA's work is to help schools and students in their communities.
Members give their time to serve on committees. They plan school projects and
special activities, such as sales and other events to assist schools. Members also serve
as activists for children's issues* before government agencies and other organizations.
There are national, state and local PTA organizations. PTA groups exist in the 50
American states and the District of Columbia. The PTA also operates in the United
States Virgin Islands and in Department of Defense schools in the Pacific and Europe.
These are schools for children of American military families.
Three women are responsible for establishing the Parent-Teacher Association.
Two of them, Alice McLellan Birney and Phoebe Apperson Hearst, established the
Congress of Mothers in 1897. Both women lived in Washington, D.C.
Alice Birney proposed the plan for the group in 1895. Two years later, she met
Phoebe Hears who provided the money to start the organization. Later, fathers,
educators and other interested citizens joined the group. It then changed its name to
the National Congress of Parent-Teacher Associations.
Selena Sloan Butler is considered the third founder of the PTA. She established
and served as the first president of the National Congress of Colored Parents and
Teachers. In 1970, the congress united with the National PTA.
The National PTA provides members with, among other things, information
online about educational issues. It publishes a free newsletter called "This Week in
Washington" on its website. It tells about developments that affect education.
There are critics of the National PTA. In a recent book, education researcher
Charlene Haar says the positions of the group mainly serve the interests of teachers
unions. PTA spokeswoman Jenni Sopko says the group speaks for parents, students
and teachers, and is not influenced by the unions. She also notes that other countries
have used the PTA in the United States as an example to develop their own
parent-teacher associations.
Exercise A:
1. It stands for parent-teacher associations.
2. Its work is to help schools and students in their communities.
3. Six million people in the United States belong to parent-teacher associations.
4. She established and served as the first president of the National Congress of
Colored Parents and Teachers.
5. The National PTA can provide its members with information online about
educational issues.
Exercise B:
1. The plan to establish PTA group was proposed in 1895 by Alice Birney. Two years
later, she met Phoebe Hearst who provided the money to start the organization.
Later, fathers, educators and other interested citizens joined the group.
2. Members of PTA's should give their time to serve on committees. They plan school
projects and special activities. Members also serve as activists for children's issues
before government agencies and other organizations.
3. PTA groups exist in the 50 American states and the District of Columbia. The PTA
also operates in Department of Defense schools in the pacific and Europe. These
are schools for children of American military families.
4. The Nation PTA publishes a free newsletter called "This Week in Washington" on its
website. It tells about developments that affect education.
5. There are critics of the National PTA. An education researcher Charlene Haar says
the positions of the group mainly serve the interests of teachers unions.
Exercise C:
Your opinion
Directions: Listen to the passage again and give your opinion on the following topics.
"PTA's work is to help schools and students in their communities."
1. Is it necessary for schools in China to have PTA?
2. What roles can PTA play at schools in China?
3. If your parent is selected as the member of PTA. will you support him/her?
Unit4
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
1 . A: Excuse me. Could you tell me where the secretary's office is please?
B: Yes. It's up the stairs, then turn left, ... ↗
2. A: Excuse me. Can you tell me where the toilets are?
B: Yes, they're at the top of the stairs.↘
3. A: What did you do after work yesterday?
B: Ah, well, I went for a drink in the pub opposite the car-park. ↘
4. A: What did you do after work yesterday?
B: Oh, I ran into Jane and Tom ..... ↗
5. A: Excuse me, can you tell me how the machine works?
B: Certainly. Erm, first of all you adjust the height of the stool, and then put four
10 pence pieces there, ...↗
6．A：Excuse me, can you tell me how the machine works?
B：Yes. You put 30 pence in the slot and take the ticket out here. ↘
Exercise:
Has finished
Hasn’t finished
√
1
√
2
√
3
√
4
√
5
√
6
Part2listening and Note-taking
Frog legs
People want frogs mostly for food. Many Asian cultures have included frog
legs in their diets for centuries -- or at least until they have run out of frogs. But the
most famous frog-eaters, and the people who inspired frog-eating in Europe and the
United States are the French. By 1977 the French government, so concerned about
the scarcity of its native frog, banned commercial hunting of its own amphibians. So
the French turned to India and Bangladesh for frogs.
As happened in France, American frog-leg fanciers and restaurants also turned
increasingly to frozen imports. According to figures collected from government
agencies, the United States imported more than 6.5 million pounds of frozen frog
meat each year between 1981 and 1984.
So many frozen frog legs were exported from India to Europe and the United
States. One of the attractions of Indian frogs, apart from the fact that they have bigger
legs than French frogs, was the price. In London, a pound of frozen frog's legs from
India cost about ￡1.75, compared with ￡3.75 for the French variety.
Indian scientists have described as "disastrous" the rate at which frogs are
disappearing from the rice fields and wetlands, where they protect crops by devouring
damaging insects.s
since the India and Bangladesh frog-export bans, Indonesia has become the
major exporter of frog legs to the United States and Europe. But no matter what
country the legs come from, one thing is usually constant: The legs once belonged to
frogs are taken from the wild, not from farms. Frogs are nearly impossible to farm
economically in the countries where frogs are commercially harvested from the wild.
Exercise A:
1. Many Asian cultures have included frog legs in their diets for centuries.
2. By 1977 the French government banned commercial hunting of its own
amphibians.
3. Indian scientists have described as "disastrous" the rate at which frogs are
disappearing from the rice fields and wetlands.
4. The United States imported more than 6.5 million pounds of frozen frog meat each
year between 1981 and 1984.
5. One of the attractions of Indian frogs was the price.
Exercise B:
Frog legs
People want frogs mostly for food. Many Asian cultures have included frog legs
in their diets for centuries, The most famous frog-eaters, and the people who inspired
frog-eating in Europe and the United States are the French. By 1977 the French
government banned commercial hunting of its own amphibians. So the French turned
to India and Bangladesh for flogs. And the United States imported more than 6.5
million pounds of frozen frog meat each year between 1981 and 1984. One of the
attractions of Indian frogs was the price.
Indian scientists have described as "disastrous" the rate at which frogs are
disappearing from the rice fields and wetlands, where they protect crops by devouring
damaging insects.
Since the India and Bangladesh frog-export bans, Indonesia has become the
major exporter of frog legs to the United States and Europe. But no matter what
country the legs come from, one thing is usually constant: The legs once belonged to
frogs are taken from the wild. not from farms.
Section Two Listening Comprehension
Part 1 Dialogues
Dialogue 1 Health Club
Interviewer: Lorna, you and your husband opened this health club here last summer.
Can you tell me something about the club?
Lama:
Yes, well we offer a choice of facilities -- gym, sunbed*, sauna* and
Jacuzzi* -- that's also from Scandinavia -- as well as our regular
fitness classes, that is. And there's a wholefood bar for refreshments
afterwards
Interviewer: And does it cost a lot? I mean, most people think health clubs are really
expensive.
Lama:
Actually our rates are really quite competitive. Since we only started
last July, we' ve kept them down to attract customers. It's only ￡30 a
year to join. Then an hour in the gym costs ￡2.50 -- the same as half
an hour on the sunbed. Sauna and Jacuzzi are both ~1.50 for half an
hour.
Interviewer: And is the club doing well?
Lama:
Well, so far, yes, it's doing really well. I had no idea it was going to be
such a success, actually. We're both very pleased. The sunbed's so
popular, especially with the over 65s, that we're getting another one in
August.
Interviewer: What kind of people join the club?
Lama:
We have people of all ages here, from small children to old-age
pensioners, though of course the majority, about three-quarters of our
members, are in their 20s and 30s. They come in their lunch hour, to
use the gym, mostly, or after work, while the Youngsters come when
school finishes, around half past three or four. The Jacuzzi's very
popular with the little ones.
Interviewer: What about the old-age pensioners?
Loma:
They're usually around in the mornings, when we offer them special
reduced rates for the Jacuzzi or sauna, plus sunbed, it's only ￡2,
which is half price, actually. It doesn't affect our profits really -- only
about 5% of our members are retired.
Exercise:
Facilities
Gym
2. ￡2,50 for an hour
Sunbed
3. ￡2.50 for half an hour
1. Sauna
4. ￡1.50 for half an hour
Jacuzzi (极可意漩水浴缸)
5. ￡1.50 for half an hour
Other facilities: Wholefood bar
Membership Fee: 6.￡30 a year
people who join me healul club
Age group
Proportion
7. Young people in 8.75%
their or after 20s
and 30s
Youngsters
Children
Old age pensioners
5%
Facilities they use
gym
Usual visiting time
Lunch hour or after
work
After school
Jacuzzi
9. morning
Special offer; 10 .reduced rate for old pensioners
Dialogue 2 skiinq
Simon: This one shows the view from the top of the mountain.
Sally:
Oh, it's lovely!
Teresa: That's me with the red bobble hat (顶部有绒球的帽子).
Sally:
Is it?
Teresa: Yet, it looks kind of silly, doesn't it?
Sally:
Yes, it does rather.
Teresa: Oh, don't worry. I know it looks ridiculous.
Simon: Look. That's our instructor, Werner.
Teresa: Yeah, we were in the beginners' class.
Sally: Well, everyone has to start somewhere.
Simon: Ah, now, this is a good one.
Sally: What on earth is that?
Simon: Can't you guess?
Sally: Well, it looks like a pile of people. You know, sort of on top of each other.
Teresa: It is!
Sally:
How did that happen?
Simon: Well, you see we were all pretty hopeless at first. Every day Werner used to
take us to the nursery slope* to practise, and to get to the top you had to go
up on a ski lift.
Teresa: Which wasn't really very easy.
Simon: No, and if you fell off you'd start sliding down the slope, right into all the
people coming up!
Sally- Mmm.
Simon: Well, on that day we were all going up on the ski lift, you know, we were
just getting used to it, and, you see there was this one woman in our class
who never got the hang of* it. She didn't have any sort of control over her
skis and whenever she started sliding, she would sort of stick her ski sticks
out in front of her, you know, like swords or something.
Teresa: I always tried to avoid her, but on that day I was right behind her on the ski
lift* and just as she was getting to the top, she slipped and started sliding
down the slope.
Sally:
Did she? ~
Simon: Mmm, with her ski sticks waving around in front of her!
Teresa: So of course everyone sort of let go and tried to jump off the ski lift to get
out of the way.
Simon: And that's how they all ended up in a pile at the bottom of the slope -- it
was lucky I had my camera with me.
Sally:
I bet that woman was popular!
Simon oh,yes. everybody's favourite!
Exercise A:
1. They are looking at some pictures.
2. A ski class for beginners.
3. Two.
Exercise B:
Everyday the coach took them to a nursery slope. They got to the top on a ski lift.
In their class there was one woman who could never learn how to ski. She couldn't
control her skis and whenever she started sliding, she would stick her ski sticks out in
front of her. People always tried to avoid her.
One day as she was getting to the top, she slipped and started sliding down the
slope. Everyone let go and tried to jump off the ski lift to get out of the way and they
all ended up in a pile at the bottom of the slope.
Port 2 Passages
Passage 1 Fatigue
Fatigue is a feeling of weariness, tiredness, or lack of energy.
Fatigue is different from drowsiness. In general, drowsiness is feeling the need to
sleep, while fatigue is a lack of energy and motivation. Drowsiness and apathy (a
feeling of indifference or not caring about what happens) can be symptoms of fatigue.
Fatigue can be a normal and important response to physical exertion, emotional
stress, boredom, or lack of sleep. However, it can also be a nonspecific sign of a more
serious psychological or , physical disorder. Fatigue that is not relieved by enough
sleep, good nutrition, or a low-stress environment should be evaluated by your doctor.
Because fatigue is a common complaint, sometimes a potentially serious cause may
be overlooked.
The pattern of fatigue may help your doctor determine its underlying cause. For
example, if you wake up in the morning rested but rapidly develop fatigue with
activity, you may have an ongoing pysical condition like an underactive thyroid*. On
the other hand, if you wake up with a low level of energy and have fatigue that lasts
throughout the day, you may be depressed.
Here are some tips for reducing fatigue:
 Get adequate, regular, and consistent amounts of sleep each night.
 Eat a healthy, well-balanced diet and drink plenty of water throughout the day.
 Exercise regularly.
 Learn better ways to relax. Try yoga* or meditation*.
 Maintain a reasonable work and personal schedule.
 Change your stressful circumstances, if possible. For example, switch jobs, take a
vacation, and deal directly with problems in a relationship.
 Take a multivitamin. Talk to your doctor about what you need and what is best for
you.
 Avoid alcohol, nicotine*, and drag use.
If you have chronic* pain or depression, treating either often helps address the
fatigue. However, some antidepressant* medications may cause or worsen fatigue.
Your medication may have to be adjusted to avoid this problem. Do not stop or
change any medications without instruction from your doctor.
Stimulants* (including caffeine) are not effective treatments for fatigue, and can
actually make the problem worse when the drugs are discontinued. Sedatives* also
tend to intensify fatigue in the long run.
Exercise A:
Fatigue is a feeling of weariness, tiredness, or lack of energy. Fatigue is different from
drowsiness. In general, drowsiness is feeling the need to sleep, while fatigue is a lack
of energy and motivation. Drowsiness and apathy can be symptoms of fatigue.
Exercise B:
1. D
2. A
3. B
4. D
5. A
6. B
7. C
8. C
Exercise C:
1. Fatigue is a normal and important response to physical exertion, emotional stress,
boredom, or lack of sleep.
2. Drowsiness and apathy can be symptoms of fatigue.
3. Enough sleep, good nutrition, or a low-stress environment can usually
relieve fatigue.
4. Treatment for chronic pain or depression often helps address fatigue.
5. They may cause or worsen fatigue.
Passage 2 The Truth about the French!
Skiing in France is heaven on Earth for a dedicated skier. There are resorts where
you can access skiing terrain that is larger than all the ski resorts in Utah* and
Colorado* combined.
The larger resorts have an adequate number of restaurants and discos. It is a good
idea to eat a good lunch because the mountain restaurants are normally much better
than the restaurants in the ski stations.
French resorts are mostly government owned and operated. The social system
puts a high percentage of money back into the areas. This provides state-of-the-art*
lifts, snow making and snow grooming. In general, an intermediate skier who can read
a lift map will easily be able to ski all day avoiding lift lines and crowds, even during
the busiest season.
The French school systems have a staggered* two-week winter vacation period.
When the snow is good, nearly all of France migrates to the mountains for this period.
The break usually covers the last two weeks of February and the first week of March.
The time to absolutely avoid is the "Paris school holiday week" which will always be
in the middle period of the vacation time but alternates starting the first or second
week of the break.
No one has a more undeserved* reputation about his or her character than the
French. The French are not generally arrogant and rude. Tree, in large tourist centers
there are unpleasant people and if you're looking for or expecting rudeness, you may
just provoke* it. Generally the French, especially in the countryside, are as kind as
you wish and you will find warmth and acceptance. The most fractious* Frenchman is
easily disarmed by a little sincerity*.
When greeting someone or saying good-bye, always shake hands. Don't use a
firm, pumping handshake, but a quick, slight pressure one. When you enter a room or
a sbop you should greet everyone there. If you meet a person you know very well use
their first name and kiss both cheeks. Men don't usually kiss unless they are relatives.
Good topics of conversation include food, sports, hobbies and where you come from.
Topics to avoid are prices, where items were bought, what someone does for a living,
income and age. Questions about personal and family life are considered private.
Expect to find the French well-informed about the history, culture and politics of other
countries. To gain their respect, be prepared to show some knowledge of the history
and politics of France.
France is generally a very safe country to visit. Pickpockets, however, are not
unheard of. In large cities particularly, take precautions against theft. Always secure
your vehicles, leave nothing of value visible and don't carry your wallet in your back
pocket. Beware of begging children!
Exercise A:
When greeting someone or saying good-bye, always shake hands. Don't use a firm,
pumping handshake, but a quick, slight pressure one. When you enter a room or a
shop you should greet everyone there, lf you meet a person you know very well use
their first name and kiss both cheeks, men don't usually kiss unless they are relatives.
Exercise B:
1.C
2. A
3. A
4. B
5. B
6. C
7. D
8. D
Exercise C:
1. Skiing in France is heaven on Earth for a dedicated skier.
2. An intermediate skier who can read a lift map will easily be able to ski all day
avoiding lift lines and crowds, even during the busiest season.
3. This staggered two-week winter vacation period usually covers the last two weeks
of February and the first week of March.
4. The French are not generally arrogant and rude, They are as kind as you wish.
5. In large cities in France, always secure your vehicles, leave nothing of value visible
and don't carry your wallet in your back pocket. Beware of begging children
Part 3 News
News Item 1
France's busiest airport will reopen part of a terminal that was not damaged
when a segment of the roof collapsed in May, killing four people.
The Transport Minister Gilles de Robien said a segment of the three-building
2E terminal at Charles de Gaulle airport would return to service on July 15. In the
May 23 disaster, failing glass, steel and masonry* killed four travelers -- two Chinese,
one Czech* and one Lebanese*. Three others were injured.
A preliminary report by experts said Tuesday that a weakness in the concrete
that formed the futuristic terminal's vaulted roof may have contributed to the collapse.
Officials are still unsure about what exactly caused it to collapse.
Exercise A:
This news item is about the new information Of France Charles de Gaulle airport
where a segment of the roof collapsed in May.
Exercise B:
1. France's busiest airport will reopen
the whole termina
2. A segment of the roof collapse in
part of a terminal.
√
May.
√
July.
to service on July 15
3. A segment of the three-building 2E return
√
terminal
delay
4. In the disaster
Falling stone
Kill four travelers
Falling steel
√
5.
It is already clear
what exactly caused the roof to collapse.
It is still uncertain
√
News Item 2
An Antonov 26 plane crashed in northwestern Congo shortly after take-off on
Saturday, killing all 22 Congolese passengers and the crew.
It was not known how many crew members were on the plane when it crashed
near the town of Boende, more than 600 km northeast of the capital Kinshasa. The
cause of the crash was unknown.
A string of accidents this week has underlined the parlous* state of Democratic
Republic of Congo's transport infrastructure* after five years of war and decades of
misrule.
More than 160 people drowned when a ferry sank during a storm on Lake
Mai-Ndombe, north east of Kinshasa, on Tuesday.
On Saturday, 18 people were killed or injured when a small truck experienced
brake trouble and crashed near the eastern town of Goma.
Exercise A:
This news item is about a strine of accidents this week in Congo.
Exercise B:
A String of Accidents This Week
Tim
Place
Type
of
e
Accident
a ferry sink
Tuesday
OnLake Mai- Ndombe,
northeast of Kinshasa
a truck crash Saturday
near the eastern town of
Goma
an air crash
Satu near the town of Boende,
rday in northwestern Congo
Casualties
more than 160 people
Cause of the
accident
storm
18 people were killed Brake trouble
or injured
all 22 Congolese unknown
passengers and the
crew
News Item 3
The northeastern United States and parts of Canada are slowly recovering from a
major electricity failure. At one time on Thursday about 50 million people did not
have electrical service. It was the largest devour electricity failure in North America.
The midwestern city of Detroit, Michigan still does not have electrical service. Over 2
million people there may have to wait until Sunday before electrical power is
operating. New York City Mayor Michael Bloomberg says power has been returned to
85% of that city. Officials in both New York and in the Canadian province of Ontario
have warned that electrical service may stop again until the electrical system can be
completely repaired. In the city of Cleveland, Ohio*, people are being warned to boil
water before drinking it at least until Sunday.
Exercise A:
This news item is about the major electricity failure in the northeastern United States
and parts of Canada.
Exercise B:
1. A major electricity failure.
2. About 50 million people suffer the devour electricity failure.
3. No. power has been returned to 85% of that city,
4. They have warned that electrical service may stop again until the electrical system
can be completely repaired.
5. In the city of Cleveland. Ohio. people are being warned to boil Water before
drinking it at least until .Sunday
Seetion three oral work
Retelling
There is a street called "The Strand" in Galveston, where hundreds of thousands
of tourists
visit today. This street was Mama's stomping* ground as a kid. Before Mama died, we
took a streetcar around Galveston to see all the lovely, restored homes. What a great
day. She knew more
than the tour guide. As we sat enjoying the sights, Mama said, "Liz, do you know why
my nose is a little crooked*?" (I thought, "Where did that come from?") "No, Mama,
you haven't ever mentioned it," I replied.
"Well," said mother, "one day I followed my brothers to The Strand, and a
streetcar ran over
me. I put myself flat down between the rails and pushed my face in the ground so hard,
I broke my
nose! It sure caused a lot of chaos*. People screamed, the police came, and I just
crawled out,
brushed myself off and went home. The only thing 1 ever noticed different about me
was a crooked
I just looked at her nose and looked at Mama in utter disbelief!
Section Four
Supplementary Exercises
Babies and Intelligence
Some people thought babies were not able to learn things until they were five
or six months old. Yet doctors in the United States say babies begin learning on their
first day of life.
Research scientists at the National Institute of Child Health and Development
note that babies are strongly influenced by their environment. They say a baby will
smile if her mother does something the baby likes. A baby learns to get the best care
possible by smiling to please her mother or other caregiver. This is how babies learn
to connect and communicate with other humans. This ability to learn exists in a baby
even before birth. They say newborn babies can recognize and understand sounds
they heard while they were still developing inside their mothers.
The Finnish researchers used devices to measures the babies' brain activity. The
researchers
played recordings of spoken sounds for up to one hour while the babies slept.
The head of the study believes that babies can learn while asleep because the
part of their brains called the cerebral cortex* remains active at night. The cortex is
very important for learning. This part of the brain is not active in adults while they
sleep.
Many experts say the first years of a child's life are important for all later
development. An
American study shows how mothers can strongly influence social development and
language skills in their children. The study involved more than 1,200 mothers and
children. Researchers studied the children from the age of one month to three years.
They observed the mothers playing with their children four times during this period.
The researchers attempted to measure the sensitivity of the mothers. The
women were considered sensitive if they supported their children's activities and did
not interfere unnecessarily. They tested the children for thinking and language
development when they were three years old.
The children of depressed women did not do as well on tests as the children of
women who did not suffer from depression. The children of depressed women did
poorly on tests of language skills and understanding what they hear. These children
also were less cooperative and had more problems dealing with other people.
Another study suggests that babies who are bigger at birth generally are more
intelligent later in life. It found that the intelligence of a child at seven years of age is
directly linked to his or her weight at birth. Study organizers say this is probably
because heavier babies received more nutrition* during important periods of brain
development before they were born.
The study involved almost 3,500 children. Researchers in New York City used
traditional tests to measure intelligence. Brothers and sisters were tested so that the
effects of birth weight alone could be separated from the effects of diet or other
considerations.
The researchers found that children with higher birth weights generally did better
on the intelligence tests. Also, the link between birth weight and intelligence later in
life was stronger for boys than for girls.
Exercise A:
1. Some people thought babies were able to learn things when they were five or six
months old.
2. Doctors think babies begin learning things on their first day of life.
3. Babies communicate with other people by smiling.
4. They can recognize and understand sounds they heard while they were still
developing inside their mothers.
5. Babies can learn while asleep.
6. They are important for a child's all later development.
Exercise:B
Study 1
Objective
Mothers' influence on their children in terms of social
development and language skills
People involved
More than 1,200 mothers and children
Length of the study
Almost three years
Activity
Mothers play with their children
Method used
Observation
Findings
1. The children of sensitive woman did well on tests of
language skills and understanding what they hear. They were
cooperative and had no problem dealing with other people.
2. The children of depressed women did poorly on tests of
language kills and understanding what they hear. These
children also were less cooperative and had more problems
dealing with other people.
Study 2
Objective
Birth weight and intelligence
Number
of
children Almost 3,500 children
involved
Method used
Traditional tests
Findings
1. Babies who are bigger at birth generally are more
intelligent later in life.
2. The link between birth weight and intelligence
later in life was a stronger for boys than for girls.
Exercise C:
Your opinion
Directions: Listen to the passage again and give your opinion on the following topics,
"Many experts say the first years of a child's life are important for all later
development."
1. What should mothers do in the first year of a child's life?
2. What might affect a child if his parents get divorced in his first year of life?
Unit5
Section One Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
1. A: Do you want some grapes?
B: No, thanks, I don't like them.
2. A: What do you think of Scotland?
B: I've never been there.
3. A: My son's called David,
B: How old is he?
4. A: Can I book a table for tonight, please?
B: Certainly. How many is it for?
A: There'll be three of them.
5. A: Can you get some cornflakes?
B: Do you want a large or small packet?
A: A small one.
Exercise:
1. A: a. want
b. grapes
B: a. 1ike
b. them
2. A: a. think
b. scotland
B: a. been
b. there
3. A: a. call
b. David
B: a. old
b. he
4. A: a. book
b.tonight
B: a. certainly
b. many
A: a. three
b. them
5. A: a. get
b. cornflakes
B: a. large or small
b.packet
A: a small
b.one
Part2 listening and Note-taking
Reading
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 of cardboard tied to their bed with BED written in
neat-big letters.
Should the young child ask his parents to teach him to read, and if the parents
are capable of doing so, such an appeal should not be ignored. But the task should be
undertaken gently, with great patience and a sense of humour. Reading should never
be made to look like a chore and the child should never be forced to continue, should
his interest start to flag*.
Exercise A:
1. There is no hard and fast rule, for no two are alike.
2. 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.
3. If badly done it could put them off reading for life
4. But the task should be undertaken gently.
5. Reading should never be made to look like a chore.
Exercise B:
It would be wrong to set a time when a child should start learning to read and
write. Parents should encourage youngsters aged two to five to read if they show
interests in it, but never force them to learn to read. He or she might later be "bored"
when joining a class of non-readers at infant school. Then it is up the teacher to see
that such a child is given more advanced reading material.
Similarly, if a child cannot read at the age of seven teachers and parents should
make certain that he is not dyslexic. If he is, specialist help should immediately be
sought
Parents should not ignore the young child's appeal to teach him to read. But the
task should be undertaken gently, with great patience and a sense of humour Reading
should never be made to look like a chore and the child should never be forced to
continue, if his interests start to falg
Section Two
Listening Comprehension
Part 1 Dialogues
Dialogue 1 Digital Sound
{Music}
MIKE: Wow! Nice. CDs have such good sound. Do you ever wonder how they
make CDs?
KATHY: Well, they get a bunch of musicians together, and they sing and play.
MIKE: Come on. You know what I mean. Why is the sound quality so good? I mean,
why do CDs sound so much clearer than cassette tapes?
KATHY: Actually, I do know that.
MIKE:
Really'?
KATHY: It's all based on digital sound. CDs are digital. Digital sound is like several
photos, all taken one after another. It's kind of like pictures of sound. The
intensity of the sound – how strong it is -- is measured very quickly. Then
it's measured again and again. When we hear the sound, it all sounds like
one long piece of sound, but it's really lots of pieces close together. And
each piece is really clear.
M1KE: So digital is like lots of short "pieces" of sound.
KATHY. Exactly. This is different from analog* -- that's how they used to record.
Analog is more like one wave of sound. It moves up and down with volume
and pitch. Anyway, analog is like a single wave. Digital is like a series of
pieces.
MIKE:
OK, I understand that. But how do they make the CDs?
KATHY: I told you. They get a hunch of musicians together, and they sing and play.
Quality
Recording technique
Digital sound
Digital sound is like several photos all
Much
taken one after another. It's Kind of like
clearer
pictures of sound, Digital is like a series
of pieces.
Analogical sound
Aanlog is more like one wave of sound.
It moves up and down with volume and
pitch. Analog is like a single wave
Dialogue 2 How Do They Make CDs?
MIKE:
OK, I understand that. But how do they make the CDs?
KATHY: I told you, Mike. They get a bunch of musicians together, and they sing
and play.
MIKE:
Kathy !
KATHY:
No. What really happens is first they do a digital recording -- on
videotape.
MIKE: On videotape.
KATHY: Yeah, they use videotape. So then the videotape is played through a
computer.
MIKE:
OK. What does the computer do?
KATHY: Well, the computer is used to figure out the "pieces" of sound we were
talking about; how long everything is, how far apart spaces are.
MIKE:
OK. So the computer is figuring out those separate "pieces" of sound.
KATHY:
MIKE:
KATHY:
Yeah. They need to do that to make the master.
The master?
The master is the original that all the other CDs are copied from. It's made
of glass. It's a glass disk that spins around -- just like a regular CD. And
the glass disk is covered with a chemical. They use a laser to bum the
signal, or the song, into the glass plate. The laser burns through the
chemical, but not through the glass.
MIKE:
So the laser cuts the sound into the plate.
KATHY: Right. What it's doing is cutting little holes . into the back of the disk.
Those holes are called "pits." The laser puts in the pits.
MIKE:
KATHY:
So CDs really have little holes on the back? I didn't know that.
Yeah. Tiny pits. They're too small to see. [Pause.] Anyway, then they've
got the master, and they make copies from it. Then you buy your copy
and put it in the CD player.
MIKE:
Put it in the CD player ... That part I understand.
KATHY: There's another laser in your CD player. The light of the laser reflects off
the CD. The smooth part of the CD reflects straight back, like a mirror.
But the light that bounces off the pits is scattered. Anyway, the computer
in your CD player reads the light that bounces off the pits. And you get
the music.
MIKE:
Reflected light, huh? ... Uh ... you knew what I like? Just relaxing,
listening to music, and not really worrying about how it gets on the disk.
KATHY: You want me to explain it again?
「Music」
I. The making of the CDs
A. Recording
a. They get a bunch of musicians together, singing and playing.
b. First they do a digital recording -- on videotape.
c. Then the videotape is played through a computer.
d. The computer figures out those separate "pieces" of sound to make the
master.
B. The making of the master
a. The master is the original that all the other CDs are copied from.
b. It's made of glass, covered with a chemical.
c. They use laser to burn the signal, or the song, into the glass plate. The
laser bums through the chemical, but not through the glass.
d. It cuts little holes into the back of the disk. Those holes are called "pits."
e. They make copies from it.
II. Playing back
A. You buy the copy and put it in the CD player.
B. The light of the laser reflects off the CD.
a. The smooth part of the CD reflects straight back, like a mirror.
b. But the light that bounces off the pits is scattered.
c. The computer in your CD player reads the light that bounces off the pits.
d. You get the music.
Part 2 Passages
Passage 1 Toothbrush
Brushing our teeth -- such a commonplace activity today, has been around for a
long time. Imagine: the ancient Egyptians were already concerned about their dental
hygiene! We know this today because they also had the good habit of being
entombed* with all their treasures ... So we were able to discover that tombs from
3,000 years before Christ contained small tree branches whose ends had been frayed*
into soft fibers. It's comical to imagine an Egyptian stopping to brush his teeth after a
meal, on his break from building a pyramid!
The true ancestor of our toothbrush, however, was invented by the Chinese in
the 15th century and brought back to Europe by travellers. This toothbrush was made
of hairs from the neck of a Siberian wild boar which were fixed to a bamboo or bone
handle. The people of the Occident*, however, found the wild boar hairs too stiff. At
the time, very few people in the Western world brushed their teeth, and those who did
preferred horse hairs, which were softer than those of the wild boar! In Europe, it was
more customary after meals to use a goose feather toothpick, or one made of silver or
copper. Other animals' hair was also used for dental care, right up until this century.
But it was the poor Siberian wild boar that took the brunt of it. The animal was
imported for its neck hairs for a long, long time ... in fact, until nylon was invented, in
the 20th century!
In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by
Wallace H.Carothers. In 1938, this new material became a symbol of modernism and
prosperity through the commercialization of nylon stockings and of Dr. West's miracle
toothbrush with nylon bristles. The wild boars were finally off the hook!
At first, even if there were many advantages to using this new brush instead of
the one made with wild boar hairs (which fell out, wouldn't dry very well or became
full of bacteria), the consumers were not entirely satisfied. This is because the nylon
bristles were very stiff and hurt the gums. In 1950, Du Pont improved their toothbrush
by giving it softer bristles.
Today the brands, types, and colours of toothbrushes on the market are almost
endless. In spite of this, certain African and American populations still use tree
branches to care for their teeth!
Exercise A:
First, the toothbrush was made of hairs from the neck of a Siberian wild boar. Second,
the toothbrush was made of horse hairs and other animals' hairs. In the 20th century,
the toothbrush was made of nylon bristles.
Exercise B:
1.A
2. B
3. C
4. B
5. A
6. D
7. C
8. D
Exercise C:
1. In Egypt, tombs from 3,000 years before Christ contained small tree branches
whose ends had been frayed into soft fibers.
2. In the 15th century, Europeans usually use a goose feather toothpick, or one made
of silver or copper to care for their teeth.
3. People used animals' hair for dental care right up until the 20th century when nylon
was invented.
4. In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by
Wallace H. Carothers.
5. Certain African and American populations still use tree branches to care for their
teeth.
Passage 2 Cotton
Today, cotton is the best selling fiber in the world. Currently, cotton accounts
for a 61.5% share of the total retail market for apparel* and home furnishings,
excluding carpet in the U.S. In 2000, cotton consumption in men's apparel reached
76%. Currently, the average consumer uses about 37 pounds of cotton each year -50% more cotton today than they did ten years ago.
During the past thirty years, Cotton Incorporated's research and promotion
activities have tremendously aided in increasing consumer demand for cotton
products. In 1960, cotton dominated approximately~66% of the total retail apparel
and home furnishings market, excluding carpet. Nevertheless, from 1961 to 1975,
cotton's share of U.S. retail apparel and home fabrics, excluding carpet, plummeted to
a low of 34 percent. Projections at that time suggested that if the rapid decline in
consumer demand for cotton had continued, U.S. cotton's market share may have
fallen to under 20% by 1995 -- meaning there would now be very little, if any, cotton
produced in the U.S.
Nike's foray* into organic cotton clothing flowed out of company-wide
environmental goals aimed at reducing air and water emissions* and designing
footwear, apparel and accessories* according to principles of sustainability and
industrial ecology*. The Sports Graphics division, responsible for producing Nike's
40 million annual units of printed and promotional T-shirts, was deemed* the most
logical department within the company for introducing organic fibers into products.
Sports Graphics consumed a high volume of fiber.
After analyzing the market and crunching* the numbers, Nike decided to
blend some of their conventional 5.4 ounce jersey T-shirt fabric with three percent
organic cotton, an easy-to-arrange production step that would add just two cents
F.O.B. per unit to the bottom line. A spinner was identified to purchase organic fiber
for yarn, which was then blended with conventional cotton for the finished product.
As Nike's organic project progresses, the company plans to add styles and vendors*
each year to increase their commitment to organic cotton.
Their goal is to blend all cotton fabrics with a minimum of three percent
organic fiber by 2003. Interestingly enough, had Nike chosen to convert to 100
percent organic fiber rather than blending, they would have devoured* the existing
supply of organic cotton in short order. This is all the more reason to analyze your
cotton needs in terms of the overall organic cotton industry, and plan well in advance
to procure* fiber.
Exercise A:
The US Cotton Belt follows the coastal plain from Southern Virginia to Texas. Cotton
is a leading commercial crop in the South of the United States. America is an exporter
of cotton.
Exercise B:
1. B
2. D
3. C
4. D
5. B
6. A
7. A
8. C
Exercise C:
1. Currently, cotton accounts for a 61.5% share of the total retail market for apparel
and home furnishings, excluding carpet in the U.S.
2. From 1961 to 1975, cotton's share of U.S retail apparel and home fabrics, excluding
carpet, plummeted to a low of 34 percent.
3. The Sports Graphics division is responsible for producing Nike's 40 million annual
units of printed and promotional T-shirts.
4. Because they want to achieve the company-wide environmental goals aimed at
reducing air and water emissions and design footwear, apparel and accessories
according to principles of sustainability and industrial ecology.
5. They would have devoured the existing supply of organic cotton in short order.
Part 3 News
News Item 1
President Bush and British Prime Minister Tony Blair have defended their
decision to go to war in Iraq. The two leaders spoke at the White House Thursday.
They said they would be proven right about Iraq's weapons program. Mr Blair
dismissed criticism that the United States and Britain are alone in postwar Iraq. He
said other countries are offering troops and support. Mr Bush said removing Saddam
Hussein from power was important to winning the war against terrorism. Earlier
Thursday Mr Blair told at joint meeting of the United States Congress that he believes
coalition forces* were right in going to war in Iraq. He thanked lawmakers for giving
him the congressional gold medal. It is the highest honor given to a foreign leader.
Exercise A:
This news item is about the US and the British’s justification for going to war in Iraq.
Exercise B:
1. F
2. T
3. T
4. T
5. F
News Item 2
British Prime Minister Tony Blair has said that weapons of mass destruction
may never be found in Iraq, but he insisted former leader Saddam Hussein had posed
a threat to "the wider world."
Blair and President Bush used Iraq's alleged weapons program as a main reason
for invading the country.
So far the Iraq Survey Group, which is in charge of the hunt for illicit weapons,
has yet to turn up any stockpiles.
The British leader said evidence uncovered by the group showed that Saddam
had the "strategic capability" and intent to use such weapons.
"Whether they were hidden or removed or destroyed even, the plain fact is that
he was in breach of United Nations resolutions," Blair said.
Before the war, Blair stated that Iraq was a "serious and current' threat and that
it had continued to produce chemical and biological weapons.
Exercise A:
This news item is about the fact that weapons of mass destruction may never be found
in Irag
Exercise B:
British Prime Minister Tony Blair has said that weapons of mass destruction
may never be found in Iraq, but he insisted former leader Saddam Hussein had posed
a threat to "the wider world."
Blair and President Bush used Iraq's alleged weapons program as a main
reason for invading the country.
The British leader said evidence uncovered by the group showed that Saddam
had the "strategic capability" and intent to use such weapons.
Before the war, Blair stated that Iraq was a "serious and current" threat and
that it had continued to produce chemical and biological weapons.
News Item 3
Iraq's interim* government* was sworn in Monday after the United States
returned sovereignty to the nation two days ahead of schedule.
The official handover of sovereignty occurred at 10:26 a.m., when former
coalition civil administrator L. Paul Bremer gave interim Prime Minister Ayad Allawi
a leather-bound transfer document.
Some lraqis dismissed the event as meaningless as long as U.S. troops occupy
the nation, but others said the handover was a step in the right direction.
Allawi called national unity "a sacred duty" and called for the internationai
community, including Arab nations, "to work together to handle problems in the area
in a civilized manner."
Exercise A:
This news item is about the official handover of sovereigntv in Iraq.
Exercise B:
Event:
Iraq's interim government was sworn in Monday.
Time:
The official handover of sovereignty occurred at 10:26 a,m.
People involved: Former coalition civil administrator L. Paul Bremer
Interim Prime Minister Ayad Allawi
Comment:
Some Iraqis dismissed the event as meaningless as long as U.S.
troops occupy the nation, but others said the handover was a step
in the right direction
Allawi's remark: He called national unity "a. sacred duty” and called for the
international community, including Arab nations, "to work
together to handle problems in the area in a civilized manner
Section Three Oral Work
Retelling
Scheduled to address the nation one day, Winston Churchill, running unusually
late, hailed a cab in London's West End and ordered him to drive to the BBC as
quickly as possible.
"Sorry, sir," the driver replied. "You'll have to find yourself another cab."
"And why is that?" Churchill asked.
"Ordinarily it wouldn't be a problem, sir," the driver apologetically explained,
"but Mr Churchill is broadcasting at six o'clock and I want to get home in time to hear
him."
Churchill, greatly flattered, took a pound note from his wallet and handed it to
the cabbie. The man gladly took the tip: "Hop in, sir? he exclaimed. "The devil with
Mr Churchill!"
Section Four
Supplementary Exercises
Reading Recovery
More than 1 million school children in the United States have gone through a
program called Reading Recovery. The program is for six-year-olds who are
struggling to learn to read,
The Reading Recovery Council of North America says more than one-fifth of
United States public schools with first grades use the program.
The Reading Recovery method calls for a specially trained reading teacher to
work With children one at a time. The lessons take a half-hour each school day. They
employ reading, writing and the study of the letters of the alphabet.
Reading Recovery came to the United States in 1984. Education expert Marie
(pronounced MAHR-ee) Clay of New Zealand developed the program. A number of
other countries also use this method. Programs can differ from school to school.
Reading Recovery lessons take place for twelve to twenty weeks. During the
lessons, the teacher looks for ways that the child seems to learn best. Then the teacher
works to help the student develop these strategies to solve problems in reading. The
idea is for the student to continue to use and extend these strategies each time he or
she reads.
Reading Recovery students read many short books. Some of the books are
written in a way similar to spoken language. Children also read and write stories or
messages in their own words. The material gets harder with time.
The lessons end when the student's reading ability is within the average level
of the class. The Reading Recovery Council of North America says eighty percent of
students who finish the lessons can read and write within their class average.
The council is a group with 11,000 members. The group named a new
president this month. Mary Jackson is director of special programs for the Fort Bend
public school system in Sugar Land, Texas. Mizz Jackson says more than 99 percent
of the Reading Recovery students in the schools passed the state reading examination.
Some administrators* may not like the higher cost of the Reading Recovery
method compared to other interventions*. Teachers, after all, work with only small
numbers of first graders. But supporters say it saves money in the end. They say it
helps prevent the sad results and expense of letting children fail in school.
Exercise A:
Name of the program
Reading Recovery
Target group
Six-year-old children who are struggling to learn to read
Type of teacher required
Speciallv trained reading teachers
Length of each lesson
Half a hour each school day
Length of the whole lessons
Twelve to twenty weeks
Things learned during the lessons Reading. writing and the study of the letters of alphabet
The outcome of the program
Eighty percent of Reading Recovery students can read and
write within their class average. (More than 99 percent of
the Reading Recovery students in the schools passed the
state reading examination.)
Exercise B:
Reading Recovery is a program developed by a New Zealand education expert Marie
Clay. It aims at first graders who fail to learn to read at school. This program came to
the US in 1984 and up to now more than one million school children have gone
through this program. During the lessons, the teacher works with the children one at a
time. He/she looks for ways that the child seems to learn best. Then the teacher works
to help the student develop these strategies to solve problems hi reading. When the
student's reading ability is within the average level of the class, the lessons end. Some
administrators may not like the higher cost of the program but supporters say it saves
money in the end. It helps prevent the sad results and expense of letting children fail
in school.
Exercise C:
Your opinion
Directions: Listen to the passage again and give your opinion on the following topic.
"Children also read and write stories in their own words."
1. What are the advantages of reading and writing stories in one's own words?
Unit6
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
Peter: You've been to Zanada, haven't you?↘
Peter: Oh yes, I remember. You went a couple of years ago, didn't you ?↗
Peter: Now, let's see ... It's er, it's a mainly agricultural country, isn't it? "↘
Peter: Well yes, I know, but there's not much industry once you've left the coast, is
there?↗
Peter: l see ... Mm, so the North would be the best place to go to, wouldn't it? '↘
Peter: Yeah. Mind you, I should think the South is very beautiful, isn't it? '↘
Peter: (laughs) Yeah. That's right. Oh and what about transport? It'd be better to hire
a car,
wouldn't it? ↗
Peter: Really? That's cheap. It costs that much a day here, doesn't it? ↘
Peter: Yeah, well that's fine, Maggie. Thanks a lot. Bye.
Exercise:
1
2
3
4
5
6
7
8
Am I right?
√
√
√
Agree with me
√
√
√
√
√
Part 2 Listening and Note-taking
Identifying Criminals
Can computers help the police to identify criminals? Experts now think
computers can make it easier for the police to find people they want to question.
At present, the system most widely used by the British police is called Photofit.
Witnesses
describe a suspect and then a picture is built up like a jigsaw, using five different sets
of features.
These are: hair, eyes, nose, mouth and chin. This system can be very useful itl finding
criminals, but only in one case out of twenty, Quite often, almost half the time, in fact,
Photofit pictures are
misleading. There are two reasons for this. Firstly, the picture may look nothing at all
like the suspect. Secondly, the likeness may be so general that it is not at all helpful.
And unfortunately, a bad likeness can lead to the arrest of an innocent person.
Witnesses' attitudes can influence their descriptions. In a recent experiment, a
group of people was shown a picture of a man and told that he was a mass murderer.
When asked to produce Photofit pictures of this man, they made pictures that showed
a murderous-looking individual. But at the same time, a second group was shown the
same picture and told that the same man was a lifeboat captain who had received a
medal for bravery. When the second group produced Photofit pictures, these showed a
man who was handsome and well-groomed.
The police have another way of identifying criminals. Police records contain
tens of thousands of photographs of people convicted of crimes. Witnesses can look
through these in the hope of recognising suspects; however, it has been discovered
that a witness begins to forget the culprit's features after spending a long time looking
through these photographs.
A computer system called FRAME (Face Retrieval and Matching Equipment)
combines
the best features of both methods. All the photographs on record are put on the
computer file. When a witness describes a suspect, the computer' searches the file for
photographs that fit the description. The witness is then presented with a small
number of photographs to look through.
Of course, this system, as it exists at present, will only help to identify people
whose photographs are already on police files. So now, experts have to work on the
problem of getting accurate descriptions from witnesses. One thing they have
discovered is that witnesses give better descriptions when they are encouraged to
recall the scene of the crime. They do not need to go there; just imagining the scene
works just as well.
Exercise A:
1. Computers can make it easier for the police find people they want to question.
2. A bad likeness can lead to the arrest of an innocent person.
3. A witness begins to forget the culprit's features after spending a long time looking
through these
photographs.
4. Experts have to work on the problem of getting accurate descriptions from
witnesses.
5. Witnesses give better descriptions when they are encouraged to recall the scene of
the crime.
Exercise B:
Identifying Criminals
I. The Photofit system
A. Witnesses describe a suspect.
B. Then a picture is built up, using five different sets of features.
1. Hair.
2. Eyes
3. Nose.
4. Mouth.
5. Chin.
C. Advantage
1. This system can be very useful in finding criminals.
D. Disadvantage
1. But only in one case out of twenty the method is accurate.
2. Almost half the time Photofit pictures are misleading.
3. There are two reasons for misleading.
i. Firstly, the picture may look nothing at all like the suspect
ii. Secondly, the likeness may be so general that it is not at all helpful.
E. Witnesses' attitudes can influence their descriptions.
II. Another way of identifying criminals
A. Police records tens of thousands of photographs of people convicted of crimes.
B. Witnesses look through these in the hope of recognisinv susnects.
III. FRAME (Face Retrieval and Matching Equipment)
A. A computer system combines the best features of both methods.
B. All the photographs on record are put on the computer file.
C. The computer searches the file for photographs that fit the description.
D. The witness is then presented with a small number of photographs to look
through.
E. Disadvantage
1. The system will only hello to identify people whose photographs are already
on police files.
2. Descriptions from witnesses must be accurate.
Section Two
Listening Comprehension
Part 1 Dialogues
Dialogue 1 I Don't Believe It
A: No, I think it's a load of rubbish myself. I mean, some people believe anything,
don't they? Well, it doesn't make sense, does it? Things flying around in the sky,
coming down from another planet and all that? No, I think when the scientists
say it's happened and we can explain how it happened -- I mean, when we have
some real proof, then I'll believe it.
B: There could be some truth in it, but I tend to think it's just a tourist attraction. 1
can't explain the photographs. And then there are the photographs of "Bigfoot,"
the erm er, Abominable
Snowman* in the mountains of India. Well,
that's the same sort of thing. I suppose it could be
true, but it's the same with all these stories, you'd like to see it for yourself before
you believe
it.
C: Oh, yes. They definitely exist. Yes, I believe that some people come back to
haunt* us. 1 mean, we've all had strange feelings about people who are no longer
with ns, or strange feelings about certain places. I think those feelings are a kind
of ghost. We don't always see something, you know, in a long white dress going
"whooo-ooo" in the middle of the night, but we can have strong feelings about
the past. Some people have very strong feelings so they actually begin to see
things, something moving, a shape, a light, I don't know. Scientific facts can't
explain everything in this world, you know.
Exercise A:
1. Probably some photographs of mysterious shapes, footprints or that sort of things.
2. The first speaker.
Exercise B:
1. I only believe things when there is real proof or scientific explanation.
2. People sometimes just duplicate old mysterious stories in a new setting to attract
tourists.
3. There de exist ghosts. When people have a very strong feeling about the past, they
begin to see
ghosts.
Dialogue 2 Unidentified Flying Objects
Interviewer: Mr Burton, you say that you have seen a UFO. Is that right?
Mr Burton: Yes, absolutely right. It happened just over a year ago.
Interviewer: And where was this?
Mr Burton: Near my home in Aldershot, in the south of England. I live near the big
military base in Aldershot.
Interviewer: What time of day was it?
Mr Burton:
It was about one o'clock in the morning. I was out fishing. The weather
forecast said it was going to be a warm, clear night with no clouds, and
that's perfect for fishing.
Interviewer: And what happened?
Mr Burton: Well, I saw a bright light coming towards me at about three hundred
feet, and then it started to land. It was behind some trees, but I could
see it clearly because there was a full moon. Then I saw two forms
coming towards me, and when they were about five feet away, they
just stopped and looked at me for a good ten or fifteen seconds.
Interviewer: What did they look like?
Mr Burton:
head to foot,
They were quite small, about four feet tall, dressed in green suits from
and they had helmets of the same colour with a red visor*, so I couldn't
see their
faces. They both carried space guns.
Interviewer: Did they speak to you?
Mr Burton: Yes. The one on the right said "Come this way, please."
Interviewer: Weren't you frightened? ... I mean, weren't you surprised that they
spoke English?
Mr Burton: They spoke in a funny accent. It sounded more like a machine talking
than a person. No, I wasn't frightened. I don't know why. The one who
spoke started to walk towards the light, and I followed him, with the
other one behind me. We got to a wall and the first "form" just walked
through it! I couldn't believe it! I had to climb over it, and then we got
to the spaceship.
Interviewer: What did that look like?
Mr Burton:
It was about forty-five feet across, and silver, very, very shiny, and
there were round windows all round the side.
Interviewer: Did you go inside?
Mr Burton: Yes, I did. There were steps going up, and we went into an octagonal*
room. I stood there for about ten minutes. The walls, the floor, and the
ceiling were all black. I couldn't see any controls or instruments, but
there was a central column going up from the floor to the ceiling, about
four feel wide, right in the middle of the room.
Interviewer: Were there any more of these "forms"?
Mr Burton: No, just the two. Suddenly, one of them said "Stand under the red
light." I couldn't
see any red light, but then I moved to the right and I could see it up on
the wall, just
under the ceiling. I stood there for about five minutes, and then a voice
said "What
is your age?" I said "Seventy-four." Then they told me to turn around.
After about
five more minutes one of them said "You can go. You are too old and
ill for our
purposes." So I left and went back, to the
fiver.
Interviewer: Did the spaceship take off?
Mr Burton: Yes, I heard a very high-pitched noise, like a scream, and the thing
took off straight
into the sky and disappeared. I sat by the river and watched it go. This
was about two o'clock.
Interviewer: Then what did you do?
Mr Burton: Next morning I went to the police, and in the afternoon someone from
the Ministry of Defense came to my house to interview me. He told me
to keep quiet about the whole thing, and tell absolutely no one. I
thought this was very strange, but I did as he told me.
Interviewer: Why have you decided to tell people about it now?
Mr Burton: Because I want people to know what happened to me. I didn't use to
believe in UFOs, but now I know they exist. I think governments are
trying to hide something, but people have a right to know,
interviewer: Thank you, Mr Burton, very much. A fascinating story
Exercise:
A UFO Report
Time: One o'clock in the morning
Place: Aldershot, in the south of England
Description:
A bright light was coming towards me at about three hundred feet. and it landed behind
some trees. Then I saw two forms coming towards me
Life form:
They were quite small about four feet tall, dressed in green suits from head to foot, and
they had helmets of the same colour with a red visor. They both carried space guns.
Spaceship:
It was about 45 feet across, and silver, very, very shiny, and there were round windows all
round the side. There were steps going up.
The interior of the spaceship is an octagonal room. The walls, the floor, and the ceiling
were all black. There were no controls or instruments, but there was a central column going up
from the floor to the ceiling, about four feet wide, right in the middle of the room.
Part2 Passages
Passage 1 The Loch Ness Monster
One of the strangest and most fascinating things about Scotland* is the Loch*
Ness Monster, Some people believe in the monster's existence. Many do not!
However, very important bodies of people do believe there is some truth in the
famous monster story: experts from Britain's Royal Air Force*, scientists from the
Boston Academy of Applied Science* and computer specialists from NASA (National
Aeronautics and Space Administration, U.S.A.), to mention but a few!
Loch Ness is an enormous lake in Northern Scotland. It is about twenty-four
miles long and one mile wide, and has an approximate depth of 1,000 feet, which
makes it very difficult for anybody to find and examine the highly elusive* monster.
In fact the first convincing reports of people seeing the monster date from only about
six years before the beginning of the Second World War. Since then there have been
other sightings, and photographs of the monster have been taken! Many of these
photographs have later been recognised as fakes -- silly jokes played on an
unsuspecting public! However, other photographs have amazed the most searching
scientific minds. In fact, it seems certain that something (and probably several of them)
does exist in the deep waters of Loch Ness. The most amazing photographs show a
flipper* -- the flipper perhaps of a very large animal (twenty or thirty feet long, it is
imagined).
From these photos British specialist in animal life, Sir Peter Scott, who is also
an artist, has
constructed this picture of what he believes the monster might look like.
But where did the monster come from? Did it mysteriously climb out of a
prehistoric world beneath the earth's crust*? Did it originally swim into the lake from
the sea? Before the Ice Age, Loch Ness opened into the sea. Was the young monster's
egg frozen into the ice of the Ice Age? And somehow did the monster come alive
again when the ice went away? We just do not know! Can we ever find the answers to
all the questions surrounding the legend* of the Loch Ness Monster, do you think?
Exercise A:
Loch Ness is an enormous lake in Northern Scotland. It is about twenty-four miles
long and one mile wide, and has an approximate depth of 1,000 feet.
Exercise B:
1.C *2. A
3. D
4. A
5. B
6. B
7. C
8. D
Exercise C:
l. One of the strangest and most fascinating things about Scotland is the Loch Ness
Monster.
2. They are Britain's Royal Air Force, the Boston Academy of Applied Science and
NASA.
3. Because the most amazing photographs show a flipper -- the flipper perhaps of a
very large
animal (twenty or thirty feet long, it is imagined).
4. Because before the Ice Age, Loch Ness opened into the sea.
5. Sir Peter Scott is a British specialist in animal life and also an artist.
Passage 2 Fossil
Fossil*, remains or traces of prehistoric plants and animals, buried and
preserved in sedimentary* rock, or trapped in organic matter. Fossils representing
most living groups have been discovered, as well as many fossils representing groups
that are now extinct. Fossils range in age from 3.5-billion-year-old traces of
microscopic cyanbacteria* (blue-green algae) to 10,000-year-old remains of animals
preserved during the last Ice Age.
Fossils are most commonly found in limestone, sandstone, and shale
(sedimentary rock). Remains of organisms can also be found trapped in natural
asphalt, amber, and ice. The hard, indigestible skeletons and shells of animals and the
woody material of plants are usually preserved best. Fossils of organisms made of soft
tissue that decays readily are more rare. Paleontologists* (scientists who study
prehistoric life) use fossils to learn how life has changed and evolved throughout
earth's history.
Many factors can influence how fossils are preserved. Remains of an organism
may be replaced by minerals, dissolved by an acidic solution to leave only their
impression, or simply reduced to a more stable form. The fossilization of an organism
depends on the chemistry of the environment and on the biochemical makeup of the
organism. As a result, not all organisms in a community will be preserved.
Plants are most commonly fossilized through carbonization. In this process,
the mobile oils in the plant's organic matter are leached out* and the remaining matter
is reduced to a carbon film.
Plants have an inner structure of rigid organic walls that may be preserved in this
manner, revealing the framework of the original cells. Animal soft tissue has a less
rigid cellular structure and is rarely preserved through carbonization. Although
paleontologists have found the carbonized skin of some ichthyosaurs*, marine reptiles
from the Mesozoic* Era (240 to 65 million years before present), the microscopic
structure of the skin was not preserved.
Different types of fossils are found in different geological formations,
depending on the prehistoric environment represented and the age of the rock. Older
rocks are found on low, eroded continents near the edges of large oceans. Younger
rocks are found more' commonly where there is active mountain building and
volcanic activity. Old fossils are most commonly found where an old mountain range
has eroded, such as in eastern North America and northern Europe, or where two old
continents have collided, such as in Russia. Younger fossils are found at the ocean
side of young mountains where an ocean plate is colliding with a continental plate,
such as in western North and South America and in New Zealand.
Exercise A:
Plants are most commonly fossilized through carbonization. In this process, the
mobile oils in the
plant's organic matter are leached out and the remaining matter is reduced to a carbon
film.
Exercise B:
1.A
2. B
3.C
4. B
5. D
6. A
7. C
8. D
Exercise C:
1. Fossil, remains or traces of prehistoric plants and animals, buried and preserved in
sedimentary
rock, or trapped in organic matter.
2. Paleontologists use fossils to learn how life has changed and evolved throughout
earth's
history.
3. The remains of an organism may be replaced by minerals or dissolved by an acidic
solution.
4. Old fossils are most commonly found where an old mountain range had eroded,
such as in
eastern North America and northern Europe, or where two old
continents have collided, such as
in Russia.
5. Younger fossils are found at the ocean side of young mountains where an ocean
plate is colliding with a continental plate, such as in western North and South America
and in New Zealand.
Part 3 News
News Item 1
The Philippine government has barred further workers from traveling to Iraq
after one of its citizens was kidnapped in Baghdad. The group threatened to kill the
hostage within 72 hours unless the Philippine government withdraws its troops from
Iraq.
The Philippine Labor Secretary ordered an immediate halt in the deployment*
of any further Filipino workers to Iraq. Some 4,000 Filipino civilians are working in
U.S. military bases in Iraq as cooks, mechanics or in other jobs. The government has
offered help for any workers who want to come home.
Exercise A:
This news item is about the Philippine government’s prohibition against
deploying any further workers to Iraq.
Exercise B:
The Philippine government has barred further workers from traveling to Iraq
after one of its citizens was kidnapped in Baghdad. The group threatened to kill the
hostage within 72 hours unless the Philippine government withdraws its troops from
Iraq.
The Philippine Labor Secretary ordered an immediate halt in the deployment
of any further Filipino workers to Iraq. Some 4,000 Filipino civilians are working in
U.S. military bases in Iraq as cooks, mechanics or in other jobs. The government has
offered help for any workers who want to come home.
News Item 2
A new round of six-nation talks on North Korea's nuclear program will be held
next week in Beijing.
The talks involving China, Russia, Japan, the United States, and North and
South Korea have been scheduled for June 23-26. Working group talks set for June
21-22 will lay the groundwork for discussions later in the week.
Beijing has already hosted two rounds of the so-called six-party talks, but both
have made little headway into resolving the standoff*.
China hopes all sides will deepen their discussions based on previously
reached agreements, including to resolve.the crisis peacefully through dialogue and
reaching the final goal of a nuclear freed Korean Peninsula.
The United States and its key Asian allies, South Korea and Japan, have been
pushing Pyongyang to abandon its nuclear program since the extent of the program
became known in December 2002.
Exercise A:
This news item is about a new round of six-nation talks on North Korea's nuclear
program.
Exercise B:
Directions: Listen to the news item and answer the following questions.
1. What kind of talks will be held next week in Beijing?
A new round of six-nation talks on North Korea's nuclear program will be held next
week in
Beijing.
2. When have the talks been held?
They have been scheduled for June 23-26.
3. Which countries are involved?
The talks involve China. Russia. Japan the United States and North and South Korea,
4. Has much headway been made into resolving the standoff after two rounds of
six-party talks?
No. little headway has been made into resolving the standoff.
5. What does China hope?
China hones all sides will deepen their discussions based on previously reached
agreements, including to resolve the crisis peacefully through dialogue and reaching
the final goal of a nuclear
freed Korean Peninsula.
News Item 3
The Bush administration has claimed victory in a dispute with China over
semiconductors. The settlement brought a swift close to the World Trade Organization
complaint filed March 18 against China, the first such suit against Beijing since it
joined the WTO in 2001.
The pact* will help U.S. companies expand what was a $2 billion
semiconductor market opportunity last year. A 17-percent value-added tax on U.S.
integrated circuits also will be eliminated*.
The U.S. semiconductor industry, with about 255,000 domestically based
workers, applauded the deal.
In April, China and the United States sorted out another semiconductor-related
trade dispute that related to a proprietary security technology that China had planned
to impose on wireless networking chips.
Exercise A:
This news item is about the semiconductor-related trade dispute between the U.S. and
China.
Exercise B:
1.F
2. T
3. F
4. F
5. T
Section Three Oral Work
Mark Twain was thought by many knowledgeable observers to smoke the worst
cigars in the world.
"They bring their own cigars when they come to my house," he once remarked.
"They betray an unmanly terror when I offer them a cigar; they tell lies and hurry
away to meet engagements which they have not made when they are threatened with
the hospitalities* of my box." Twain, felt unhappy, conducted an experiment.
He invited twelve personal friends to supper one night. One of them was as
notorious* for
costly and elegant cigars as Mark Twain was for cheap and devilish* ones.
Before that day Mark Twain called at his house and when no one was looking
borrowed a
handful of his cigars which cost him forty cents apiece and bore red-and-gold labels in
sign of their nobility.
Then Mark Twain removed the labels and put the cigars into a box with his
favorite brand on it.
They took these cigars when offered at the end of the supper, and lit them and
struggled with them -- in dreary* silence. Then they made excuses and filed out,
treading* on one another's heels with indecent eagerness; and in the morning when
Mark Twain went out to observe results the cigars lay all between the front door and
the gate.
All except one -- that one lay in the plate of the man who could stand only one
or two whiffs*. He told Mark Twain afterward that someday Twain would get shot for
giving people that kind of cigar to smoke.
Section Four
Supplementary Exercises
"MegaSkills' for Children
MegaSkills is a program used in schools across the United States. This program
trains adults to help children develop the skills needed for what educators call lifelong
learning. MegaSkills is based on the idea that parents and teachers can help children
gain skills through normal, daily activities.
Dorothy Rich created the program. She heads a nonprofit organization in
Washington, DC,
called the Home and School Institute.
Mizz Rich identified eleven major skills that children need to succeed in life.
She based them on information she gathered from educators and employers. She
describes them as "inner engines of learning" for school and work.
These MegaSkills include feeling able to do what is needed, and wanting to do
it. Being willing to work hard and doing what is right are other MegaSkills. So are
completing what you start, showing concern far others, and using good judgment.
Dorothy Rich says children also need to learn how to solve problems, and how to
work with a goal in mind.
MegaSkills Education Online offers suggestions for activities to build these
skills. For example, there are ideas about how parents can help children get organized
in school. Parents can begin by helping a child plan a school project, like a science
project.
A parent can suggest that the child think about all the supplies needed for the
project. What
special supplies might the child need? The child can write down each step required for
the project,
then number the steps to help follow them.
Other ideas offer ways to help younger children plan their time. MegaSkills
Education Online suggests that parents and children list activities for a day when there
is no school. For example, the family might plan to wake up at eight o'clock and eat
breakfast by nine.
As the day progresses, children can write down the time they start each
activity on the list. At the end of the day, the family can see how close they came to
following their plan.
MegaSkills says this exercise is one way to reduce the time spent watching
television. It can also increase the time children spend on schoolwork.
There are other free suggestions and activities at the MegaSkills website.
Exercise A:
"MegaSkills" for Children
I. Definition of the word "MegaSkills"
MegaSkills is a program that trains adults to help children develop the skills through
normal.
daily activities.
II. Creator of MegaSkills
MegaSkills is created by Dorothy Rich who runs a nonprofit organization in
Washington, DC, called the Home and School Institute.
III. Services offered by MegaSkills Education Online
1. It offers suggestions for activities to develop the skills that are needed for school
and
work.
2. It offers ways to help younger children plan their time.
IV. Advantages of the time planning activity
1. The activity can reduce the time spent watching television.
2. It can also increase the time children spend on schoolwork.
Exercise B:
1. Feeling able to do what is needed, and wanting to do it;
2. Being willing to work hard and doing what is right;
3. Completing what you start;
4. Showing concern for others;
5. Using good judgment;
6. Learning how to solve problems;
7. Learning how to work with a goal in mind.
Exercise C:
Your opinion
Directions: Listen to the passage again and give your opinion on the following topics.
"MegaSkills says this exercise is one way to reduce the time spent watching
television."
1. Why do children spend more time watching television than doing homework?
2. What negative impact does TV have on children?
3. What activities can distract children from their TV program?
Unit7
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
American: W-e-ell, l just lo-o-ve rice and fish ...↗
American: Well, as I was saying, I just love rice and fish and tomato sauce. ↘
American: And I suppose you want to know what drinks I like and so on ... Well, I
guess I don't
much care for whisky ...↗
American: And I don't care for rum ... ↗
American: And I don't like lemonade at all. ↘
American: And my favourite music is my own ... ↗
American: And Cat Stevens, I guess. ↘
Exercise:
1
2
3
4
5
6
7
He has finished his sentence
√
√
√
He wants to add something
√
√
√
√
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
means of providing hot food and drinks. The base is set up near a telephone so that
extra help, for example ambulance, doctor,
helicopter or reserves, can be contacted without delay.
Exercise A:
1. The first thing that happens is that the person who reports' the accident is closely
questioned.
2. They will also need to know how many people were involved in the accident and
what kind of
injuries there were.
3. The third party on the mountain is the back-up group.
4. Their job is to help the main party on its return journey.
5. The base is set up near a telephone so that extra help can be contacted without
delay.
Exercise B:
Mountain Rescue Service
I.
The rescue group finds out a number of details.
A. The place where the accident happened.
B. The time of the accident.
C. Details about the victim.
II. Then the rescue team's call-out procedure begins.
A. Team members keep their personal equipment at home so as to be
ready to set
off within fifteen minutes of receiving the call.
B. The advance party of about four people sets off right away.
1. They carry a radio telephone with them to send details to the main
party and to the base.
2. They are also equipped and trained to give immediate medical
assistance.
C. The main party follows the advance party.
1. They carry a radio telephone and more supplies, including a
stretcher for the victim.
D. The third party on the mountain is the back-up group.
1. Their job is to help the main party on its return journey.
III. Rescue control is set up in a mobile base.
A. This vehicle carries the team's supplies other than personal
equipment.
B. It is equipped with radio telephone and the means of providing hot
food and drinks.
C. The base is set up near a telephone so that extra help, for example
ambulance, doctor, helicopter or reserves can be contacted without delay.
Section Two
Listening Comprehension
Part 1 Dialogues
Friend:
Mia:
Friend:
Mia:
Dialogue 1 Stressed Out
Are you OK, Mia? You look beat. You look really tired.
I am. I can't seem to sleep at night. I've been under a lot of pressure lately -a lot of stress.
What's up?
I've got a million things to do. I'm busy at work. I'm working on the house
too, you know.
I'm trying to fix it up. I need to finish it before
winter. Just lots of deadlines.
Any way I can help?
Thanks, but not really. It's just things l have to do.
Well, you need to manage that stress a little better. Are you getting any
Friend:
Mia:
Friend:
exercise?
Mia:
Who has time?
Friend: You really should ride a bicycle to the store, or walk to work a couple of
days a week, or go swimming at the community center. It helps me to get
exercise when I'm busy. You don't have to become a fitness nut*, you know.
Mia:
That is a good suggestion. It's just the time, you know. I'm always thinking
of what I
should be doing.
Friend: No wonder you can't sleep. A lot of people learn to meditate* or learn yoga.
Meditation and yoga are supposed to be good ways to deal with stress. They
help you relax.
Mia:
Yoga? Maybe I'll call the community center. They might have some classes
there.
Friend: You know, another thing you can do is to take vitamins. You use up a lot of
vitamins and
you don't get them in your meals all the time. They won't help the stress, but
they might
help your body handle it better. You really should take vitamins every day.
Mia:
Yeah, I should get some. Thanks.
Friend: How about going out with Rosa and me this Friday? It'll do you good. We
could see a
movie, make you forget your problems. Have a little fun.
Mia:
You know, you're right about all of this. Let's go somewhere Friday night,
have dinner, see a movie. That'll be fun.
Friend: Now you're talking!
Mia:
OK. See you Friday. Got to get back to work!
Friend: Mia, you're hopeless, truly hopeless.
Exercise A:
F
I. Mia looks fired and beaten. (You look beat means you look tired.)
T 2. Mia has been under a lot of pressure probably because she finds it difficult
to meet the
deadlines. (Mia: I've g6t a million things to do .... Just lots of deadlines.)
T 3. She is repairing her house herself. (Mia: I'm working on the house too, you
know. I'm
trying to fix it up.)
T 4. Her friend believes exercise can help you relax.
T 5. Her friend also believes that if you get regular exercises you will probably
become a
fitness nut. (Friend: Well, you need to manage that stress a little better. Are
you getting
any exercise?)
T 6. Mia has insomnia. (Mia: I can't seem to sleep at night.)
T 7. Meditation and yoga are supposed to be good ways to deal with stress.
(Friend: A lot of
people learn to meditate or learn yoga. Meditation and yoga are supposed to
be good
ways to deal with stress.)
F 8. Medication can also relieve stress. (Friend: They won't help the stress, but
they might
help your body handle it better.)
T 9. Mia will go out with her friend Friday evening. (Mia: OK. See you Friday.)
T 10. Mia is probably a workaholic. (Mia: ... Got to get back to work! / Friend:
Mia, you're
hopeless, truly hopeless.)
Dialogue 2 Reflexology
Reflexology* is foot massage. It comes from ideas of traditional Chinese
medicine. Reflexology believes that rubbing parts of the foot can help other parts of
the body.
Woman: Did I tell you about the reflexology class I'm taking at the Asia Center?
Man:
The what class?
Woman: Reflexology. It's foot massage ... you know, from Chinese medicine.
Man:
Foot massage?
Woman: Yeah. It's wonderful. Here, let me show you what I've learned. Take off
your shoes and socks.
Man:
Are you serious?
Woman: Just try it
Man:
OK.
Woman: The important thing to understand is that parts of your foot are connected
to other parts
of your body.
Man:
Yeah, my legs.
Woman: No. I mean certain places on your foot are connected to other places,
other parts of your body. So when you massage a part of your foot, it's
good for another part. For example, look at your big toe.
Man:
Uh-huh.
Woman: The area on the bottom of the big toe is connected to your brain. Do you
have headaches?
Man:
Headaches? Sometimes.
Woman: So just rub the area on the bottom of your big toe. It will help your brain.
Man:
Huh? Huh. [pause] Actually, my eyes hurt more often than my head. My
eyes get tired from using the computer at work.
Woman: Massaging your other toes can help your eyes. On the bottom of each toe,
there's a small area. They're round, like circles. Well, rubbing these
circles makes your eyes feel better. It relaxes tired eyes.
Man:
Here? This area under each toe?
Woman: Yeah. But that's not the only place for tired eyes. If your eyes really hurt,
find the area
under your two smallest toes ... there by your two smallest toes.
Man:
Uh-huh.
Woman: It looks something like the letter "U." Massage that U. It will help when
you feel really bad pain in your eyes. [pause]
Man:
What else?
Woman: Well, now move down your foot on the outside. Find the widest part of
your foot on the
outside, there's an area related to your shoulders. Massage it firmly -- not
so hard that it
hurts, but you should be firm. This will help the muscles in your
shoulders.
Man:
Like stiff shoulders, that kind of thing?
Woman: Right. [pause] Now let's look at the other side of your foot. On the inside
of your foot, put your fingers near the top -- on the inside, just under the
big toe. Slowly and firmly, rub from the top all the way to your heel ... to
the end of your foot. This area will heal your back. If you have backaches,
rub this long, narrow area several times a day.
Man:
The whole inside edge helps the back?
Woman: That's right. [pause] How's your stomach? Do you get stomachaches?
Man:
Not very often ... well, sometimes, if I eat too much.
Woman: Find the area in the center of your foot. It goes from the inside edge of your
foot almost
all the way to the other side. It's almost like a small egg. Massage it firmly.
It can help
your stomach.
Man:
Here, in the middle?
Woman: Right. [pause] You can work on your knees, too. If you have sore knees,
move your hand to the bottom, outside edge of your foot, the sole of your
foot, by the heel. Rub firmly. [pause]
Man: You know, this is kind of interesting. But actually, you know what hurts the
most? My feet. I get blisters a lot.
Woman: Blisters? Maybe you need bigger shoes.
Exercise:
The part of your foot
Connected part of the Applications
body
Big toe
It will help relieve your
Brain
headaches.
The bottom of other toes
It relaxes tired eyes
Eyes
The area under two Eyes
Massage that U when you feel
smallest toes, which looks
really bad pain in your eyes.
something like the letter
"U"
The widest part of your Shoulders
This will help the muscles in
foot on the outside
your shoulders like stiff
shoulders.
On the inside of your foot, Back
This area will heal your back
just under the big toe, from
when you have backaches.
the top all the way to your
heel of your foot
The area in the center of Stomach
It can help your stomach when
your foot
you get stomachaches.
The sole of your foot by Knees
When you have sore knees.
the heel
Part 2 Passages
Passage 1 Epidemics
Epidemics* occur roughly every three to five years and a worldwide pandemic*
is happening now. Among the areas most affected recently are India, Viet Nam and the
Caribbean*. Cases happen in Mexico often, and even in South Texas. This virus* has
four flavors, called serotypes*, which are creatively named 1, 2, 3 and 4. Getting
infected with one serotype does not protect you against the other stereotypes: in fact,
getting a second dengue infection, particularly with type 2, leads to an even worse
infection. This manifests as either Dengue* Hemorrhagic Fever* or Dengue Shock
Syndrome*, which can be fatal. These are particularly dangerous in children, who
suffer the most and who are at the greatest risk of dying from dengue. Still, most cases
of dengue are benign* (not-serious), ending after approximately 7 days.
Dengue has a short incubation* period -- often days, usually less than a week.
This signs and symptoms of dengue include a sudden, rapidly climbing fever, a severe
headache, nausea* and
vomiting, loss of appetite, rash and deep muscle and joint pains. The disease is
nicknamed "breakbone fever" for these last two symptoms. The rash usually shows up
3-4 days after the start of the symptoms and begins on the torso, spreading out to the
face, arms and legs.
There can be a few days respite but the fever and rash often recur, and this is
known as the "saddleback pattern." With Dengue Hemorrhagic Fever the blood cells
are crippled and bleeding develops -- in the gums, the skin, the intestinal tract*. With
the shock syndrome* the blood vessels
don't work quite right, and the blood pressure drops precipitously; as a result the
blood fails to meet the metabolic* demands of the cells in the body -- which is the
definition of shock. Well then, what can we do about it? There is no vaccine* and
there is no cure, go if one contracts dengue, the
treatment is "supportive" -- which means rest, plenty of fluids, acetaminophen*
(Tylenol), and hospitalization if the hemorrhagic fever or shock forms develop.
This leaves us with prevention, the most sensible option.
Exercise A:
The signs and symptoms of dengue include a sudden, rapidly climbing fever, a
severe headache, nausea and vomiting, loss of appetite, rash and deep muscle and
joint pains.
Exercise B:
1.B
2. A
3. C . 4. C
5. D
6. D
7. A
8. B
Exercise C:
1. It will probably lead to an even worse infection, Dengue Hemorrhagic Fever
or Dengue Shock Syndrome.
2. Children suffer the most from dengue and they are at the greatest risk of dying
from dengue.
3. The signs and symptoms of dengue include a sudden, rapidly climbing fever, a
severe headache, nausea and vomiting, loss of appetite, rash and deep muscle and
joint pains.
4. Because with Dengue Hemorrhagic Fever the blood cells are crippled.
5. With the shock syndrome the blood vessels don't work quite right, and the
blood pressure drops precipitously; as a result the blood fails to meet the metabolic
demands of the cells in the body —which is the definition of shock.
Passage 2 Cancer
Cancer is the general name for a large group of diseases. It occurs when cells
in the body grow and divide out of control.
Our bodies are made up of millions of cells. Layers of cells form tissues.
Normal cells grow, divide, and die in an orderly way. This process helps keep our
bodies healthy.
Cancer cells grow and divide too quickly. The process usually starts when
something damages the genetic structure (DNA*) inside the cells, instead of dying in
an orderly way, cancer cells keep growing, lump together* and form an extra mass of
tissues. This mass is called a malignant tumor. As a malignant* tumor grows, it
damages nearby tissue. A malignant tumor can take a long time (up to 30 years) or a
short time (2 or 3 years) to cause symptoms. Cancer can begin in one part of the body
and spread to others. This is called metastasis*. During metastasis;
cancer
cells travel through the body. In the new location, cancer cells create a new malignant
tumor and grow out of control.
Not all tumors are malignant. Some are benign, which means they aren't
cancerous. Benign tumors usually aren't life threatening. They can usually be removed
and rarely come back.
We're not exactly sure what causes cancer. We don't always know why one
person gets it and another doesn't. However, we do know a lot about the risk factors
for cancer. The more we know about the risk factors, the more we can do to protect
ourselves.
Risk is a person's chance of getting a disease over a certain period of time.
A person's risk factors make up a person's risk.
A risk factor is anything that raises or lowers a person's chance of getting a
disease. You can control some of them, but not all of them. Risk factors for cancer
include:
 A lifestyle choice, like what a person eats;
 An environmental exposure, like smoke from other people's
cigarettes;
 Genetic make-up or family history;
 Another disease or medical problem.
These things mix together with different effects on different people.
Some people are more sensitive to risk factors than others. Just because you have one
or even several risk factors does not mean you will definitely get cancer. And
avoiding risk factors does not guarantee you will be healthy.
Exercise A:
Risk factors for cancer include the followings:
1. A lifestyle choice, like what a person eats;
2. An environmental exposure, like smoke from other people's cigarettes;
3. Genetic make-up or family history;
4. Another disease or medical problem.
Exercise B:
1.C
2. D
3.D
4. A
5. B
6. A
7. B
8. C
Exercise C:
1. Cancer occurs when cells in the body grow and divide out of control.
2. The process of normal cells helps keep our bodies healthy.
3. Not all tumors are malignant. Benign tumors can usually be removed and
rarely come back.
4. A risk factor is anything that raises or lowers a person's chance of getting a
disease.
5. Some people are more sensitive to risk factors than others. Just because you
have one or even several risk factors does not mean you will definitely get cancer.
And avoiding risk factors does not guarantee you will be healthy.
Part 3 News
News Item 1
Haiti has become the first country to launch a Bush Administration plan
to reduce the passing of HIV and AIDS from mothers to children. The program began
Monday at a hospital. Haiti will receive $4 million for the first year of the five-year
program. Officials say the money is expected to increase to $60 million over five
years. The project is part of the $15 thousand million AIDS plan for African and
Caribbean that President Bush recently signed into law. Every year as many as 6
thousand Haitian children are reportedly born with H1V -- the virus that causes AIDS.
Exercise A:
This news item is about the launch of a Bush Administration plan to
reduce the passing of HIV and AIDS from mothers to children in Haiti.
Exercise B:
Haiti has become the first country to launch a Bush Administration plan
to reduce the passing of HIV and AIDS from mothers to children. The program began
Monday at a hospital. Haiti will receive $4 million for the first year of the five-year
program. Officials say the money is expected to increase to $60 million over five
years. The project is part of the $15 thousand million AIDS plan for African and
Caribbean that President Bush recently signed into law. Every year as many as 6
thousand Haitian children are reportedly born with HIV -- the virus that causes AIDS.
News Item 2
A new World Bank study warns that HIV and AIDS may damage African
economies far worse than had been believed. The reports said African nations with
high rates of AIDS could see as much as half of their entire domestic product
disappear within 90 years. The study shows that AIDS kills mostly young adults.
Many children are then left without parents. It said children whose parents die of
AIDS are less likely to complete their education. As a result, they failed to gain the
skills to make them productive adults. The study said that immediate action must be
taken to keep infected people alive so that they can care for and educate their children.
Exercise A:
This news item is about a new World Bank study which warns that HIV and
AIDS may damage African economies far worse than had been believed.
Exercise B
I.A new World Bank study warning
1. HIV and AIDS may damage African economies far worse than had been
believed.
2. African nations with high rates of AIDS could see as much as half of their
entire
domestic product disappear within 90 years.
11. Harmful influence on young adults and their children
1. The study shows that AIDS kills mostly young adults. Many children
are then left
without parents
2. It said children whose parents die of AIDS are less likely to complete
their education. As a result, they failed to gain the skills to make
them productive adults.
3. The study said that immediate action must be taken to keep infected
people alive so that they can care for and educate their children.
News Item 3
The annual AIDS report from the United Nations said Tuesday that
almost 5 million people became infected with HIV last year -- the largest number of
new infections since the disease was discovered in 1981.
The report called for expanded AIDS-prevention efforts, which it said
reach just one in five people worldwide.
The face of AIDS has become increasingly female and young -- nearly
half of the almost 38 million people infected with HIV worldwide are women and half
are between the ages of 15 and 24.
Almost three million people died from AIDS last year, bringing to more
than 20 million the number of AIDS deaths in more than two decades.
Sub-Saharan Africa -- with just I 0 percent of the world's population is
home to more than 60 percent of people living with HIV -- remained the hardest-hit
region. An estimated 25 million people are infected with HIV, 2.2 million in the last
year.
Exercise A:
This news item is about the serious condition of the expansion of the new
infection with HIV.
Exercise B:
1. F
2. T
3. F
4. T
5. F
6. T
Section Three Oral Work
Retelling
Screenwriters, as Tom Schulman quickly learned, have long been the
lowest members on the Hollywood totem* pole.
"If I had any inclination to get a big head, the Oscars cured that," he
once recalled. "The presenter who gave me the award [for Dead Poet's Society] was
Jane Fonda She had recently been in the news because she had started dating Ted
Turner.
Anyway, she handed me the Oscar and 1 made my little speech and we
went together into the pressroom where there was a small stage in front of bleachers*
filled with about 60 press members, who were supposed to ask the winner questions.
Jane 'and 1 took the stage and she said, "I'd like to introduce you to Tom
Schulman who's just won an Oscar for Best Original Screenplay. Do you have any
questions?"
There was a barrage* of questions. "Jane, what's it like with Ted? Are you
getting married?" etc. And she said, "Come on, this isn't my night, it's Tom's night.
Please direct your questions to him."
So there's a little pause and somebody says, "Tom, what's it like getting
an Oscar from Jane'? What's your thought -- you think she'll many Ted?''
Section Four Supplementary Exercises
The Public Library of Science
Before scientists can earn a Nobel Prize, or any recognition, first they
must get their work published. There are major publications like Science and Nature,
but also many others. Some scientific publications cost a lot to receive in paper form.
But most publishers also charge to read reports over the Internet. The reports often
include findings of research paid for with public money.
Some scientists think it is wrong to charge for scientific knowledge.
Three years ago, a number of medical researchers organized the Public Library of
Science. They urged scientific publishers to release reports on the Internet without
charge. They were not satisfied with the steps taken. So the library decided to publish
research on its own. The organizers say they hope to show that free sharing of
scientific knowledge will speed the progress of science and medicine.
Next year the Public Library of Science, or PLOS, will launch a
publication called PLOS Medicine. Earlier this month the library released its first
publication, PLOS Biology. It came out in print and online. The writers of the reports
pay the costs of editing and publishing. As with many publications, other scientists
read the articles to judge if the work should be published.
One of the reports in PLOS Biology made a lot of news. The report tells
about experiments in which scientists connected devices to the brains of monkeys.
These devices permitted the monkeys to control a mechanical arm with their thoughts.
Exercise A:
1. D
2. A
3. C
4. C
5. B
Exercise B:
I.T
2. T
3. F
4. T
5. T
Exercise C:
Your opinion
Directions: Listen to the passage again and give your opinion on the following
topics.
"The organizers say they hope to show that free sharing of scientific knowledge
will speed the progress of science and medicine."
1. What problems will occur regarding free sharing of information on the
Internet?
2. Do you have your research paper published in print or online? Why?
Unit8
Section One
Joanna:
Joanna:
Joanna:
Joanna:
Joanna:
Joanna:
Joanna:
Joanna:
Joanna:
Exercise:
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
Who? Mary? She doesn't go out with anyone, you know.
No. Well, if you ask me, she doesn't like anybody.
Oh, a meal. Yes, that'd-be nice. But where? I don't want to eat anywhere.
Do you think so? Mm -- of course, she doesn't approve of anyone.
Yes. But what d' you suggest? She won't enjoy anything, will she ...
No, I asked her. I think she doesn't want to go anywhere.
I know. It's odd isn't it. Never mind. We don't have to go out with anyone.
In fact. let's not go out with anyone.
OK. Just you and me. Bye!
1
2
8
Not at all
√
Only in special cases
√
Part 2 Listening and Note-taking
3
√
√
4
5
6
7
√
√
√
√
Sleep
It's clear that everyone needs to sleep. Most people rarely think about how or why
they sleep however. We know that if we sleep well we feel rested. If we don't sleep
enough, we often feel tired and irritable. It seems that there are two purposes of sleep:
physical rest and emotional or psychological rest. We need to rest our bodies and our
minds. Both are important in order for us to be healthy.
Each night we alternate between two kinds of sleep: active sleep and passive
sleep. The passive sleep gives our body the rest that is needed and prepares us for
active sleep in which dreaming occurs. And we are beginning to understand the
importance of the dream stage in our sleep cycles.
Let's look at the different hinds of sleep. They're quite different. In passive
sleep, the body is at rest. The heart slows down. The body processes become very
slow. We move very little. And the brain becomes very inactive. This stage of sleep is
known as slow-wave sleep because the brain waves move in a very slow regular
rhythm.
If a person continues to sleep, she or he enters a new stage, a more active stage.
The body goes through several changes: the brain temperature rises, the amount of
blood in the brain increases, the body becomes very, very still, and the brain goes
from being very inactive to being active. And as the brain becomes more active, the
eyes begin to move rapidly. When the eyes begin to move, this is a sign of another
change -- the change is that the person is dreaming.
,
Throughout the night, people alternate between passive and active sleep. The
brain rests, then it becomes active, then dreaming occurs. The cycle is repeated: the
brain rests, then it becomes active, then dreaming occurs. This cycle is repeated
several times throughout the night. During eight hours of sleep people dream for a
total of one and a half hours, on the average.
All people experience these dream cycles. Many people say they don't dream,
or that they rarely dream. Doctors have studied the sleep cycle and have found that
everyone dreams -- in fact, that everyone needs to dream in order to stay healthy. It
appears we need both kinds of sleep. We need passive sleep in order to rest our bodies.
We need active sleep in order to dream. And dreaming helps us to rest our minds.
Exercise A:
1. We are beginning to understand the importance of the dream stage in our sleep
cycles.
2. This stage of sleep is known as slow-wave sleep because the brain waves move in a
very slow
regular rhythm.
3. When the eyes begin to move, this is a sign of another change -- the change is that
the person is dreaming
4. During eight hours of sleep people dream for a total of one and a half hours, on the
average.
5. Doctors have studied the sleep cycle and have found that everyone dreams -- in fact,
that everyone needs to dream in order to stay healthy.
Exercise B:
Sleep
Everyone needs to sleep. It seems that there are two purposes of sleep:
physical rest and
emotional or psvchological rest. We need to rest our bodies and our minds
Each night we alternate between two kinds of sleep: active sleep and passive
sleep. In passive sleep, the body is at rest. The heart slows down. The body processes
become very slow.. This stage of sleep is known as slow-wave sleep because the brain
waves move in a very slow reeular rhythm.
If a person continues to sleep, she or he enters a new stage, a more active stage.
The brain
temperature rises, the amount of blood in the brain increases, the body becomes very
still, and the
brain goes from being very inactive to being active. And the eyes begin to move
rapidly. This is a sign that the person is dreaming.
Throughout the night, people alternate between passive and active sleep. This
cycle is repeated several times throughout the night. During eight hours of sleep
people dream for a total of one and a half hours, on the average.
We need passive sleep in order to rest our bodies. We need active sleep in order
to dream. And dreaming helps us to rest our minds.
Section Two Listening Comprehension
Part 1 Dialogues
Dialogue 1 Guess What!
Jackie: You asked Beth to be here around seven o'clock, didn't you?
Bill:
Yes. What time is it now?
Jackie:
Bill:
It's nearly a quarter to eight, i wonder what happened.
Hmm. She might have forgotten the time. Why don't I call and see if she's
on
her way?
(A few minutes later.)
Bill:
I got her answering machine, so I guess she must have left already.
Jackie: I hope she didn't have a problem on the road. Her car could have broken
down or something.
Bill:
Of course she may have simply forgotten our invitation and done
something else today.
Jackie: No, she couldn't have forgotten. I talked to her only yesterday. Let's just start
without her.
Bill:
Oh, here comes Beth now.
Beth:
Hey, guys. Sorry I'm late. I had an emergency.
Jackie: Oh. Nothing serious, I hope.
Beth:
Well, kind of. It was Sally.
Jackie: Sally, your dog? What happened?
Beth:
Well, I was just about to leave when she started acting strange. Then she just
passed out.
Jackie: Oh, my gosh.
Beth:
I panicked. I thought she had died at first. I had to rush her to the vet*.
Jackie: But is she OK? She's so cute. I hope she's all right.
Beth:
Yeah, she's going to be fine. The vet said it was some kind of virus. So he
gave her an
injection, and I had to leave her with him. I'll go by later and pick her up.
Oh, but guess what!
Jackie: What?
Beth:
She's going to have puppies!
Bin:
Congratulations! You're going to be a grandmother!
Jackie: Very funny. Bill!
Beth:
Yeah, Bill. Very funny!
Exercise A:
T
1. They were supposed to meet Beth at seven o'clock. (Jackie: You asked Beth
to be here
around seven o'clock, didn't you? / Bilk Yes.)
F 2. It was already passed eight o'clock. (Jackie: lt's nearly a quarter to eight.)
F
3. Bill called Beth but there was no answer. (Bill: ! got her answering
machine.)
T
4. Beth must have left already.
F 5. Beth was delayed by the traffic. (Beth: Hey, guys. Sorry I'm late. 1 had an
emergency.
... / Beth: ... It was Sally. / Jackie: Sally, your dog?)
T
6. The dog fainted just before Beth was about to leave. (Beth: Well, I was just
about to leave when she started acting strange. Then she just passed out.)
T
7. The vet gave Sally an injection.
T
8. The vet didn't allow Beth to take Sally home. (Beth: ... he gave her an
injection, and I
had to leave her with him.)
T
9. Sally was pregnant. (Beth: She's going to have puppies!)
F 10. Beth would have grandchildren soon. (Bill: Congratulations! You're going to
be a
grandmother! [Bill was joking.])
Dialogue 2 Snakes
Now a lot of people will say, "Oh dear this is something very significant ... her
dreaming of
snakes" but it's nothing to do with any kind of erm ... double meaning that there may
be. It's
because as a child, I lived in the East and I had many nasty experiences with snakes.
Once I was
up on a tree ... I was a very little girl and down below a cobra* and a rat snake*, they
actually
were fighting, and they fought to the death and I used to put my arms round the tree
and I was
just stuck there and then after everything was finished, they had to send some people
up the tree
to prise* my arms open and bring me down again. And another time we had just
moved from one
convent* which was in a sort of a... fairly civilised part of the city to the outskirts and
I reached
out to get what I thought was a belt hanging up and of course it was a wretched snake.
(Terrible!)
Then we had patched roofs in some of the temporary school buildings and snakes
liked to go up
onto this roof. And I happened to be standing talking to a nun, and you know how in
the course
of conversation you tend to change places (Mm!) and we had just changed places
when this
wretched snake fell on my head and I went into hysterics ... and I just can't seem to
get over this
fear and I have this recurring nightmare ...
-- Is it always the same, is it ... are you always in the same place and the same snakes
and ...
-- No, different places and they're always so coloufful and they always try to get my
neck, round
my neck or they try to get my knee and it's ...
-- Whereabouts as a matter of interest, whereabouts was this, when you were a child?
-- This was in Sri Lanka. (Sri Lanka?) Yes (Good heavens{ ... Extraordinary!) and as a
result, I can
be offered work if there's anything to do with snakes I will just say no, I can't ...
you can offer
me a million pounds and I will not do it. I can't bear to see the picture of a snake
on the screen or in a magazine. I can be all alone but I go into hysterics.
Exercise:
1.C
2. D
3. C
4. D
Part 2 Passages
Passage 1 What Is a Black Hole?
A black hole* is a region of spacetime from which nothing can escape, even
light. To see why this happens, imagine throwing a tennis ball into the air. The harder
you throw the tennis ball, the faster it is travelling when it leaves your hand and the
higher the ball will go before turning back. If you throw it hard enough it will never
return; the gravitational* attraction will not be able to pull it back down. The
velocity* the ball must have to escape is known as the escape velocity* and for the
earth is about 7 miles a second.
As a body is crushed into a smaller and smaller volume, the gravitational
attraction increases, and hence the escape velocity gets bigger. Things have to be
thrown harder and harder to escape. Eventually a point is reached when even light,
which travels at 186 thousand miles a second, is not travelling fast enough to escape.
At this point, nothing can get out as nothing can travel faster than light. This is a black
hole.
It is impossible to see a black hole directly because no light can escape from
them; they are
black. But there are good reasons to think they exist.
When a large star has burnt all its fuel it explodes into a supernova*. The stuff
that is left collapses down to an extremely dense object known as a neutron* star. We
know that these objects exist because several have been found using radio telescopes.
If the neutron star* is too large, the gravitational forces overwhelm the pressure
gradients* and collapse cannot be halted. The neutron star continues to shrink* until it
finally becomes a black hole. This mass limit is only a couple of solar masses, that is
about twice the mass of our sun, and so we should expect at least a few neutron stars
to have this mass. Our sun is not particularly large; in fact it is quite small.
A supernova occurs in our galaxy* once every 300 years, and in neighbouring
galaxies about 500 neutron stars have been identified. Therefore we are quite
confident that there should also be some black holes.
Exercise A:
A black hole is a region of spacetime from which nothing can escape, even light.
Exercise B:
l,D
2. D
3. A
4. B
5. A
6. B
7, C
8. C
Exercise C:
1. The gravitational attraction makes the tennis ball turn back.
2. The velocity the ball must have to escape is known as the escape velocity.
3. A neutron star is an extremely dense object.
4. The neutron star continues to shrink until it finally becomes a black hole.
5. About 500 neutron stars have been identified in neighbouring galaxies.
Passage 2 My Ancestor Was a Rhinoceros*
At one time I thought my family was very different from every other family in
the world, it
happened because I had trouble with a word. That word was ancestor. Today, I know
what it means. An ancestor is someone, a man or woman, in your family. That person
is now dead, and died many years, even hundreds of years, ago.
I first heard the word in a story my mother told me one night.
"What," I asked her, "is an ancestor?"
My mother never made things easy for me. She went to a box and brought out
a photograph.
"That," she said, "is your ancestor."
1 looked at the photograph. Lying on the ground was a large animal. It had
two small eyes, a big white horn on its nose, and a small tail. The animal was not
asleep, I was sure of that. It was
dead.
So, that was my ancestor. I went to sleep and dreamt of large animals.
The next day I went to my mother and said, "Are ancestors always dead?"
"Oh, yes," she told me. "They have to be dead. You can't have a live ancestor."
"Only dead ones?"
"Yes."
Some days later I went to a friend's house. "Have you got any photographs of
your ancestors?" I asked.
"Lots," he said.
"Can I see?'! I asked.
His ancestors were different. His ancestors were all people. Men and women. I
felt very bad that my ancestor was an animal.
At school I asked the teacher a question. "What," I asked, "is an ancestor?"
"Ancestors," the teacher said, "are the fathers and mothers of your
grandmothers and
grandfathers."
I knew then that I was different from everyone else in the world.
For several months my dreams were full of large dead animals. I looked
carefully at all my
relatives, and stood a long time each day in front of the mirror. One day, 1 was sure,
something was going to happen to my face.
"Tell me more about my ancestor," I said to my mother. "Did he really have a
tail and a horn on the end of his nose?"
She fetched the photograph down from upstairs, and for the first time I saw a
man with a gun, standing behind the animal.
"There's a man!" I shouted.
My mother looked at me strangely.
"My ancestor's a man!" I shouted.
Exercise A:
An ancestor is someone, a man or woman, in your family. That person is now dead,
and died many
years, even hundreds of years, ago.
Exercise B:
I.A
2. D
3.B
4. C
5. D
6. A
7. B
8. C
Exercise C:
1. At one time the narrator thought his family was very different from others because
he had trouble with a word "ancestor."
2. The narrator first heard the word in a story his mother told him one night.
3. The narrator thought his ancestors were animals.
4. Because he was worried that something was going to happen to his face.
5. Because she never expected his son would think of his ancestors as animals.
Part 3 News
News Item 1
A car bomb has exploded in eastern Columbia. At least five civilians have
been killed. Two of them were children. The explosion took place near a military base
where 70 United States special forces soldiers are training Columbian troops.
Officials say a military security group that was passing by was the target. No one has
claimed responsibility for the attack. Officials are offering a $17,000 reward for
information that leads to an arrest. In another development reports say the president
has increased his security. The move follows reports that Columbia's largest rebel
group is planning to kill the president.
Exercise A:
This news item is about a car bomb explosion in eastern Columbia.
Exercise B:
Event:
A car bomb has exploded in eastern Columbia.
Casualties:
At least five civilians have been killed. Two of them
were children.
Place:
The explosion took place near a military base where
70 United States special forces soldiers are training
Columbian troops.
The intended target:
A military security group that was passing bv was the
target.
Responsibility claimed:
No one has claimed responsibility for the attack.
Reward for the information: Officials are offering a $17.000 reward for information
that leads to
an arrest.
News Item 2
The Government of Mail says all 14 Europeans held hostage by Algerian
militants in the Sahara Desert have been released. A Malian official said the former
hostages are with government officials. The hostages include 9 Germans, 4 Swiss and
I Dutchmen. They were held for 5 months. Officials gave no details about the
hostages' condition. Officials also did not say if they paid the militants to release the
hostages. The hostages were among 32 Europeans kidnapped by militants in southern
Algeria in February. The Algerian army freed 17 of the hostages in a rescue operation
in May. One hostage is said to have died of the extreme heat.
Exercise A:
This news item is about Algerian hostage incident.
Exercise B:
The Government of Mall says all 14 Europeans held hostage by Algerian
militants in the Sahara Desert have been released. A Malian official said the former
hostages are with government officials. The hostages include 9 Germans, 4 Swiss and
1 Dutchman. They were held for 5 months. Officials gave no details about the
hostages' condition. Officials also did not say if they paid the militants to release the
hostages. The hostages were among 32 Europeans kidnapped by militants in southern
Algeria in February. The Algerian army freed 17 of the hostages in a rescue
operation in May. One hostage is said to have died of the extreme heat.
News Item 3
American's Secretary of State Colin L. Powell* says negotiators are close to
an agreement for Libya to accept responsibility for the bombing of a passenger plane
over Scotland. Mr Powell spoke Monday after talks in London between American,
British and Libyan officials. Reports say Libya would place almost $3,000 million in
a Swiss bank for the families of those who died in the bombing. Libya would also
declare that it accepts responsibility for the bombing of the Pam Am Airline in 1988.
The explosion killed all 259 people on the plane. 11 others on the ground in Lockerbie
were killed. A Libyan agent is in prison for life for placing a bomb on the plane.
Exercise A:
This news item is about the recent development of the repayment for Rockerbie air
crash.
Exercise B:
1. Negotiators are close to an agreement for Libya to do what?
Negotiators are close to an agreement for Libya to accept responsibility for the
bombing of a
passenger plane over Scotland.
2. Officials from which countries hold talks?
American. British and Libyan officials held talks in London.
3. How much money would Libya place in a Swiss bank for the families of those who
died in the
bombing?
Libya would place almost $3.000 million in a Swiss bank for the families of those
who died in the bombing.
4. What would Libya also declare?
Libya would also declare that it accepts responsibility for the bombing of the
Para Am Airline in 1988.
5. How many people were killed in the explosion?
The explosion killed al1259 people on the plane. 11 others on the ground in
Lockerbie were killed.
6. How is the bomber punished?
A Libyan agent is in prison for life for placing a bomb on the plane.
Section Three Oral Work
In 1920, the legendary art dealer Joseph Duveen and several of his
colleagues made a plan to persuade Henry Ford to buy some art. Together they
produced exquisite* full-color reproductions of the "hundred greatest paintings in the
world," had the plates bound into three extraordinary volumes, and visited Ford at his
Dearborn home.
Ford admired the volumes, thanked the delegation for bringing them, and
appeared on the verge of* showing them out; the dealers quickly made their move. By
a remarkable coincidence, they explained, each of the works reproduced in the books
was available for sale. Moreover, they would be delighted to assist him in acquiring
them for his personal enjoyment. A puzzled look passed across Ford's face and he
courteously* explained that, as beautiful as these volumes were, he was not in the
market for such expensive books. Duveen replied that the books were a gift; promptly
Ford declared that he could not accept such generosity from strangers. At last, Duveen
was forced to admit that the books had been made to convince him to buy some of the
pieces in them. At last Ford understood. "But, gentlemen," he declared, "why would I
want to buy originals when the pictures here in these books are so beautiful?"
Section Four Oral Work
Childbirth
Some problems can happen during childbirth. One of the most serious is
too much bleeding. We present the story of two new mothers: one from India,
the other from Nicaragua*. One story has a happy ending. The other does not.
Together, they show the importance of knowing what to do in case there is a
problem when a woman gives birth.
From India, the White Ribbon Alliance for Safe Motherhood tells the
story of Sunita. She was pregnant* with her second child. Her pregnancy, for the most
part, was normal. Sunita gave birth to a healthy baby boy.
But just after the baby arrived, Sunita became cold and could not move
her body. A small loss of blood is normal during childbirth. But there was a large
amount of blood around her body. The local health worker said Sunita needed to be
taken to a hospital right away. It took an hour for the family to get ready to leave.
When they arrived at the hospital hours later, it was too late.
Sunita died of shock. She had lost too much blood. She was 22 years old.
From the other side of the world, the Population Reference Bureau relates
the story of Leonor in Nicaragua. The story was told by a visitor to a project that
worked to improve birth care in several health centers in that country.
Leonor was at her home in a small village. She was giving birth to her
first child. A woman known as a traditional birth attendant was with her to help. This
woman saw that the placenta* had not come out within thirty minutes after the baby
was born. The placenta is the organ that connects the baby to the mother's uterus* by
way of the umbilical cord*.
The woman assisting Leonor knew there was a problem. When the
placenta does not come out, there is a risk of too much bleeding. The Population
Reference Bureau says this problem is the leading cause of death among women
during childbirth in Nicaragua.
So Leonor's brother walked to a highway near the village. He stopped a
driver and rode to the local health center to get he1p. An emergency vehicle went to
bring Leonor to the center. She arrived within ninety minutes of giving birth, and a
doctor treated her immediately. Soon, Leonor was resting, and was able to breastfeed
her baby son.
Even if a woman has one pregnancy without problems, the next one could
be different. This is why health experts say it is important for a skilled person to be
present when a baby is born, to identify any problems quickly. And they say families
should know when, where and how they will take the mother to get help if there are
problems.
The White Ribbon Alliance says that in every case the cord that connects
the baby to the mother should be cut and tied. Cutting the umbilical cord helps the
woman's uterus get smaller, so there is less bleeding. And, finally, the alliance says
new mothers should begin to breastfeed their babies immediately. A mother's first
milk is very healthy for the newborns, and breastfeeding helps protect babies from
disease.
Exercise A:
1. What the most serious problem that can happen during the childbirth?
The most serious problem that can happen during the childbirth is too much
bleeding
2. Why is it important for a skilled person to be present when a baby is born?
The skilled person can identify any problems quickly.
3. What should the families know when a woman gives birth at home?
The families should know when, where and how they will take the mother to
get help if there are problems.
4. What should be cut and tied immediately after a baby was born?
The cord that connects the baby to the mother should be cut and tied.
5. Why should new mothers begin to breastfeed their babies immediately?
A mother’s first milk is very healthy for the newborns, and breastfeeding
helps protect babies from disease.
Exercise B:
The first story
Sunita, a twenty-two-year-old Indian woman was pregnant with her second child.
Her pregnancy was normal and she gave birth to a healthy baby boy. But just after the
baby arrived, Sunita became cold and could not move her body. There was a large
amount of blood around her body. She needed to be taken to a hospital right away.
Unfortunately it took an hour for the family to get ready to leave. When they arrived
at the hospital hours later, it was too late. Sunita died of shock. She had lost too much
blood.
The second story
Leonor, a Nicaraguan woman, was giving birth to her first child at her home in a
small village. A woman known as a traditional birth attendant was with her to help.
When this woman found that the placenta had not come out within thirty minutes after
the baby was born she knew there was a problem. It meant there was a risk of too
much bleeding. So Leonor's brother walked to a highway near the village. He stopped
a driver and rode to the local health center to get help. An emergency vehicle went to
bring Leonor to the center. She arrived within ninety minutes of giving birth, and a
doctor treated her immediately. Soon, she was saved and able to breastfeed her baby
son.
Exercise C:
Your opinion
Directions: Listen to the passage again and give your opinion on the following
topics'.
"Some problems can happen during childbirth. One of the most serious is too
much bleeding."
1. The day you were born was the day your mother suffered the most. On your
birthday, have you ever thought of your mother?
2. How will you express your gratitude to your mother?
Unit9
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
Policeman: Can you tell me anything, madam?
Woman:
Well ... erm ... I didn't ... er ... well ... really ... er ... see anything, you
know.
Policeman: Now you, sir. Did you see anything?
Man:
You see ... I ... nm ... well ... wasn't ... er ... looking ... you see ... at the
time.
Policeman: Well, Miss, you saw something. Whose fault was the accident, do you
think'?
Gift:
Well, I mean ... it was ... er ... I mean ... it was the lorry's ... er, well ...
fault, I mean
Boy:
Can I ... er ... go now? I mean ... I'm ... I'm ... you know ... late.
Policeman: All right. Off you go, son.
Man:
You know ... if I can ... erm ... help ... you know ... in any way, I'd be ...
er ... glad, you know, to ... er ... do so.
Policeman: Thanks very much, sir. I'll get in touch with you if there's anything.
Woman:
Um ... perhaps we can all um ... you know ... well um ... go now.
Exercise:
1. Woman: I didn't really see anything
2. Man:
I wasn't looking at the time.
3. Girl:
It was the lorry's fault.
4. Boy:
Can I go now? I'm lata
5. Man:
If Ican help in any way, l'd be glad to do so.
6. Woman: perhaps we can all go now.
Part 2 Listening and Note-taking
Can Light Affect your Health?
Can light affect your health? Many researchers now believe that it does affect
both your physical and your mental state.
From daylight, our bodies absorb vitamin D through the skin. Old people
especially need this vitamin to strengthen their bones. Certain skin diseases also
benefit from exposure to sunlight. Less directly, light absorbed through the eye can
stimulate hormone* production, which in turn affects our mood.
Recent research has established that some people become depressed in winter,
when the days are dark and most people spend less time in the open air.
These people find that they lack energy, have difficulty concentrating, and
often gain weight in the winter months, When spring comes, these symptoms
disappear. Reseamhers have called this condition SAD -- seasonal affective
depression.
The condition can be treated by exposing patients to special lights, known as
full-spectrum
lights. Ordinary light bulbs produce light at the red end of the spectrum, and
fluorescent lights are in the green-yellow range. Full-spectrum lights*, on the other
hand, reproduce more accurately the
effects of natural sunlight. As well as helping sufferers from seasonal depression, this
lighting has
been used to treat patients suffering from jet-lag. It is also being tried as a means of
improving
learning in school-children in Russia and America, and improving the efficiency of
Japanese factory workers.
If you spend a lot of time in artificial light or indoors, or if you feel depressed
in winter, you should try to spend more time in the open air. Young people need at
least fifteen minutes a day in real daylight in summer, thirty minutes in winter. Old
people, who risk vitamin D deficiency, should spend even longer exposed to natural
daylight.
Exercise A:
1. Many researchers now believe that it does affect both your physical and your
mental state.
2. Old people especially need this vitamin to strengthen their bones.
3. These people find that they lack energy, have difficulty concentrating, and often
gain weight in
the winter months.
4. Full-spectrum lights reproduce more accurately the effects of natural sunlight!.
5. If you spend a lot of time in artificial light or indoors, you should try to spend more
time in the
open air.
Exercise B:
Can Light Affect Your Health?
Many researchers believe that light can affect both your physical and your
mental state. From daylight, our bodies absorb vitamin D through the skin. Certain
skin diseases also benefit from exposure to sunlight. Light absorbed through the eye
can stimulate hormone production, which in turn affects our mood.
Some people become depressed in winter, when the days are dark and most
people spend less time in the open air. When spring comes, these symptoms disappear.
Researchers have called this condition SAD -- seasonal affective depression.
The condition can be treated by exposing patients to special lights, known as
full-spectrum lights. This lighting has also been used to treat patients suffering from
jet-lag, to improve learning in school-children in Russia and America, and the
efficiency of Japanese factory workers,
Young people need at least fifteen minutes a day in real daylight in Summer
thirty minutes in winter. Old people, who risk vitamin D deficiency, should spend
even longer exposed to natural
daylight.
Section Two Listening Comprehension
Part t Dialogues
Dialogue 1 Brain
A: A brain is like a walnut, with two halves, a left side and a right side. The
left-hand side we use for language, we speak with that side, we read, we make sums,
do calculations, keep time, all
the kind of practical sides, and as a result that's the side most people use most of the
time. The
right-hand side is the imaginary side, the side we use for dreaming,
for (urn) enjoying abstract
things maybe like colours and nature, and that kind
of things. It's also the side we use for
drawing. What you must learn to be able
to see like an artist is to shift from the left side to the
right side, and that is
something everybody can learn.
B: So how do you move from using one side of the brain to using the other side?
A: Well, it's just a question of learning to reuse that side, because we all used the
right side when we were children, and everybody could draw without worry
everything that they wanted to draw.
And then when you're about 12 suddenly
you want to draw it exactly right, as what you think
is exactly right, and
discover you can't do it any more, and stop drawing, so you have to learn again to use
your brain in that free and open way.
B: Why is it that children stop using that side of the brain? What happens to
them at that age to make them stop using both sides of their brain?
A: They go to secondary school, and they suddenly have to do lots of
homework, lots of mathematical things, and their whole education is geared towards*
using the left side, and the right side is simply not considered important.
Exercise:
F 1. Mathematicians use the right-hand side of the brain a lot, (The left-hand
side we use ... do calculations.)
T 2. There is a special part in the brain that controls language learning. (The
left-hand side we use for language, we speak with that side ...)
T 3. You have to use your imagination when enjoying abstract paintings. (The
right-hand side is the imaginary side, for um enjoying abstract things ...)
T 4. People use left-hand side of the brain for dreaming. (The right-hand side
is the imaginary side, the side we use for dreaming ...)
F 5. Everyone can be an artist if you have learnt to shift from the left side to
the right side. (What you must learn to be able to see like an artist is to shift from the
left side to the right side, and that is something everybody can learn.)
T 6. The best time for human beings m learn drawing is when they are
children. (We all used the right side when we were children, and everybody could
draw without worry everything that they wanted to draw.)
T 7. Children begin to use left-hand side more at the age of 12. (B: ... What
happens to
them at that age to make them stop using both sides of their
brain? / A: They go to
secondary school, and they suddenly have to do lots
of homework, lots of mathematical things.)
T 8. It seems that something has to be done so that children can develop both
sides of their brain. (,,. their whole education is geared towards using the left side, and
the right side is
simply not considered important.)
Dialogue 2 Do you Believe It?
Interviewer:
Erm, do you believe in spacemen?
Mark and Sarah: Yes!
Interviewer:
OK, Why do you believe in spacemen?
Sarah:
Because I've heard of lots of people going up to the moon.
Interviewer:
And how about you, Mark? Why do you believe in
spacemen and not in, enMm superheroes?
Mark:
Well, because superheroes, you know they're not true.
Interviewer:
How do you know?
Mark
Because you've never seen them outside the TV, and none of
your friends have, and because on the titles of the film, it tells you that people made
the film, so you
know that's not true.
Interviewer:
I see. Now how about the tooth fairy*? Why do you believe
in the tooth fairy? Yes?
Sarah:
Because I always end up with money.
Interviewer:
Uh-huh. And how about you, Mark?
Mark:
Same.
Interviewer:
Mhm. And you're sure that it's the tooth fairy that puts the
money there?
Girls:
Yes,
Interviewer:
You don't think it could possibly be anybody else?
Mark, Sarah:
No.
Interviewer:
OK. How about Father Christmas?
Mark:
'Cause I don't believe that anyone else could bring us
presents at Christmas time. I don't think anyone else would try and jump down the
chimney except Father
Christmas.
Interviewer:
OK. Why, do you believe in dinosaurs and or "iii
dragons"?
Sarah:
Because 1 haven't seen any dragon bones. And I've seen
lots of dinosaur bones.
Interviewer:
Oh? Where was that?
Sarah:
In museums. Of course.
Mark:
Same with me.
Interviewer:
OK ... ls there anything else you believe in? Yes?
Mark:
I believe a bit in sea-monsters.
Interviewer:
Why is that?
Mark:
Because they could be the last descendants* of the
dinosaurs as it says in my First Book of Facts.
Interviewer:
Mmm. Do you believe in sea-monsters?
Sarah:
No.
Interviewer:
No? Why not?
Sarah:
Because, erm, I've been to the seaside lots of times, and I
haven't seen a seamonster yet.
Interviewer:
OK.
Mark:
But maybe they're out farther than you've seen. And you
can't see them.
Sarah:
If they're monsters they're big, aren't they?
Mark:
Yes.
Sara_h:
So you'd probably see them, wouldn't you?
Mark:
Yes, but if they were so far away, they were in the
middle of the sea, that you couldn't -- you could see them, but you would think they
were just fish, 'cause
they would be so small, because
you would be so far away from them.
Sarah:
But I haven't ever seen any fish in the sea at the moment.
Exercise
Mark
Things
Sarah
spacemen √
√
superhero ×
Because you’ve never seen
superheroes outside the TV
The same reason
√
es
tooth
√
fairy
Father
Christmas
√
dinosaurs
√
l don't believe that anyone
else could jump down the
chimney and bring us
presents at Christ- mas
time.
The same reason.
√
I've heard of lots
of people going
up to the moon
Because I always
end
up
with
money.
I've seen lots of
sea-monsters
√
Because they could be the ×
last descendants of the
dinosaurs.
dinosaur bones in
museums.
I've been to the
seaside lots of
times,
and
I
haven't seen a
sea-monster yet.
Part 2 Passages
Passage 1 The Office Lady
An estimated 70% of single working women in Tokyo live with their
parents and only about half pay some rent. These women did not return to the nest
after college, they never left. Their incomes are mostly disposable and spent on
leisure and luxury. The main reason for this phenomenon is that life at home is
comfortable. They don't cook, do laundry or housework. Their mothers take care of
them.
These young women are in no hurry to get married. Getting mamed
means less money and lower standard of living. "The problem with marriage is that
the husband usually doesn't want the wife to work," says 26 year old Yuriko
Kuramochi, who is employed by a movie distributor*. "In the United States and
Europe, it's possible to pursue a career even after marriage, even after having a baby,"
added Tamako Sarada, a writer. "But in Japan, if after marrying a woman then realizes
there is something she wants to do, she has almost no chance to come back to it." /
This is the first significant group of Japanese women to stay single
beyond their early twenties. In the past 15 years, the number of women who are single
into their late twenties has risen to 50%. They are targeted by the travel market as
"Office Ladies." According to the JTB,
in 1998 they held an impressive 11% share of the total outbound* leisure travel
market from Japan.
Miki Takasu is a typical "Office Lady." She is 26, drives a BMW*, carries a
$2,800 Chanel* purse, and vacations in Switzerland, Thailand, Los Angeles, New
York and Hawaii. She earns $28,000 a year and frequently makes quick shopping trips
to South Korea, Hawaii, Malaysia and ~ Egypt, traveling with her girlfriends, who are
also "Office Ladies."
In the spring of 1998, the JTB* organized a shopping tour of Italy that
attracted 800 "Office Ladies" in three months. The tour concentrated solely on
shopping at Italian outlets*, and featured none of Italy's famous tourist attractions.
The participants didn't even partake of Italy's celebrated food, but grabbed snacks on
the run.
The Sheraton Grande Tokyo Bay Hotel offers the popular Cinderella
Night* that includes a deluxe* room, aromatherapy* session, use of the pool, gym and
sauna, and room service breakfast for $225 per person.
Exercise A:
These office ladies with good education usually have their own life-style. They
prefer freedom and spontaneity, privacy and leisure. They aim high and work
diligently. They are smart and intelligent with firm determination.
Exercise B:
1B
2. D
3. C
4. A
5. A
6. B
7. C
8. D
Exercise C:
1. About 70%.
2. Because they were taken care of by their mothers.
3. 11% share.
4. $2,800
5. Because they were interested only in shopping in Italy.
Passage 2 Simple Choices Can Boost Nutrition in 2004
Instead of making a New Year's resolution for a diet overhaul, how
about making some simple eating choices that improve health in the long run?
Here are some picks* that can be easily worked into diets. Most people
probably haven't even thought about these foods as being super healthy.
Many try to cut down on the intake of carbohydrates*, staying away
from pasta* and refined sugars. But the next time you're at the supermarket, eliminate
pasta from that guilty-pleasure list by choosing Whole wheat pasta, which is high in
fiber.
"
Choosing whole~wheat pasta contributes to a lowered risk of heart
disease, reduced comphcations linked to diabetes*, a lower likelihood of having
cancer and better gastrointestinal* health because of more fiber.
For snacking, pick out a whole-wbeat pretzel* or whole-wheat tortillas*
instead of white. Other good choices? Having a bowl of oatmeal for breakfast or
trying whole grain crackers such as Triskets instead of regular saltier, buttery choices.
Another favorite food of 2004 has to be salmon. It contains Omega-3
fatty acids*, which reduce the risk of heart attacks and help lower blood cholesterol*.
Its vitamin A and carotenoids* may also prevent cancer. And there's much less
saturated fat* in salmon than in equal amounts of just about any meat or poultry
protein source.
Beans and other legumes* such as lentils* and peas are inexpensive to
buy, but they are rich in protein, iron and folic acid* and fiber. Unlike other
vegetables, they can step in for meat, poultry, eggs or other protein foods, cutting
down on the risk for heart disease and cancers that some of those meats might have.
Another winning choice is a cup of chili, containing only about two
grams of saturated fat. Choosing bean dip or hummus* over cheese or cream-based
clips can also be a healthy alternative. Or how about throwing some garbanzo beans
into a salad?
The sweet potato has been ranked continuously as the most nutritious
vegetable source around. They're loaded with four times the recommended daily
allowance of beta carotene, which is critical for healthy vision, bone growth, tooth
development and good skin and hair.
And for Atkins dieters who are cutting down on sugars and carbs*,
sweet potatoes are on the safe list as a great substitute for other starches such as rice,
potatoes and corn.
So instead of vaguely resolving to eat healthy, take some simple, but
specific steps such as learning to recognize good fat over bad fat and good carbs over
bad carbs. Pay attention to the calories but also know which foods stand out for their
high nutritional content.
Exercise A;
They might be tomato, cucumber, pumpkin, carrot, onion, potato, cabbage,
spinach, asparagus, lettuce, parsley, mushroom, leek, pea, bean, cauliflower, lamb,
beef, pork, chicken, duck, and all kinds of fish.
Exercise B:
I.A
2. D
3. B
4. C
5. A
6. B
7. C
8. D
Exercise C:
1. He suggests to make some simple eating choices that improve health in the
long run.
2. Because choosing whole wheat pasta contributes to a lowered risk of heart
disease, reduced complications linked to diabetes, a lower likelihood of having cancer
and better gastrointestinal health because of more fiber.
3. He thinks of salmon as the best food of 2004 which contains some very
healthy ingredients such as Omega-3 fatty acids, vitamin A and carotenoids.
4. Because they are loaded with four times the recommended daily allowance
of beta carotene, which is critical for healthy vision, bone growth, tooth development
and good skin and
hair.
5. There are several picks— whole wheat pasta, salmon, beans and other
legumes, a cup of chili, sweat potato, etc.
Part 3 News
News Item 1
As Iraqi and coalition forces battled insurgents* in Baghdad, Iraqi
officials were to announce Wednesday a new security plan that would increase
detention* powers and allow the prime minister to mobilize the country's armed
forces to deal with the problem.
Interim Prime Minister Ayad Allawi has signed the plan into law,
according to an official in his office, and Iraqi ministers will announce details of the
measure later Wednesday.
Word of the tighter security plan came as violence flared* in the Iraqi
capital.
Exercise A:
This news item is about a new security plan to be announced in Baghdad as
violence flared in the capital.
Exercise B:
1.T
2. F
3. T
4. F
5. T
News Item 2
The Palestinian authority has ordered security forces to find the
militants responsible for the bombing in Jerusalem Tuesday. The attack killed twenty
people and wounded more than one hundred others.
Earlier Prime Minister Mahmoud Abbas ended communications with
Hamas* and Islamic Jihad*. The two groups claimed the responsibility for the
bombing. Hamas and Islamic Jihad officials say the attack does not mean an end to
the cease-fire their groups announced in late June. The officials said the bombing was
to answer the killing of one of their members.
Mr Abbas has cancelled the planned trip to Norway and Italy to deal
with the crisis. Israel has cancelled the talks with Palestinians and planned surrender*
of two Palestinian towns. The Israeli army also has closed all borders connecting to
the West Bank and Gaza.
Exercise A:
This news item is about a bombing in Jerusalem and its influence.
Exercise B:
The Palestinian authority has ordered security forces to find the
militants responsible for the bombing in Jerusalem Tuesday.
Earlier Prime Minister Mahmoud Abbas ended communications with
Hamas and Islamic Jihad. The two groups claimed the responsibility for the bombing.
The officials said the bombing was to answer the killing of one of their members.
Mr Abbas has cancelled the planned trip to Norway and Italy to deal with
the crisis.
Israel has cancelled the talks with Palestinians and planned surrender of
two Palestinian towns
News Item 3
A bomb attack has killed at least 17 people at the United Nations
Headquarters in Baghdad. Officials said the attack injured at least 100 other people.
The United Nations has about 300 people working in Baghdad. United States military
official said it was too early to know who was responsible for the attack. But the
official said they suspected the Ansar al-Islam group. Reports say the group is linked
to the al-Qaida terrorist group.
UN Secretary-General Kofi Annan has strongly condemned the
bombing of the United Nations office in Baghdad. Mr Annan said there was no reason
for such murderous violence. He said the men and women of the UN went to Iraq to
help the Iraqi people recover their independence. The acting president of the UN
Security Council says this kind of terrorism cannot break the will of the world to help
the people of Iraq.
Exercise A:
This news item is about the bombing of the United Nations office in Baghdad.
Exercise B:
1. T
2. F
3. T
4. F
5. T
Section Three Oral Work
Retelling
Two men were adrift in a lifeboat following a dramatic escape from a
burning freight vessel. While rummaging* through the boat's provisions*, one of the
men stumbled* across an old lamp. Secretly hoping that a Genie* would appear, he
rubbed the lamp vigorously. To the amazement of the castaways, a Genie did appear!
This particular Genie, however, stated that she could only deliver one
wish, not the standard three. Without giving much thought to the matter the man
blurted* out, "Make the entire ocean into beer!"
Immediately the Genie clapped her hands with a deafening crash, and
the entire sea turned to the finest brew* ever sampled by mortals*. Simultaneously,
the Genie vanished to her freedom. Only the gentle lapping of beer on the hull broke
the sudden stillness as the two men considered their circumstances.
The other man looked disgustedly at the one whose wish had been
granted. After a long, tension-filled moment, he spoke: "Nice going! Now we're going
to have to pee* in the boat! !"
Section Four Supplementary Exercise
Lead Poisoning
For years, scientists have known that lead can damage the brain. Lead is a soft
metal with a number of industrial uses. It may be found in paint and fuel. Lead is
especially dangerous to children. In the most severe cases, a child can die. In less
severe cases, children can develop leaming difficulties.
Lead poisoning can be hard to recognize, except through blood tests. Blood
tests can identify a problem early when it may be possible to treat. Lead is measured
in micrograms per deciliter* of blood.
In the United States, federal officials consider levels below ten micrograms per
deciliter acceptable. The government established this level in 1991. Before 1970,
children were considered to have lead poisoning at levels above sixty micrograms per
deciliter. By 1985, officials had reduced that to twenty-five micrograms per deciliter.
But a study reported earlier this year suggested that even the current level is not safe.
In fact, in the study, levels below ten micrograms per deciliter appeiired to cause the
greatest damage to intelligence.
Two scientists from Comell University in Ithaca, New York, reported
the findings in the New England Journal of Medicine. The study followed 172
children from the Rochester, New York, area. Scientists did blood tests on the children
a number of times between the ages of six months and five years. The children also
took tests to measure their intelligence.
The researchers say most of the damage to intelligence happened at
blood levels below ten micrograms per deciliter. They found that higher levels
produced only small additional reductions in intelligence. They also noted that the
findings will need to be repeated in further studies.
In the United States, lead has been banned from paint and fuel. As a
result, levels of lead in children's blood have dropped more than eighty percent in the
past thirty years. However, the researchers say lead poisoning is still a problem among
children in poor families. Many of these children live in older housing, which is more
likely to still contain lead paint. Lead particles* can fall onto floors and onto
children's toys.
Children who touch lead dust can get the material in their systems if
they put their hands into their mouths. Babies often put objects into their mouth, and
can also get lead into their blood that way.
Exercise A:
1. Whatis lead?
Lead is a soft metal with a number of industrial uses
2. Where can it be found?
It can be found in paint and fuel
3. Why is it dangerous to children?
It damages children's intelligence.
4. How to recognize lead poisoning?
Lead poisoning can be recognized by blood tests,
5. How to measure levels of lead in blood?
Lead is measured in micrograms per deciliter of blood.
6. What do scientists think of the current level?
They think the current level is not safe. They say most of the damage to
intelligence happened at blood levels' below ten micrograms per deciliter.
7. What are the possibilities that children can get lead into their blood?
One possibility is that children live in tl!~ older house which still contains
lead paint The other possibility is lead particles can fall onto floor or onto children's
toy. lf children put
their hands into their mouths' after they teach the toy, they
may lead into their blood it!
that way.
Exercise B:
The Change of Acceptable Levels of Lead in Blood
Year
Levels of lead
Before 1970
sixty micrograms per deciliter or below
By 1985
twenty-five micrograms per deciliter or below
1991
below ten micrograms per deciliter
Exercise C:
Your opinion
Directions: Listen to the passage again and then give your opinion on the following
topics
"Lead particles can fall onto floors and onto children's toys."
1. Do you think we should always keep children indoors and never let them touch
toys?
2. What prevention methods can be taken?
Unit10
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
Alejandro: Will you please excuse me for one moment. It is necessary for me to find
the gentlemen's conveniences.
Henry:
Certainly, Alexander. Quite understand. Loos are just down there ... past
the bank.
Alejandro: Excuse me, sir. I am looking for the gentlemen's conveniences.
Man:
You mean the gents, don't you.？ Well go straight on till you reach the
Left Luggage Office. There's an arrow pointing down the stairs and a
notice. Think it says toilets.
You want to go down the
stairs and turn right. Mind how you go. The ladies is on the
left. Ha ha.
Alejandro: I am so sorry. You are waiting.
Susan:
That's all right, Aleiandro. Let's organise your luggage, shall we? Do all
these cases
belong to you?
Alejandro: No, not all. The two long ones are mine and also the round one. The
small one has gifts from my parent. The small one has a special label.
Henry:
Hmm. They look too heavy to carry to the car park. George, go and get a
trolley, will
you.？ We can put the four cases on the trolley.
George:
(Resentful) Do I have to?
Henry:
(Forceful) George, go!
Exercise:
He is looking for the toilet.
The cases are A, E, F, G.
Part 2 Prediction and Inference
1. Woman: We're going out for dinner after class. Do you ...?
2. Man:
There's a new Mexican restaurant near here.
Woman: I went there last week. I love Mexican food, but that restaurant ...
3. Woman: How often do you read magazines after dinner ?
Man:
Read magazines after dinner? No, ...
4. Man:
I hear the new comedy's really funny.
Woman: Yeah, it's got a lot of good people in it. Should be great ....
5. Woman: Excuse me, officer.
Officer: Yes?
Woman: I'm looking for the Century Hotel.
Officer: The Century Hotel ....
Exercise:
Possible answers:
1 .... want to come. too.
2 .... is not very good.
3 ..... I never read them.
4. Let's go.
5. That's two blocks from here.
Section Two Listening Comprehension
Part 1 Dialogues
Dialogue 1 Are you Still Carrying Her?
Woman: Long ago, in a certain village, it mined. It rained very hard every day for a
month. The rain was so hard, no one could go outside. Finally, the rain
stopped. Two monks decided to go for a walk.
First man:
Ah, it feels so good to be outside again.
Second man: Yes, it does.
First man:
But look, the rain has turned the road to mud. People are getting
covered with dirt and mud.
Second man: Yes, they are.
Woman:
On a comer, the monks saw a woman. She was wearing very beautiful
and expensive clothes. She was standing on the corner. She couldn't
cross the road. It was too dirty. The mud would have ruined her
clothing. [pause] The older monk walked up to the woman. Silently he
looked at her. He picked up the woman and carried her across the street.
The other monk followed. [pause] When they got to the other side, the
monk set the woman down. He bowed. She bowed too and thanked
him. The monk didn't say a word. He and his friend walked on. [pause]
That night, the two monks talked.
First man:
I can't understand it. You know we are not allowed to have contact
with women. Yet you picked her up. You carried her all the way across
the road.
Second man: Oh, my son. Are you still carrying that woman? You are still carrying
her. I put her
down many hours ago. I put her down ... on the other side of the road.
Exercise:
B (The young is still thinking of the woman while the old monk has already forgot it.
Thinking about present and future is more important.)
Dialogue 2 Lost in Translation
Man:
Here's one I wouldn't have thought of. You know those "before and after"
commercials
for laundry soap?
Woman: The ones with a pile of dirty clothes on one side and then the same clothes
after they've
been washed? Sure.
Man:
There was an American company that had one of those ads. It was really
successful in
North America. In the ad there was a pile of dirty clothes on the left, a box
of the laundry soap in the middle, and a pile of clean clothes on the right.
So, the message was that a box of this detergent* would make really dirty
clothes clean.
Woman: Yeah?
Man:
So what do you think happened when they used the ad in the Middle East?
Woman: I don't know.
Man:
Think about it. In the Middle East, languages are written from right to left.
People look at things from right to left.
Woman: So it looked like the soap made the clothes dirty?
Man:
"Our soap will make your clothes dirty !" Not a very smart ad campaign.
Woman: They should have changed the order of the pictures. They should have put
the picture of the clean clothes on the left side and the dirty clothes on the
right.
Man:
Really.
Man:
Oh, here's another one. Some shirt maker put an ad in a Mexican
magazine.
Woman: And?
Man:
Well, the ad was supposed to say, "When I wore this shirt, 1 felt good."
But they made a translation mistake.
Woman: What did they say?
Man:
Instead of "When I wore this shirt," the ad said, "Until 1 wore this shirt, I
felt good."
Woman: "Until I wore this shirt, I felt good"? Gee, changing one little word gave it
the opposite
meaning.
Man :
The article says sometimes it's not just the advertising slogan that gets
companies into trouble. Sometimes the company name can scare off
business.
Woman: What do you mean?
Man:
Well, there was a large oil company in the United States called Enco:
E-N-C-O.
Woman: Yeah, I remember them.
Man:
They opened some gas stations in Japan, and they advertised using their
American name. Unfortunately, they didn't know what the word means in
Japanese.
Woman: What does it mean?
Man:
"Enco" is a short way of saying "Engine stop" in Japanese.
Woman: Great. Would you buy gasoline from a company that said your car engine
would
stop?
Man :
No, and neither did the Japanese.
Exercise:
Product
advertised
detergent
shirt
gas
Description of the ad
Message
Mistake made
In the ad there was a pile
of dirty clothes on the
left, a box of the laundry
soap in the middle, and a
pile of clean clothes on
the right.
This detergent would
make really dirty
clothes clean.
In the Middle East,
they
should have changed
the
order of the pictures.
When I wore this shirt,
I felt good.
They made a
translation
mistake, which
changed the meaning
into "until I wore this
shirt, I felt good."
They advertised
using their American
name. Unfortunately,
which is a short way
of saying "Engine
stop" in Japanese.
Part 2 Passages
Passage 1 Murder
At 1 a.m. the telephone rang and Detective Sergeant Bob Reid was called from
his bed to go to the police station. A sixty—nine year old woman had returned home
just after midnight. She lived alone. It was snowing. As soon as she had entered her
house and walked to the stairs she felt that somebody was there. She didn't put the
lights on, so she never saw the man that attacked her,
although she did hear his voice. She had serious head injuries. There was no way of
knowing even if the man was old or young. The woman simply had not seen her
attacker, so she could give no
description. What could the C.I.D.* do?
Detective Sergeant Bob Reid went to the scene of the crime. He found
footprints in the fresh snow at the back of the house leading up to the back door. He
found some very small fibres* from clothes on the back wall, which was very high. A
window in the door at the back of the house had been broken. That was how the man
had got in. Inside the door hung a green baize* curtain, to keep out the draught*. Reid
cut a small piece off the bottom of this with some scissors he found in the house. A
small carpet near the bottom of the stairs had been moved. Reid cut a little square off
this carpet as well. He sent the fibres, the piece of green baize curtain, and the piece of
carpet to the experts at the forensic* science laboratory.
Every possible suspect had an 'alibi*. Six months later Reid interviewed a
young man suspected of attacking two young girls. He sent clothes and snow boots
from this man's house to the forensic science laboratory. Little tiny bits of green baize
curtain were found sticking to the boots, and microscopic spots of blood were found
on a jacket. The forensic science laboratory had proved that this young man, who had
attacked the two school-girls, was the very same man, who had attacked the elderly
woman six months before.
Exercise A:
(Reference: Some people may be shocked, some may scream and others may defend
themselves.
Anyhow, it all depends on the situations. )
Exercise B:
1. A
2. D
3. D
4. B
5. D
6. A
7. A
8. B
Exercise C:
1. He was called to go to the police.
2. Because an elderly woman was attacked in her own house at night.
3. He found footprints in the fresh snow at the back of the house, some very small
fibres from
clothes, and a window broken.
4. Because every possible suspect had an alibi.
5. Detective Sergeant Bob Reid interviewed a young man suspected of attacking two
young girls,
and then sent clothes and snow boots from this man's house to the forensic science
lab, and
finally this young man was proved that he was the very man who
had attacked the elderly woman six months before.
Passage 2 The English Language
Many people think the English do not like to speak other languages. In fact,
English is a mixture of words from many different languages. Because of this, the
vocabulary of the English language is very large. It is much larger than almost every
other language in the world.
Many English words come from Latin, the old language of Rome, and also
from old Greek From Latin we get words like "wine," "use" and "day." From Greek
we have words such as "photograph," "bible" and "ink." Because these two languages
are dead the words have most often come through other languages such as French, or
the old German languages. There are also many words from both Greek and Latin
together -- "television," for example Here "tele" is Greek for "far" and "vision" comes
from Latin and means "seeing."
Many common English words come from very strange places. "Tea," for
example, comes
from China, and "banana" comes from West Africa. "Potato" came into the English
language from
the island of Haiti, in the West Indies, and "tomato" first came from Mexico. One
reason why the
English language has so many words from other languages is because people from
many different
countries have come to live in Britain. Two thousand years ago the Romans came
from Italy, and
stayed for over four hundred years. After they left, the Angles*, Saxons* and Jutes*
came from
the northern part of modem Germany. In the ninth and tenth centuries Scandinavians*
came into
the northern and eastern parts of the country. Finally, in the eleventh century William
of Normandy* came from France, and became King of England. With him came
French civilisation and the French language.
In modern Britain there are four separate languages: English, Welsh
(twenty-six per cent of the population of Wales speak Welsh*), Scottish Gaelic* and
Irish Gaelic*. And the English language itself is very different from one place to
another, having different forms in different parts of the country.
There are also many differences in spelling, vocabulary and pronunciation
between American and British English.
The English language continues to grow. It is not only the language of Britain,
but also of North America, Australia and New Zealand, and millions of people in
Africa and Asia. Today, it is the international language of trade, and maybe most
important of all, the language of science and
technology.
Exercise A:
(Reference: Unlike many other widely used languages, English can be correctly used
in a very simple form with less than one thousand words and very few grammatical
rules. C. K. Ogden [English linguist 1889 - 1957] and I. A. Richards [English
literature 1893 - 1979] discovered that eight hundred and fifty words named Basic
English could define all of the other words in English. )
Exercise B:
1.C
2. B
3. D
4. A
5. B
6. C
7. A
8. D
Exercise C:
1. The attitude of the English towards speaking other languages is negative.
2. Because people from many different countries have come to live in Britain.
3. It comes from China.
4. In the eleventh century.
5. It will continue to grow.
Part3 News
News Item 1
NASA officials on Saturday ordered a 48-hour delay in the launch of an
atmospheric studies
satellite after engineers discovered that a shield* was not aligned* properly.
The Aura satellite was to have been launched from Vandenberg Air Force Base
in California at 3:01 a.m. Sunday.
An inspector spotted an apparent problem with the satellite's fairing* during a
standard walkdown* Friday. The fairing is a shield that surrounds the satellite during
liftoff. Aura, which cost $785 million to develop, carries instruments to study the
composition of Earth's atmosphere.
The mission's goal is to answer questions about whether the depleted*
stratospheric* ozone
Layer is recovering, what processes control air quality, and how climate is changing.
Exercise A'
This news item is about a delay in the launch of an atmospheric studies satellite.
Exercise B:
1. D
2. B
3. C
4. D
News Item 2
Astronomers have discovered a planet orbiting a star in the constellation*
Orion* -- without ever actually seeing it.
They watched the star, about 140 light-years or roughly 800 trillion miles
away, and deduced the presence of a planet by how much the star twisted.
The planet, called HD 37605b, is a gas giant at least 2.8 times the mass of
Jupiter. It is 123rd planet known beyond the solar system.
Exercise A:
This news item is about a discovery of a new planet.
Discovery of a Planet
Name: HD 37605b
Volume a gas giant at least 2.8 times the mass of Jupiter
Place: a planet orbiting a star in the constellation Orion
Distance: about 140 light-years or roughly 800 trillion miles away
News Item 3
A revitalized* Brazilian space program, whose morale and reputation were
damaged by a deadly accident in 2003, will launch the country's first rocket by 2006.
The program was dealt a huge blow in August 2003 when its VLS rocket and
launching platform exploded in a fiery ball at the space agency's Alcantara launch
center in Maranhao state, 850 miles (1,400 kilometers) north of Brasilia. The accident
killed 21 space agency employees.
A government report on the accident, issued earlier this year, blamed poor
maintenance for a series of mechanical failures that led to the explosion. Space
agency director resigned following
release of the report in March.
Exercise A:
This news item is about the recollection of the Brazilian space accident in August
2003.
Exercise B:
1.Why is the Brazilian space program called a revitalized one?
Because the morale and reputation of the Brazilian space program were damaged
by a deadly accident in 2003
2.What is the content of the revitalized Brazilian space program?
Brazil will launch the country’s first rocket by 2006
3.Please briefly describe the accident in August 2003.
Brazilian VLS rocket and launching platform exploded in a fiery ball at the space
agency’s Alcantara launch center in Maranhao state ,850 miles (1,400
kilometers )north of Brasilia. The accident killed 21space agency employees
4.What is the cause of the accident revealed by the government report?
A government report on the accident, issued earlier this year, blamed poor
maintenance for a series of mechanical failures that led to the explosion.
Section Three Oral Work
After a long two-week criminal trial in a high profile bank robbery case, the
jury finally ended its14 hours of deliberations* and entered the courtroom to deliver
its verdict* to the judges.
The judge turned to the jury foreman and asked, "Has the jury reached a verdict
in this case?"
"Yes, Your Honor," the foreman responded.
"Would you please pass it to me?" the judge declared, as he motioned* for the
bailiff* to
retrieve* the verdict slip from the foreman and deliver it to him.
After the judge read the verdict himself, he delivered the verdict slip back to
his bailiff to be returned to the foreman and instructed the foreman, "Please read your
verdict to the court."
'"we find the defendant NOT GUILTY of all four counts* of bank robbery,"
stated the foreman. The family and friends of the defendant jumped for joy at the
sound of the "not guilty" verdict and hugged each other as they shouted expressions of
divine* gratitude. The defendant's attorney turned to his client and asked, "So, what
do you think about that?"
The defendant looked around the courtroom slowly with a bewildered look on
his face and then turned to his defense attorney and said, "I'm real confused here.
Does this mean that I have to return the money ?"
Section Four Supplementary Exercises
Aging and Cancer
Studies of yeast may help scientists better understand why the risk of cancer
increases as
people get older. Yeast cells do not get cancer. But they could be a useful tool in the
study of genetic changes that happen as human cells age.
Yeast is a one-celled fungi*. It is found in soil and on plants. It is also found on
the skin and in the organs of warm-blooded animals. Some kinds of yeast cause
infections*. But others are used to make bread and wine.
The magazine Science recently published findings by researchers at the Fred
Hutchinson Cancer Research Center in Seattle, Washington. They found strong
similarities in the changes that take place as genes* age in both humans and yeast.
The researchers observed several kinds of simple baker's yeast. Most yeast
cells survive for about 30 or 35 cell divisions. The whole process takes about five
days.
Cells divide to produce new ones to keep an organism* alive. Scientists talk ill
terms of mother cells and daughter cells. Each generation is represented by a mother
cell's production of a new daughter cell.
The researchers found that genetic mistakes started to happen as the daughter
cells reached the equivalent of middle age. These changes could damage the ability to
control cell growth. Cancer is uncontrolled cell growth.
The researchers found that the damage always happened around the 25th
generation of cell
division. The researchers hope to find some way to turn off whatever "switch" causes
the genetic
changes.
Getting older is considered the biggest risk factor for cancer. Middle age is
when humans start to develop genetic changes that can lead to the disease. But
researchers note that it will be much more difficult to find out how the process works
in people.
The American Cancer Society says almost 80 percent of cancers are
discovered after the age of 55. It says men face a 50 percent chance of developing
cancer after they reach late middle age. Women have a 35 percent chance.
Exercise A:
1.B
2. C
3. A
4. D
Exercise B:
1. When observing several kinds of simple baker's yeast, the researchers found most
yeast cells
survived for about 30 or 35 cell divisions. The whole process takes about five
days.
2. The genetic change always happened around the 25th generation of con division.
3. Almost 80 percent of cancers are found after the age of 55.
4. Women have a 35 percent chance of developing cancer after they reach middle age,
while men
face a 50 percent of chance.
Exercise C:
Your opinion
Directions: Listen to the passage again and then give your opinion on the following
topic.
"Getting older is considered the biggest risk factor for cancer. Middle age is when
humans start to
develop genetic changes that can lead to the disease."
What can middle-aged people do to reduce the risk of getting cancer or other
diseases?
Unit 11
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
Receptionist: Right, ... we just have to fill in this card for you.... Could you tell me
your name please?
Mr Sharma: Mr Sharma.
Receptionist: Oh, that's your surname, is it? Right, could you spell that please?
Sharma:
S-H-A-R-M-A.
Receptionist: And your first names?
Sharma:
Krishna Lal. That's K-R-I-S-H-N-A-L-A-L.
Receptionist: Right, date of birth?
Sharma:
April the 14th, 1941.
Receptionist: Address?
Sharma:
73 Greenham Park, London W5.
Receptionist: Town and country of birth?
Sharma:
Sorry?
Receptionist: I mean, where were you born?
Sharma:
Oh, I was born ... in India. But I've lived in Kenya most of my life. In
Nairobi.
Receptionist: Ah, you have recently arrived in this country?
Sharma:
Well, I, I came on December 9th last year.
Receptionist: I see. Right. Well, I'll put you on Dr Jones' list. You haven't registered
with any other doctor, have you?
Sharma:
No.
Receptionist: No. Right. Well, could you just sign here please.... That's it. Right.
Thank you.
Exercise
Registration Form
Surname
First name
Date of Birth
Town and Country of Birth
SHARMA
Krishna Lal
April 14th, 1941
India
Address
73 Greenham Park, London
W5
Time
of December 9th last year
Arrival
Doctor
Dr Jones
Part 2 Prediction and Inference
1. Woman:
Where can we get some change? I'll go and ask that woman ...
2. Man:
The trouble with going up to London is that it takes so long. I mean if
there's a lot
3. Anna:
Sylvia:
we are." ...
of traffic ...
But how are we going to get to her house?
Well, she said something about a bus, I think. Wait a minute. Yes, here
a number 32 bus as far as Brixton Road ..." I wonder ...
4. Man.'
I come from a place called Macclesfield.
Woman:
Macclesfield? And whereabouts is Macclesfield? I don't think ...
5. David:
Hello, Mrs Elkins.
Mrs Elkins: Oh, hello, David. You're back early.
David:
Yes, classes finished a bit early -- and I caught the twenty past bus.
Mrs Elkins: Well lunch isn't quite ready yet, I'm afraid. I didn't expect ...
Exercise:
l. if she's got any.
2. it can take hours if you go by car or bus.
3. where we catch a No. 32 bus.
4. I've ever heard of it.
5. you for 20 minutes or so.
Section Two Listening Comprehension
Part 1 Dialogues
Dialogue 1 Budget
Gary:
Right, as you can see from my report, there are quite a lot of special projects
we could
choose but the problem is the cost. The latest news on this
is that the Finance Committee has offered us ￡30,000, but only if we have
definite proposals before the next finance meeting. So, any suggestions?
Liz:
Yes, I think we should use the money to provide a new bar in the common
room. That's
number three on the list. I mean, people have been complaining about that
old bar for years. Let's face it, it really isn't big enough.
Gary: Yes it is! It's just that it's so old -- it doesn't need to be any bigger, it just needs
modernising.
Liz:
Yes, that's what I mean. I think that's the main priority.
Jane: Well, I can't go along with that, Liz. There are far more important things than
bars. I really
think we should go for number two -- the creche*. That's something which
would be really
useful for lots of people.
Liz:
Well, I'm not so sure about that. Hardly any of the students have small
children, but everyone uses the bar.
Jane: No they don't! It's only a minority. What about the new badminton courts?
They'd only cost ￡25,000, so that would leave quite a bit over.
Gary: And the new computers for the accommodation office ... they ought to be
considered ...
Liz:
Don't you think we should try to find out what the students themselves want?
You know,
circulate a questionnaire or something?
Gary: Yes, I do.
Jane: Yeah, you're absolutely right.
Exercise:
1. C
2. B.
3. B
4. D
5. D
Dialogue 2 Dating
Man:
Hey, look. I just got a letter from Chen.
First woman:
From Chen? Back in Taiwan?
Man:
Yeah. Guess what? He's getting married.
First woman:
Getting married? That's great! But when -- and who? I didn't even
know he had
a girlfriend.
Man:
He says he just met her two months ago. Someone introduced them
-- a
matchmaker.
First woman:
A matchmaker?
Second woman: That's not so unusual in Asia ... in parts of Asia, anyway. Many
people -- when
they want to get married -- have a matchmaker introduce them ...
you know, to
someone else who wants to get married. Lots of people act as
matchmakers: uh
... relatives, friends of the family.., there are even some professional
matchmakers.
First woman:
Really?
Second woman: Yes. Lots of people go to a matchmaker. It's very common.
Man:
So the matchmaker just
arranges the marriage?
Second woman: Not exactly. Eh the matchmaker just introduces the people. I
know this seems unusual to you, but actually there are a lot of
advantages. Both people find out about each other’s background
and schools, jobs, money, It’s a pretty open and honest system.
You can’t lie ,Well, most people don’t
First woman:
But if Chen’s only known this woman for two months,
does
he really love her? How could you know in such a short time?
Second woman: Remember, they’re ready to get married. They want to fall in love
Man:
Urn ... but what if they don't?
Second woman: They usually do, but -- yes -- that's the disadvantage. Sometimes
people get
married but never really fall in love. That can lead to a bad
marriage. [pause]
First woman:
You know, I guess going to a matchmaker isn't really all that
different from being introduced by a friend -- or someone in your
Man:
acting like
family -- like when they know someone they want you to meet.
It's just a little more formal.
So when friends or someone in the family introduces you, they're
matchmakers? Yeah, I think you're right.
First woman:
Uh-huh, And everybody knows who everyone is. Plus your
friends know what your interests are, so they introduce you to
people with similar interests. People who are your friends like you,
and they like the other person, too. It's the best of both worlds.
Man:
I don't know. The problem with friends -- or even worse, your
mother! -- is ...
well, there's pressure. "So what do you think.?, "She's great, isn't
she?" I guess
that I think who I fall in love with is a pretty personal decision, I
don't really want the pressure. Sort of like "Thank you very much,
but it's none of your business."
Second woman: I think the best way is by chance. You know, a love match. You
just meet someone. Maybe someone at school. Maybe someone
who likes the same things you do. You learn more about the
person and do things together. You date -- go to restaurants,
movies. You know, just fall in love. I like the idea of meeting the
right person ... just by chance.
First woman:
Yeah. But what if you don't? What if you never meet "Mr
Right"? You could go your whole life and never fall in love.
That would be awful.
Second woman: Well, at least you're not in a bad marriage.
Exercise:
1. Lots of people act as matchmakers: relatives, friends, friends of the family or
members of the family. There are even some professional matchmakers.
2. Both people find out about each other's background .,. and schools, jobs, money. It's
a pretty open and honest system. They usually introduce you to people with similar
interests.
3. Sometimes people get married but never really fall in love. That can lead to a bad
marriage.
4. You learn more about the person by doing things together: yon date and fall in love.
5. What if you never meet "Mr Right"? You could go your whole life and never fall
in love. That would be awful.
Part 2 Passages
Passage 1 Changes in the Way We Live
More people in the United States have washing machines, televisions,
and cars today than they did in 1946. They also have more fear of violence and crime.
Whereas once the nation's heroes used to be soldiers or politicians, today they are
more likely to be famous faces from television or the movies, such as Sylvester
Stallone*. These are just some of the changes discovered in a survey by the Market
Research Association. More than 3,000 people were questioned, and the results were
compared with a similar survey made in 1946. In many cases, the new survey tells us
what we already knew, such as the fact that many people are better off in a material
sense and that women spend much less time at the kitchen sink or in the home taking
care of their families. However, we also learn a number of other things. For example,
tastes in clothing and entertainment have changed considerably. People dress much
more casually than they used to. And whereas "an evening out" for most people used
to mean a trip to the movie theater, today it is much more likely to involve going to a
restaurant or to a disco. Some things have not changed. People still adore the films of
Humphrey Bogart* and Ingrid Bergman* even though they are more likely to watch
them on television or on videocassette. And in spite of the variety of foreign food now
available, more than a quarter of the people in the survey said they still preferred a
meal of steak and potatoes. The only change is that a large number would also like
beer or wine with their meal instead of coffee. In 1946 only a small proportion -- less
than 10 percent -- ever drank alcohol with their meals. One of the most surprising
things to come out of this new research is the lack of ambition among the middle-aged.
Many men and women -- including some business executives -- feel that by the time
they are in their late forties or early fifties, they have worked enough. Most of them
said they would prefer to retire than go on working for more money or a promotion.
Exercise A:
The members of a traditional family are the husband, the wife, and two or three
children. The husband is at work all day, and the wife stays at home with the children.
She does the most of the housework, and takes care of the children. They all believe
in religion and often go to church on Sundays.
Exercise B:
1.A
2. C
3. B
4. C
5. A
6. B
7. B
8. D
Exercise C:
1. They have washing machines, televisions, and cars.
2. They once admired soldiers and politicians.
3. They dress much more casually now.
4. They still prefer a meal of steak and potatoes.
5. Because they think they have already worked enough.
Passage 2 Brain Drain
Perhaps the oldest question in economics is why some countries are rich
while others are poor. Economic theory has emphasized that differences in the
educational levels of the population are an important part of the answer and that
improved schooling opportunities should raise incomes in developing countries,
Yet, while there is little doubt that highly educated workers in many developing
countries are scarce, it is also true that many scientists, engineers, physicians,
and other professionals from developing countries work in Canada, the United
States, and Western Europe. This phenomenon, often referred to as the "brain
drain," was noticed as early as the 1960s and has been a contentious* issue in
the North-South debate ever since. One important implication of the brain drain
is that investment in education in a developing country may not lead to faster
economic growth if a large number of its highly educated people leave the
country. Also, efforts to reduce specific skill shortages through improved
educational opportunities may be largely futile* unless measures are taken to
offset existing incentives* for highly educated people to emigrate.
But how extensive is the brain drain? Which countries and regions are
especially affected? Do highly educated professionals from developing countries
living abroad represent a sizable* proportion of the pool of skilled workers in
their countries of origin or too small a number to worry about? Unfortunately,
attempts to answer these important questions quickly come up against a
formidable* barrier: there is no uniform system of statistics* on the number and
characteristics of international migrants. Also, source countries typically do not
keep track of emigrants' characteristics, and, although some receiving countries
do, their definitions of immigration differ. Thus, it is difficult to measure
precisely the flow and levels of education of immigrants. Further, it has only
recently become possible to measure the stock of educated workers in each
source country -- the pool from which brainpower is drained.
The first striking feature of the U.S. migration data is that immigration
flows of individuals with no more than a primary education are quite small, both
in absolute terms and relative to other educational groupings (about 500,000
individuals out of a total of 7 million immigrants). Foreign-born individuals with
little or no education, however, may be undercounted by the census if they are in
the country illegally or do not speak English. The largest group of immigrants
into the United States (about 3.7 million) consists of individuals with
secondary education from other North American countries (understood here to
include Central American and Caribbean countries), primarily Mexico.Perhaps
surprisingly, the second largest group (almost 1.5 million individuals) consists of
highly educated migrants from Asia and the Pacific. Total immigration from
South America and, especially, Africa is quite small. It is noteworthy, however;
that immigrants from Africa consist primarily of highly educated individuals
(about 95,000 of the 128,000 African migrants).
Exercise A'
Most of them want to seek opportunities to develop themselves, make more
money and have a better life.
Exercise B:
1.D
2. B
3. A
4. C
5. A
6. B
7. C
8. D
Exercise C:
1. The issue is that many scientists, engineers, physicians, and professionals
have moved to Canada, the United States, and Western Europe.
2. Highly educated people to emigrate should be provided with incentives.
3. Because there is no uniform system of statistics on the number and
characteristics of international migrants.
4. In the sentence "... represent a sizable proportion of the pool of skilled
workers ...," it means the whole group of skilled workers; in the sentence..
it has only recently become possible to measure the stock of educated
workers in each source country -- the pool from which brainpower is
drained ...," it means the source country.
5. These migrants are highly educated though the number of African migrants is
small.
Part 3 News
News Item 1
The World Trade Organization has agreed to let poor countries import less
costly version of drugs to fight serious diseases. Diplomats from the
Organization of 146 nations reached an agreement of their six days of meetings
in Geneva. The measure makes it easier for poor nations without drug industries
to import cheaper copies of expensive drugs. These drugs can treat serious
diseases like AIDS and malaria*. The measure limits the sale rights of drug
makers that produce some costly medicine.
Exercise A:
This news item is about the agreement reached by WTO to let poor countries
import cheaper copies of expensive drugs to fight serious diseases.
Exercise B:
I. Problem
A. Poor nations have no drug industries,
B. Poor countries have serious diseases like AIDS and malaria.
II Solution
A. The World Trade Organization has agreed to let poor countries import less
costly version of drugs (cheaper copies of expensive drugs) to fight serious diseases
B. The measure limits the sale rights of drug makers that produce some costly
medicine.
.News Item 2
South African Philip Rabinowitz became the world's fastest 100-year-old
on Saturday, slashing more than five seconds off the record for the 100 meter
sprint* for centenarians*.
About 50 people were on hand at the Green Point Stadium in Cape
Town* for Rabinowitz's record sprint.
South African athletics officials used electronic timers to verify the
record.
Rabinowitz broke the record a week ago, but a faulty electronic timer
kept the mark out of the books.
The South African, who works as a bookkeeper for his daughter and tries
to walk at least four miles a day, is already listed in the Guinness Book of
Records as the world's oldest competitive walker.
Exercise A:
This news item is about a South African who became the world's fastest
100-year-old.
Exercise B:
1.F
2. F
3. F
4. T
5. T
News Item 3
Asia has been hit by another bout* of bird flu, with reports of cases in
chickens in both Thailand and China.
On Wednesday Deputy Agriculture Minister Newin Chidchob told
Reuters, Thailand has two new outbreaks of the H5NI bird flu.
And nearly four months after the Chinese government claimed victory
over the disease, officials have confirmed a new outbreak in a central province.
Earlier this year, the bird flu damaged Asia's poultry* industry and
jumped to humans in Vietnam and Thailand, killing 24. About 100 million
chickens across the region were slaughtered to halt* its spread.
Thailand, the world's fourth largest chicken exporter, slaughtered more
than 40 million birds in a bid to eradicate* the virus earlier this year. The virus
killed eight people in this Southeast Asian nation.
In China, chickens on a farm in Chaohu, Anhui province, about 300
kilometres west of Shanghai, have died of the virulent* H5NI strain* and
agriculture officials ordered the culling* of all poultry within a three-kilometer
radius.
An agricultural bureau official from the province said the source of the
outbreak had been sealed and said migratory* birds had spread the virus.
Exercise A:
This news item is about new outbreak of bird fly in both Thailand and
China.
Exercise B:
Reports on Cases of Bird Flu in Chickens
In Thailand
On Wednesday Thailand has two new outbreaks of the H5N 1 bird flu.
Earlier this year, the bird flu jumped to humans in Vietnam and
Thailand, killing 24.
Thailand, the world's fourth-largest chicken exporter, slaughtered more
than 40 million birds in a bid to eradicate the virus earlier this year.
In China
Officials have confirmed a new outbreak in a central province in
China.
Chickens on a farm in Chaohu, Anhui province, have died of the
virulent H5NI strain and agriculture officials ordered the culling of all poultry
within a three-kilometer radius.
It was said that the source of the outbreak had been sealed and
migratory birds had spread the virus.
Section Three Oral Work
Retelling
Julius heard a rumor that his father, grandfather and great-grandfather had
all walked on water on their 21st birthdays. So, on his 21st birthday, Julius and
his good friend Brian headed out to the lake. "If they did it, I can too!" he
insisted.
When Julius and Brian arrived at the lake, they rented a boat and began
paddling. When they got to the middle of the lake, Julius stepped off the side of
the boat ... and almost drowned.
Furious and somewhat shamed, he and Brian headed for home. When
Julius arrived back at the family farm, he asked his grandmother for an
explanation. "Grandma, why cann't I walk on water like my father, and his father,
and his father before him?"
The feeble old grandmother took Julius by the hands, looked into his
eyes, and explained, "That's because your father, grandfather, and
great-grandfather were born in January ... you were born in July, dear."
Section Four Supplementary Exercises
Cell Phone Technology
More than 150 million Americans, or over half the people in the
country, use wireless phones. Americans usually call them cell phones, which
describes the technology. Signals travel from one area, or cell, to another as a
person travels. And, wireless technology keeps moving along too.
Cell phones can organize information, receive e-mail, send instant
messages and search the Internet. They can also store music, play games and do
other things. And, oh yes, you can still talk on them too.
Manufacturers are discussing the development of phones that can
be used as video cameras. For now, though, most of the talk is about phones that
take pictures.
Camera phones were first used in Japan in 2000. They combine
the technology of a digital camera with a telephone. Users can take pictures with
their cell phones, then send the images to others. The color screens on the
phones are small, but the images can also be put onto a computer.
Millions of camera phones are in use in Japan and other Asian
countries. Some places have experienced problems. In South Korea, pictures
taken of women in public bathhouses have appeared on the Internet.
In Japan, police have caught some people aiming their camera
phones under the clothes of women in train stations. Others go into stores and
take pictures of pages in books and magazines.
That way they do not have to buy them. All these activities have led
officials to ban camera phones in some public places.
Now, the United States is also experiencing problems with this
new technology. Some American health clubs have banned the use of camera
phones in their buildings. In one sports club in Washington, D.C., members are
not permitted to use cell phones of any kind in the changing rooms.
News reports said the club wanted to be careful and prevent any problems.
Health clubs in LosAngeles have also banned the use of camera phones. A lot of
famous people exercise in those clubs. Officials are concerned not to violate* their
privacy.
Exercise: A
Name
Functions
Name
Function
Mobile phone or cell phone
1. It can organize information.
2. It can receive e-mail
3. People can send instant messages.
4. They can search the Internet.
5. They can also store music.
6. They can play games.
7. They can of course talk on it.
Exercise: B
Camera phone
people can mire pictures with their cell phones, then send the
images to others
Country that first use Japan
it
Problems it causes
1
Pictures taken of women in public bathhouses have appeared
on the Internet.
2. Some people aimed their camera phones under the clothes of
women in train stations.
3. Some people go into stores and take pictures of pages in books
and magazines
Counter-measure
Officials have to ban camera phones in some public places in order
to protect people privacy.
Exercise C:
Your opinion
Directions: Listen to the passage again and then give your opinion on the following
topics.
"Some places have experienced problems. All these activities have led officials to ban
camera phones in some public places."
1. Do you think government should ban the use of camera phones in public places?
2. What other problems may arise with the development of cell phone technology?
Unit 12
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
1. I translate everything. I speak English like a German,
2. I have a lot of problems with pronunciation. I can't pronounce words like thing and
right very
well. I have problems with th and r.
3. I don't know many words. My vocabulary is very small.
4. 1 don't understand when people speak quickly, I can't follow the words.
Exercise:
1
2
3
4
Gerd
Christene
Isabella
Maria
Translate everything; pronunciation
Pronunciation
Vocabulary
Can't follow the speaker
Part 2 Prediction and Inference
1. Four rock fans died in a stampede at a concert in Chicago. The incident occurred
when gates
were opened to admit a huge crowd of young people waiting
outside the stadium for the sale of
unreserved seat tickets. People were
knocked over in the rush and trampled underfoot as the
crowd surged forward.
2. I used to live in Korea. It can get really cold during the winter, but the house I lived
in had an ondol floor. That's a floor with pipes in it. The pipes carry the heat. They
heat up the whole floor. We sat on cushions on the floor. The entire floor was a
heater.
3. We British are reputed to have something of a preoccupation with the weather.
When two
Englishmen meet casually, the traditional exchange is a comment on
current climate conditions.
Exercise:
1. stampede: a sudden rapid movement of a mass of people in response to a
particular circumstance (The particular circumstance here is the sale of unreserved
seat tickets. )
2. ondol floor: a kind of floor heater.
3. preoccupation; a subject that one talks about u lot here.
Section Two Listening Comprehension
Part 1Dialogues
Dialogue 1 A Driving Lesson
Jack: Turn right at the next set of traffic lights.
Ann: Sorry, right, did you say?
Jack: Yes, right.... Ann, you should be slowing down a bit.
Ann:
I am, Jack.
Jack: No, you should be changing down a gear* or two.
Ann; But the lights are green.
Jack:
Ann:
Jack:
They are now. But they might not be in ten seconds' time.
There! Is that better?
Now, you see, they're changing to red, you'll have to stop, but not too
suddenly because there are two cars right behind you.
Ann: All right.
Jack: Ann, what should you have done?
Ann:
Oh no! I've forgotten to put the handbrake on.
Jack: You must always use it. You never know, you could be on a slope.
Ann:
I'm sorry. Jack. I can't concentrate today.
Jack: It's all right. You must be thinking about the exam tomorrow. Let's call it a
day!
Exercise;
T 1. They are near the traffic lights.
F 2. The woman should take the second turning on the right. (Turn right at
the next set of traffic lights.)
T
3. Ann should change gear to slow down. (Jack: you should be slowing
down a bit. / Ann: I am, Jack. / Jack: No, you should be changing down a
gear or two.)
T
4. Ann probably doesn't notice that there are two cars behind her. (Jack: Now,
you'll have to stop, but not too suddenly because there are two cars fight
behind you. / Ann: All right.)
F 5. The traffic lights change to red as soon as they have crossed the road.
(Before they cross the road.)
T
6. You should put the handbrake on when you park. (Ann: Oh no! I've
forgotten to put the handbrake on. / Jack: You must always use it. You
never know, you could be on a slope.)
T
7. Ann is having a driving lesson. (She is probably a new driver, with an
experienced driver sitting beside her.)
T
8. Ann is probably a student. (Ann: I'm sorry. Jack. l can't concentrate today.
/ Jack: It's
all right. You must be thinking about the exam tomorrow. )
Dialogue 2 Body Language
Interviewer:
Dr Crowe:
In your experience, are people aware of body language?
Well, er, people like actors, salesmen, politicians, have been
reading and using body language for some time. But it's a
language that most ordinary people are not aware of. People don't
realise it, but only 7% of a message comes from the actual words
we use. The rest, that's 93% of a message, comes from our tone of
voice and body language.
Interviewer: Really? That's amazing! So if people don't understand body
language, can this lead to misunderstandings?
Dr Crewe: Oh yes. Let me give you an example. I mentioned personal space?
Interviewer: Yes.
Dr Crewe: Well, as I suggested, people with a smaller personal space, like the
Japanese, will stand or sit much closer to one another than people
with a larger personal space, like an American.
Interviewer: Urn-hum.
Dr Crewe:
Well, I, er, attended a conference recently in America and I
noticed that when a Japanese was speaking to an American. the
two actually began to move around the room. The American was
moving backwards and the Japanese gradually moving towards
him.
Interviewer: Really? Why was that?
Dr Crewe:
Well, because when the lapanese businessman, with his smaller
personal space, moved forward, he entered the American's larger
personal space. This made the American uncomfortable, so he
moved back. The Japanese in turn moved forward, the American
moved back, and so on. In fact, video recordings played at high
speed give the impression that both men are dancing around the
conference room, with the Japanese leading.
Interviewer: So can this lead to misunderstandings?
Dr Crewe: Well, of course. In the example I just gave you, it could lead to the
Japanese businessman thinking that the American was cold and
unfriendly, because he kept moving away from him. On the other
hand, the American could think that the Japanese businessman was
too aggressive. Not understanding another culture's body language
can lead to all sorts of misunderstandings.
Exercise:
1.D
2. A
3. C
4. C
5. C
Part 2 passages
Passage 1 The Source of Meaning: Language
The basic unit of language is the word. Words are symbols that denote the
meaning of something. Words can be conveyed through writing, speech, and sign. The
power of the word to represent the range of human activity can be seen in the
following exercise. Write down a list of as many emotions as you can think of. Read
over your list with someone else. Chances are that they will comprehend the various
possible states of being that each emotion word suggests. Now, select an emotion
word that is well understood among those who share your language and attempt to
communicate this emotion to someone else through direct physical contact without
the use of language One way to try this is to touch the person in a way that is
suggestive of the emotional state. General emotions such as anger, lust*, and fright
may be communicated by touch. However, it is likely that the list of emotion words
that you generated conveys a much wider range of emotion and degree of emotional
subtlety than you can communicate effectively without resorting to language. Does
this mean that there are more emotions than there are ways of expressing them? No. It
implies that there are as many emotions as there are words for describing them.
Words are names or labels that assign* meaning to our experiences. In
many instances a physiological state of arousal is meaningless until the experience has
been named. The story is told of a young man who, while traveling by plane,
experienced a shaky stomach and sweaty palms. He was unable to ascertain* whether
he was experiencing airsickness or attraction to the woman sitting next to him. Both
experiences entail* the same physiological responses, but different courses of action
are prescribed depending on whether one labels the experience "nausea*" or "love."
The linguist Benjamin Whorf pursues this theme in the reading "The Name of the
Situation as Affecting Behaviour."
Exercise A:
Word is a unit of language. It is a sound or a combination of sounds, or its
representation in writing or printing, that symbolizes and communicates a meaning. It
may consist of a single morpheme or of a combination of morphemes.
Exercise B:
1.B
2. A
3.D
4. C
5. A
6. D
7. C
8. B
Exercise C;
1. Words are symbols that denote the meaning of something.
2. The power of the word to represent the range of human activity can be seen.
3. Because the meaning of an emotion word can be fully understood among those
who share the same language and attempt to communicate this emotion to someone
else through direct physical contact without the use of language.
4. The use of language.
5. Words are the names or labels that assign meaning to our experiences.
Passage 2 How to Read a Dictionary
If we remember that a dictionary is a book about words, we can derive
from that fact all the rules for reading a dictionary intelligently. Words can be looked
at in four ways.
First, words are physical things -- writable marks and speakable sounds.
There must, therefore, be uniform ways of spelling and pronouncing them, though the
uniformity* is often spoiled by variations.
Second, words are parts of speech. Each single word plays a grammatical
role in the more complicated structure of a phrase or a sentence. According to the part
it plays, we classify it as a certain part of speech -- noun or verb, adjective or adverb,
article or preposition. The same word can vary in different usages, shifting from one
part of speech to another, as when we say "Man the boat" or 'Take the jump." Another
sort of grammatical variation in words arises from their inflection*, but in a relatively
uninflected language like English, we need pay attention only to the conjugation of
the verb (infinitive, participle, past tense, ete.), the number of the noun (singular and
plural), and the degree of the adjective (especially the comparative and superlative).
Third, words are signs. They have meanings, not one but many. These
meanings are related in various ways. Sometimes they shade from one into another;
sometimes one word will have two or more sets of totally unrelated meanings.
Through their meanings words are related to one another -- as synonyms sharing in
the same meaning even though they differ in its shading; or as antonyms through
opposition or contrast of meanings. Furthermore, it is in their capacity as signs that we
distinguish words as proper or common names (according as they name just one thing
or many which are alike in some respect); and as concrete or abstract names
(according as they point to some thing which we can sense, or refer to some aspect of
things which we can understand by thought but not observe through our senses).
Finally, words are conventional*. They mean or signify natural things, but
they themselves are not natural. They are man-made signs. That is why every word
has a history, just as everything else man makes has a time and place of origin, and a
cultural career, in which it goes through certain transformations*. The history of
words is given by their etymological* derivation* from original word-roots, prefixes,
and suffixes; it includes the account of their physical change, both in spelling and
pronunciation; it tells of their shifting meanings, and which among them are archaic
and obsolete, which are current and regular, which are idiomatic, colloquial, or slang.
Exercise A:
People usually use the dictionary to get the information of the words, such as
pronunciation, meanings, and usages of the words.
Exercise B:
1.C
2. A
3. D
4. B
5. A
6. C
7. B
8. D
Exercise C:
1. We can learn all the rules for reading a dictionary intelligently.
2. Words are writable marks and speakable sounds.
3. Words are parts of speech,
4. Because signs have meanings, not one but many.
5. It can tell us about not only the physical change of words, but also the shifting
meanings of words.
Part 3 News
News Item 1
The United Nations Security Council has approved an American
Resolution about rebuilding Iraq. All 15 Security Council members voted for the
resolution, Syria has been the last undecided country. The resolution includes
amendments proposed by Russia, France and Germany. However, the three countries
said they would not provide troops or additional money for the American led coalition
in Iraq. The three were leading opponents of the war in Iraq. The vote was the
diplomatic victory for the United States and Britain, President Bush told the
California group that the resolution would help make Iraq peaceful and free.
Exercise A:
This news item is about an American Resolution about rebuilding Iraq approved
by the United Nations Security Council.
Exercise B:
The United Nations Security Council has approved an American Resolution about
rebuilding Iraq. All 15 Security Council members voted for the resolution. Syria has
been the last undecided country. The resolution includes amendments proposed by
Russia. France and Germany. However, the three ' countries said they would not
provide troops or additional money for the American led coalition in Iraq. The three
were leading opponents of the war in Iraq. The vote was the diplomatic victory for the
United States and Britain. President Bush told the California group that the resolution
would help make Iraq peaceful and free.
News Item 2
The United Nations Secretary General Kofi Annan says the UN will
continue its work in Iraq. He says the UN will not be frightened away by the bombing
at its headquarters in Baghdad. A UN spokesman says twenty employees hurt in the
attack have been flown out of Iraq to Jordan for treatment. The spokesman added that
only two employees who were not injured had accepted an offer to leave the country.
In another development, the European Union said it was recalling three officials who
worked in the UN building. The EU officials were in Iraq to investigate needs for
rebuilding. At least seventeen people were killed in the truck bomb attack Tuesday,
but it could include the chief UN representative in Iraq Sergio Vieira de Mello. More
than one hundred others were injured.
Exercise A:
This news item is about new developments after the bombing of the UN
headquarters in Baghdad.
Exercise B:
Directions: Listen to the news item and complete the chart
1.Mr Annan says the suspend
Its work in Iraq
United Nations will
go on
√
2.Twenty employees Have been sent to √
hurt in the bombing
Jordan
for treatment
Have been left in
Baghdad
Only √
Employees who were not injured had accepted an offer to
3 two
leave the country
.
Only
three
4.The
European Two
Officials who worked in the UN
Union said it was three
building
√
recalling
5. The truck bomb attack The
European
Sergio Vieira de Mello
may have killed
Union official
The chief UN √
representative
in
Iraq
News Item 3
With new violence flaring, Iraqi officials announced a national security law
Wednesday that gives the interim government the power to declare martial law and
detain suspects during anti-terror sweeps.
The announcement took place while a deadly battle raged in central
Baghdad between insurgents and Iraqi security forces.
The move gives the interim government the power to declare martial law*,
set curfews* and detain suspected insurgents.
Any state of emergency order issued by the prime minister should be
agreed upon unanimously by the Presidency Council, which includes the president
and two vice presidents.
A state of emergency also requires the majority approval of the Council of
Ministers, which consists of the prime minister, his deputies and the Cabinet.
The law also provides that if martial law is declared, it cannot exceed 60
days or continue if the conflict has ended unless the government has renewed it with
the approval of the Cabinet.
Exercise A:
This news item is about a national security law announced by Iraqi officials.
Exercise B:
1. What did Iraqi officials announce with new violence flaring?
Iraqi officials announced a national security law Wednesday.
2. What does it give the interim government the power to do?
It gives the interim government the power to declare martial law and detain
suspects during anti-terror sweep
3. When did the announcement take place?
The announcement took place while a deadly battle raged in central
Baghdad between insurgents and Iraqi security forces.
4. By whom should any state of emergency order be agreed upon?
Any state of emergency order issued by the prime minister should be agreed
upon unanimously by the Presidency Council. which includes the president and two
vice presidents.
5. What does a state of emergency also require?
A state of emergency also requires the majority approval of the Council of
Ministers. Which consists of the prime minister, his deputies and the Cabinet.
6. Can martial law exceed 60 days?
No, if martial law is declared, it cannot exceed 60 days.
Section Three Oral Work
Retelling
Two morons*, Tom and Jack, were sitting in a bar one day when two
fishermen walked in with two huge trout. One of the morons asked where the guys got
the fish. The fishermen told him that they go down to the bridge, and one guy would
hold tile other by the ankles until a fish was caught.
The morons figured that they could do that.
After holding Tom for about 20 minutes, Jack asked Tom if he had
anything, the reply was "No."
Another 20 more minutes passed, so Jack asked again, and again the reply
was "No." Finally, Tom yelled "Pull me up!! Pull me up!!"
Jack exclaimed, "You got one?"
Tom said, "No! There's a train coming!!"
Section Four Oral Work
Recycling Scrap Metal
People have been recycling metals for hundreds of years. Today, re-using
metal waste or scrap* provides work for many people, especially in developing
countries. Three kinds of metals are recycled. They are ferrous metals, non-ferrous
metals and precious metals.
Ferrous* metals contain iron. They are low in cost and recycled in huge
amounts. Metallic iron* called pig iron* is produced when iron is heated in a hot
industrial stove. This kind of stove is called a blast furnace*. Pig iron also contains
another element, carbon, Pig iron is useful because it can be formed into solid, heavy
objects or objects with unusual shapes.
Another kind of iron is steel, which is iron without the carbon. Making
steel is simply removing the carbon by burning it away. This makes the steel stronger
and easier to cut than iron. Both pig iron and steel waste or scrap are useful because
they can be melted to make new products.
In countries where there is a shortage of steel scrap, old tin cans are sometimes
used and melted. Tin cans are mostly steel. If the scrap is heated before the
temperature gets to the melting
point, the blast furnace can be more simply designed and less costly. These simpler
furnaces are
called foundries*. Products are made in foundries all over the world, but especially in
Asia.
Non-ferrous metals include copper and aluminum*. Copper is the perfect
material for recycling. It is valuable, easy to identify and easy to clean. People who
operate foundries around the world buy copper wire and cable to recycle.
Aluminum is another very popular non-ferrous scrap metal. It is cheap to
produce and very easy to work with. In developing countries, small foundries produce
aluminum bars, sheets and wire.
Precious metals like silver also are recycled. Silver can be found in pictures
made with an old black-and-white camera. And it can be found in X-rays after they
have been developed. X-ray film is very valuable for recycling silver, because both
sides of the film are usually developed.
Exercise A:
Ferrous metal
steel, pig iron
Non-ferrous
metal
copper, aluminum
Precious metal
silver
Exercise B:
ferrous metal: a type of metal that contains iron
pig iron: a type of iron that contains some elements such as carbon
Exercise C:
1. The word that means recycling is re-using.
2. The difference between iron and steel is the former with carbon and the latter
without carbon.
3. Old tin cans are sometimes used and melted if the countries lack steel scrap.
4. Copper wire and cable are often collected to recycle.
5. Silver can be found in pictures made with an old black-and-white camera. And it
can be found in X-rays after they have been developed.
Exercise D:
Your opinion
Directions: Listen to a passage and then give your opinion on the following topics.
"People have been recycling metals for hundreds of years."
1. Can you name some of the things in your household that can be recycled?
2. In what ways can recycling waste be promoted?
Unit 13
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
Reporter: Excuse me, but are you Swiss?
Yves:
No, I'm not. I'm French.
Reporter: Tell me, do you have a lot of fast food in France?
Yves:
Reporter:
Yves:
Reporter:
Yves:
I'm late.
Reporter:
Yves:
just some
Yes, quite a lot, but I hardly ever eat it. I prefer home cooking.
Do you eat three meals a day?
Yes, I do. But for me dinner is the most important meal of the day.
What time do you have breakfast?
At about eight o'clock, or later, maybe quarter past sometimes, when
How much time do you spend over breakfast?
Oh, very little, I eat breakfast very quickly. In France it's a simple meal --
coffee and a roll or two. I spend no more than ten or fifteen minutes over
breakfast.
Reporter: And lunch, is that a simple meal?
Yves:
Not really, I usually eat lunch in a restaurant, between one and two
o'clock. I spend
about an hour over lunch.
Reporter: Where do you have dinner?
Yves:
Oh, at home. And I am the cook. We often have a drink before dinner and
then we usually eat at about eight and we spend a long time over dinner -never less than an hour. After the meal I always have coffee, and
sometimes a brandy.
Time to have meal
about 8 o'clock, or later
Amount of time spent
Breakfast
no more than ten or fifteen
minutes
Lunch
between one and two o'clock about an hour
Dinner
about eight
over an hour
Part 2 Prediction and inference
1. Never has there been such a wide choice of attractive foods for the housewives to
buy. Producers and manufacturers use all their expertise to give us first-class food in
first-class condition at competitive prices.
2. A: Look. There's a machine over there.
B: Oh good. I'll get some money out and we can have a drink. Er ...
A: What's up?
B: I can never remember my cash-card number.
A: Oh no.
B: Oh yes. Hang on. Let me think. I should have written it down. I think it's
8976.
A: Fingers crossed!
B: O.K. 8 .. 9 .. 7 .. 6, Great! It worked.
A: Lucky for us.
3. Times are changing for the U.S. nickel. In the past, this young nation has held on
tight to its
original coins, making far fewer alterations to their designs than older countries.
But those who use the coins kept giving their "two cents" to Tim Riley, the Denver
Mint's plant manager. May of them were saying, "Why aren't you changing the
change?" So they did.
Exercise:
1. expertise: skill or knowledge in a particular area (Producers and manufacturers
need to use
their skill or knowledge to give us first-class food in first-class condition at
competitive
prices.)
2. "Fingers crossed!": To have one's fingers crossed or keep one's fingers crossed
means to hope for a successful or advantageous outcome. (The boy can't
remember the cash-card number. He thinks it's 8976. So the girl says "Fingers
crossed!", hoping he is right.)
3. mint: a place where the coins of a country are manufactured by authority of the
government (The passage is about the change of the design of the U.S. nickel.
This is done at the
mint.)
"two cents": opinion (People who use the coins kept giving their "two cents" to Tim
Riley, the Denver Mint's plant manager. Many of them were saying, "Why aren't you
changing the change?" So they changed the design.)
Section Two Listening Comprehension
Part 1 Dialogues
Dialogue 1 Gliding
A: Frank, how long have you been a glider pilot?
B: I've been gliding for the past ten years. I've actually been flying since I was a
teenager but I got into gliding as a sport about ten years ago.
A: How long does it take to train to fly on your own in a glider ... usually?
B: Usually ... erm ... the average is about er sixteen hours, for 42 take-offs and
landings, some do it quicker.
A: Uh huh, how big is an average glider?
B: Erm ... these days they tend to go to about eighteen metres for the single seaters,
The basic
trainers are nineteen or twenty-metre wingspan*.
A: Right, and they're made of fibre glass these days'?
B: These days fibre glass, in particular for about the past fifteen to twenty years, it
gives a much
more efficient wing shape.
A: Now if I wanted to go on a first training flight, erm where would I sit in the
glider?
B: Commonly the front seat, there are very few side-by-side trainers. In gliding
you're seated in
tandem* with the instructor in the rear seat.
A: So the trainee sits in the front?
B: That's correct.
Exercise:
A, The glider
An average glider is about eighteen metres for the single seaters. The basic
trainers are nineteen or twenty-metre wingspan. And they're made of fibre glass.
B. The training flight
It usually takes about sixteen hours, for 42 take-off~ and landings. During a
training flight the trainee is seated in tandem with the instructor in the rear seat.
Dialogue 2 Sub-aqua Diving
Interviewer:
Well, Mr McKenzie is here this afternoon to tell us a little bit about
sub-aqua* diving. We may have heard it under the name of scuba
diving*. But recently I understand it's become a very popular sport.
Would you tell us how you first became involved in it?
Mr McKenzie: Surely. I started diving on the western islands of Scotland in the
early fifties, I was brought into it by a cousin who was ...
Interviewer:
So you were very young at the time. What age was this, about?
Mr McKenzie: Well, you make me blush now, but I must have been about fourteen
or fifteen years old.
Interviewer:
Oh really? So young children can start at that age?
Mr McKenzie: Well, yes, they can now because of the improvement of diving
techniques, equipment and instruction.
Interviewer:
What was the main purpose of your doing sub-aqua diving, was it
for catching fish or the adventure involved ... ?
Mr McKenzie: Well, as I said, I got dragged into it by this cousin who said they
wanted someone to help them at the fishing. He was, at the time,
fishing for shellfish* and flying them direct from the heart of the
Hebrides*, would you believe, to Paris. It was only for
commercial interest that I got involved. But from day one I loved
it and I've been in sub-aqua or, as you say, scuba or skin diving
ever since.
Interviewer:
And what about the equipment you need? Is it very expensive?
Mt McKenzie: Well, it's no more expensive than ... er ... than skiing; and certainly
less expensive
than a full set of golf clubs*. You basically need just a bottle and a
tube from the bottle to your mouth and the rest of it is simply lead
weights and rubber.
Interviewer:
And this equipment can be obtained from sports shops or do you
have to send off
for it ...?
Mr McKenzie: Well, because of the increase of the er ... er... the development of the
sport you can find it in many, many sports centres. Further,
because of the number of people who are now scuba diving, you'll
find that the price of equipment has decreased in the last ten years
to make it really quite reasonable as an expense.
Interviewer:
And what about training for this sport?
Mr McKenzie: Well, training in the UK is very extensive. We have a national
sub-aqua club. That club will take you from the age of about
twelve and will train you from day one in a swimming pool and
some six months later you will find that you are in the sea, diving
and enjoying it in a ... what we claim to be perfect safety.
Interviewer:
Yes, this brings me (fade) to my final point er ...
Exercise:
1. B
2. C
3. D
4. D
5. A
6. B
7. C
8. A
Part 2 Passages
Passage 1 Fascinating Bubbles
What is so fascinating about bubbles? The precise sphericaI shape, the
incredibly fragile nature of the microscopically* thin soap film, the beautiful colors
that swirl* and shimmer*, or most likely, a combination of all these phenomena? Why
does a bubble form a sphere at all? Why not a cube*, tetrahedron*, or other
geometrical figure? Let's look at the forces that mold bubbles.
When I was a young boy, wonderful free gifts came in cereal boxes. Things
like Flash Gordon space rings and Dick Tracy detective membership cards.
One morning while emptying the cereal box a strange object fell out. It looked
like a flattened gray colored ice cream cone. Little did I know what magic was in
store for me.
I popped open the absorbent* paper object into a funnel or cone shape and
then mixed up a soap solution as instructed on the cereal box.
I was familiar with the bubble blowing solution sold with a plastic or wire
blowing ring available at our neighborhood corner store, I was an expert at blowing
bubbles, nothing could surprise me.
I submerged the funnel into the bowl of soap solution and started blowing a
bubble. At first everything was normal, I blew what I thought were large 15 cm
bubbles and set them floating in the air separating them from the funnel with a snap of
the wrist. Soon I was blowing larger bubbles 20, 25 and 30 cm bubbles. I learned that
as the bubbles became larger, the slower your movements must be so as not to
dislodge* the bubble from the cone. I soon was blowing 60 cm diameter, long lasting
bubbles with no problem at all.
Exercise A:
One of the most effective ways is to use soap solution.
Exercise B:
1.D
2. C
3. A
4. B
5. C
6. A
7. D
8. D
Exercise C:
l, The spherical shape, the incredibly fragile nature, the beautiful colours, and a
combination of all
these phenomena are so fascinating.
2. He noticed them when he was a very young boy.
3. A strange object fell out, looking like a flattened gray coloured ice cream cone.
4. He did it as instructed on the cereal box.
5. He learned that as the bubbles became larger, the slower the movements must be so
as not to
dislodge the bubble from the cone,
Passage 2 Water Pollution
The oceans and the rivers of the world contain most of the water. The five
oceans and the many seas together have 97.2 per cent. The Pacific Ocean alone is
larger than all the land in the world. And on the land there are lakes. Many of them are
larger than countries the size of Belgium. There are also huge rivers, thirty of them
more than two thousand kilometres long.
The great areas of ice in the world, such as Antarctica, contain another
2.15 per cent of the world's water; the rest is in rocks and underground.
Water pollution is the contamination* of streams, lakes, underground
water, bays, or oceans by substances harmful to living things.
Water is necessary to life on earth. All organisms contain it; some live in
it; some drink it. Plants and animals require water that is moderately pure, and they
cannot survive if their water is loaded with toxic chemicals or harmful
microorganisms*. If severe, water pollution can kill large numbers of fish, birds, and
other animals, in some cases killing all members of a species in an affected area.
Pollution makes streams, lakes, and coastal waters unpleasant to look at, to smell, and
to swim in. Fish and shellfish harvested from polluted waters may be unsafe to eat.
People who ingest polluted water can become ill, and, with prolonged exposure, may
develop cancers or bear children with birth defects. The major water pollutants are
chemical, biological, or physical materials that degrade water quality. Pollutants can
be classed into eight categories, each of which presents its own set of hazards.
Red tide is a high-than-normal concentration of the microscopicalgae Karenia*.
This organism produces a toxin* that affects the central nervous system of fish so that
they are paralyzed and cannot breathe. Statistics show that pollution with land source
have accounted for over 70 percent of coastal pollution.
In the United States, the serious campaign against water pollution began
in 1972, when Congress passed the Clean Water Act.
In urban areas, one obvious sign of the campaign against nonpoint
pollution is the presence of stenciled* notices often seen beside storm drains: Drains
To Bay, Drains To Creek, or Drains To Lake. These signs discourage people from
dumping contaminants, such as used engine oil, down grates because the material will
likely pollute nearby waterways. At construction sites,
builders are required to fight soil erosion by laying down tarps*, building sediment
traps*, and seeding grasses.
In the countryside, efforts are underway to reduce pollution from
agricultural wastes, fertilizers, and pesticides*. Farmers and foresters are encouraged
to protect streams by leaving streamside trees and vegetation undisturbed. Cows are
kept away from streamsides and housed in barns where their waste can be gathered
and treated. Despite these steps, a great deal remains to be done.
Exercise A:
The living creatures on the earth all depend on water. There might be a
great misfortune falling upon us if water were heavily polluted. The fruit trees would
come into flowers, but bear no fruit. The rivers and lakes would be lifeless, for all the
fish died. Everywhere, there might be a shadow of death. Strange illness would sweep
the chicken, the ducks, the pigs, and the cattle, and people, whether old or young,
would die mysteriously and suddenly. Anyhow, great misfortunes might creep over us
without our notice.
Exercise B:
1.C
2. B
3. A
4. A
5. D
6. C
7. C
8. D
Exercise C:
1. The oceans and the rivers contain most of the water in the world.
2. Eight.
3. Because red tide, a high-than-normal concentration of the microscopicalgae
Karenia, affects the central nervous system of fish so that they are paralyzed and
cannot breathe.
4. In 1972.
5. They try to reduce pollution from agricultural wastes, fertilizers, and
pesticides, and encourage farmers and foresters to protect the environment.
Part 3 News
News Item I
Nigerian police has rescued more than 70 child laborers from mines in
south-western Nigeria. The children were secretly transported from Benin to Nigeria
and sold as slaves. The children were breaking stones in the mines. Some of the
children were as young as 4 years. United
Nations officials say the children were weak for lack of food. This was the second
time child workers have been returned to Benin from Nigeria since the two countries
agreed in August to act against child labor. Nigerian officials say thousands of
children from Benin are working illegally in Nigeria.
Exercise A:
This news item is about child laborers transported from Benin to Nigeria
working illegally under poor conditions.
Exercise B:
Nigerian police has rescued more than 70 child laborers from mines in
south-western Nigeria. The children were secretly transported from Benin to Nigeria
and sold as slaves. The children were breaking stones in the mines, Some of the
children were as young as 4 years. United Nations officials say the children were
weak for lack of food. This was the second time child workers have been returned to
Benin from Nigeria since the two countries agreed in August to act against child labor.
Nigerian officials say thousands of children from Benin are working illegally in
Nigeria.
News Item 2
The former superintendent* of one of the country's top school districts
was charged Tuesday with embezzling* more than $1 million for such things as
airline flights, cruises, dermatology* treatments, furniture and jewelry.
The arrest of Frank Tassone, 57, came a month after similar charges were
filed against Pamela Gluckin, a former assistant superintendent also accused of taking
more than $1 million from Long Island's Roslyn School District.
Tassone, who was superintendent for more than a decade, retired days
after Gluckin was charged.
The school district, less than 20 miles from Manhattan, is considered one
of the finest in the nation. More than 90 percent of its graduates go on to college.
Prosecutors* said 10 to 20 others eventually could be implicated*. The
school board said it has found nearly $8 million in suspicious spending over the past
several years.
If convicted*, Tassone could get 25 years in prison.
Exercise A:
This news item is about the arrest of the former superintendent of one of the
country’s top school districts who embezzled more than $1 million.
Exercise B:
Event:
The
school:
Persons
involved:
Punishmen
The former superintendent of one of the country's ton school
districts was charged Tuesday with embezzling more than $1
million.
Lone Island's Roslyn School District. less than 20 miles from
Manhattan. is
considered one of the finest in the nation.
Pamela Gluckin. a former assistant superintendent accused of
taking more than ￡l million
Tassone. 57. was superintendent for more than a decade, retired
days after Gluckin was charged. The arrest of Frank Tassone came a
month after similar
charges were filed against Pamela Gluckin.
10 to 20 others eventually could be imnlicated
Tassone could get 25 years in prison if convicted.
t:
.
News Item 3
Thousands of Texas teachers are rushing to retire before a lucrative*
loophole* in Social Security law closes, but there's one catch: They must first
spend a day washing windows or scrubbing floors.
Most Texas teachers do not pay into Social Security and instead
participate in a state pension fund. But the loophole allows them to receive Social
Security benefits if their last day of work before retirement is in a job covered by
Social Security.
School districts around the state helped teachers out by hiring them to
work janitorial* or maintenance jobs for just a day. The loophole ends Wednesday.
Junior high school principal Margie Nancarrow said she wanted to spend
at least two more years at her school in suburban Dallas, but the benefits were too
tempting at a time of soaring costs for health insurance and prescription drugs.
Congress changed the law in February after auditors estimated that the
loophole could cost the Social Security system $450 million. Auditors also reported
that one-fourth of all Texas public education retirees, or 3,521 people, had used the
loophole in 2002.
Exercise A:
This news item is about thousands of Texas teachers are rushing to retire before
a lucrative loophole, in Social Security law closes.
Exercise B:
1. What are thousands of Texas teachers doing?
Thousands of Texas teachers are rushing to retire before a lucrative
loophole in Social Security law closes.
2. Do most Texas teachers pay into Social Security?
No. most Texas teachers do not pav into Social Security and instead
participate in a state pension fund.
3. Are they allowed to receive Social Security benefits? What's the condition?
Yes, they are allowed to receive Social Security benefits if their last day of
work before retirement is' in a job covered by Social Security.
4. How did school districts around the state help teachers out?
School districts around the state helped teachers out by hiring them to work
janitorial or maintenance jobs for just a day,
5. When docs the loophole end?
The Loohole ends Wednesday.
6. Why were the benefits so tempting?
Because it’s time of soaring costs for health insurance and prescription
drugs.
Section Three Oral Work
Retelling
Bill, Jim and Scott were at a convention together and were sharing a large
suite on the top of a 75-story skyscraper. After a long day of meetings, they were
shocked to hear that the elevators in their hotel were broken and they would have to
ctimh 75 flights of stairs to get to their room.
Bill said to Jim and Scott, "Let's break the monotony of this unpleasant
task by concentrating on something interesting, I'11 tell jokes for 25 flights, Jim can
sing songs for the next 25 flights and Scott can tell sad stories for the rest of the way."
At the 26th floor, Bill stopped telling jokes and Jim began to sing. At the
51st floor Jim stopped singing and Scott began to tell sad stories.
'I will tell my saddest story first," he said. "I left the room key in the car?
Section Four Supplementary Exercises
Changing Soybean Market
It is hard to imagine that a small seed like the soybean could be so
important. But it is a big export crop for many countries. At the same time, soybeans
are in great demand. We may think of wheat and corn as the most valuable crops. Of
course, they remain very important. But in many ways, the soybean is even more
valuable.
The soybean is high in protein and carbohydrates. Its fat can be made into
oil. Soybeans are used to make food for people and farm animals. Per hectare of land,
the soybean can produce ten times more protein than beef cattle. These axe some of
the reasons why soybeans have become one of the three major crops.
The United States Department of Agriculture studies the world's crop
production. It released a report in February. The report provides information that goes
back more than twenty years. It also estimates what world markets will be like up to
2012.
The report says that the use of soybeans has increased for more than
twenty years. The amount of exported soybeans is about equal to wheat. Com remains
the biggest export crop. But, soybean prices remain about two times as high as those
of wheat and corn.
Soybean prices have remained strong in America because crop surpluses*
are never very great. In the mid-1980s, corn and wheat surpluses were extremely large.
Prices dropped sharply. Today, soybean surpluses are as small as they have ever been
in relation to the amount used.
Yet, world competition is strong. In years past, soybeans from the United
States filled the world market. Today, Argentina and Brazil have equaled the United
States in soybean exports. The European Union and China are major importers.
The Department of Agriculture expects South American production to
continue to grow. It expects Brazil to become the world's biggest soybean exporter in
a few years. This is because Brazil is increasing the amount of land used for crops at a
high rate.
Some experts worry that soybeans may not remain a competitive crop for
the United States. They think that American farmers may begin to import soybean
products to feed their animals. This new competition also could drive prices lower.
Yet, the government estimates that demand in the United States will continue to
increase -- protecting prices. With expanding markets everywhere, the little soybean is
a big part of the world agricultural market.
Exercise A:
1.C
2. D
3. B
4. B
5. C
Exercise B:
l. The soybean could be very important because it is a big export crop for many
countries. At the same time, soybeans are in great demand.
2. Per hectare of land, the soybean can produce ten times more protein than beef
cattle.
3. For the past twenty years, the amount of exported soybeans is about equal to
wheat. But, soybean prices remain about two times as high as those of wheat.
4. Soybean prices have become strong in America because crop surpluses are
never very great.
5. Some experts worry that the soybean may not remain a competitive crop for
the United States.
Exercise C:
Your opinion
Directions: Listen to a passage and then give your opinion on the following
topics.
"The soybean is high in protein and carbohydrates. Its fat can be made into oil.
Soybeans are used to make food for people and farm animals,"
1. Do you like soybeans?
2. Do you know any soybean products?
Unit 14
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
Helene:
Paula, I've got a problem. Can I borrow your hairdryer?
Paula:
But you've just bought one. I was with you.
Helene:
Yes, but it hasn't got a plug. Why on earth do they sell hairdryers
without plugs? In
France, when you buy a hairdryer, you get one with a plug. Anyway,
can I borrow yours?
Paula:
Yes, of course. But mine is Italian and I haven't got the right plug either.
Wait a minute. I'll ask if the hotel's got an adaptor.
Hotel desk: Hello, reception.
Paula:
Hello. I've got a problem. Do you think I could borrow an adaptor plug.
You see, I ...
Hotel desk: I'm sorry, Madam, I'm afraid we haven't got one.
Exercise:
1. Why can't Helene use her hairdryer?
Because there isn't a plug with the hairdryer,
2. Why can't Paula help her?
Because her plug is Italian and she doesn 't have an adaptor.
3. Why can't the receptionist help her?
Because they haven't got an adaptor in the hotel, either.
Part 2 Parediction and Inference
1. Man:
I've figured it all out. It looks like it'll take us about six hours to drive
from here to Chicago.
Woman: It'd be more relaxing to take the train. But I guess we should watch our
expenses.
2. Man:
I heard that Parker Electronics is going to be holding interviews on
campus next week.
Woman: Yeah? I'd like to talk to them and drop off my resume.
3. Man:
If I can get Brian to pay back the money I lent him last week, I could get
that new
tennis racket.
Woman: I hope you have better luck than I did.
Exercise:
1. It'll take six hours to drive to Chicago and it'd be more relaxing to take the train.
However, the
woman says "we should watch our expenses," so probably they will drive to
Chicago.
2. The Parker Electronics is going to be holding interviews on campus. The woman
would like to
talk to them and drop off her resume. That implies she wants to apply for the job.
3. The man wants Brian to pay back the money he lent him last week. However, the
woman says
"I hope you have better luck than I did." That implies Brain never repays money
on time.
Section Two Listening Comprehension
Part 1 Diaiogues
Dialogue I Mixed Marriage
A: I'm married to a Russian who is naturalized* British ... I had this thing, I never
really thought of my husband as Russian. Then I don't think of myself as totally, as
British, as being absolutely
typical. When I went to the Soviet Union for the first time I tried to imagine him
there, and put
him into this environment, and I couldn't see him there at all.
B: Could I just ask, what did his parents think about you marrying ... their son?
A: They, er, they wanted to know, his mother's a very, very practical Russian lady
and she wanted to know everything about me and she was very worried as to
what my parents would think about me being with him. Er, that was her greatest
concern. And, erm, she couldn't understand, really, couldn't he find a nice
Russian girl ... (laughter) that he wanted to be with, and then erm, I was able to
go into the Soviet Union and visit and they met me, and gave me the going-over*
and, er, within a few hours I was in, I knew I was in. They're a very lovely family
and they were very very nice to me. And she wasn't troubled by it at all. She
couldn't understand, she was very concerned that I, I wouldn't be able to totally
understand him, but exm, we ... she's happy now, especially since she was able to
visit, it made a great difference to her.
Exercise:
T 1. The woman's husband is a Russian British.(I'm married to a Russian who is
naturalized
British.)
F 2. Her husband still keeps his Russian tradition. (When I went to the Soviet
Union for the first time I tried to imagine him there, and put him into this
environment, and I couldn't see him there at all.)
F 3. Her Russian mother-in-law's greatest concern was the harmony of the young
couple. (She
was very worried as to what my parents would think about me being with
him. Er, that was her greatest concern.)
T 4. Her mother-in-law wanted her son to marry a Russian girl. (She couldn't
understand why
he couldn't find a nice Russian girl)
T 5. The woman was probably asked a lot of questions when she first visited her
in-laws.
(They met me, and gave me the going-over.)
F 6. She was let into the house after a few hours. (Within a few hours I was in, I
knew I was
in = I was accepted by the family.)
T 7. She was probably feeling a little bit nervous when she visited her
mother-in-law. (They're
a very lovely family and they were very nice to me. And she wasn't troubled
by it at all.)
T 8. Her mother-in-law is happy now because she has the opportunity to visit
Britain. (She's
happy now, especially since she was able to visit, it made a great difference
to her.)
Dialogue 2 Holidays in the United States
Sandra: So, when do you start your job?
John:
Ah, tomorrow; first day tomorrow.
Sandra: Great! You looking forward to it?
John: Well, bit nervous, I suppose,
Sandra: Oh, you'll be all right.., you'll he OK.
John: What about ... what about your holiday? Did you have a good time?
Sandra: Oh, l just had a wonderful time. Six weeks in the States ... California.
John: I went to the States.
Sandra: You didn't! Where?
John:
I went to ... on the East side, New York, Washington, Boston and then I
went
up North to the Great Lakes (Terrific) ... just beautiful, just wonderful.
Sandra: No, I was the other side. I went to California as I said ... 'cos I’ve got
cousins there, and
we went to New Orleans, Disney world, oh... just had such a fantastic
time ... My cousins are crazy on sailing, you see, and I'm mad on it, too ...
and we did surfing and windsurfing and ... we're just all sea maniacs* our
family.
John:
Incredible! You're lucky to have people to stay with ... I ... er ... had to ...
well, I was
camping or staying in Youth Hostels. I had friends in New York 1 stayed
with, which ...
helped a great ... 'cos New York's so expensive!
Sandra: I can imagine ... I've never been, but ...
John:
I just.., getting into all the museums and (Yes) things ... the Metropolitan
and the Whitworth Gallery ... just ... well, just going up to the top of the
Empire State Building ... all costs money (Oh no) ... everything ... terribly
expensive.
Sandra: I'd love to go one year. It was worth going, was it?
John: Oh, just wonderful ... incredible, yes, all of it, and I went to a couple of
concerts, too ...
rock concerts ... they were ...
Sandra: Gosh ... were they expensive, yeh they were expensive?
John: Oh, wow, yes, but great.
Sandra: Oh, I was just so lucky I was wined and dined by my cousins, and it was
great ... and
the food that they gave me was just fantastic ... lots of fresh fish and
things ... from the
fishing ... ah!
John: I had to live off hamburgers and hot dogs ...
Sandra: You poor thing!
John:
I couldn't afford to eat in the posh* restaurants or anything like that ... Oh
so, work for
you tomorrow, eh?
Sandra: Yes ... afraid so ... I can't face it really. I just want to go back to the States ...
to the
good life.
The part of Accommodations
file United
States they
visited
West part of
Staying with her
Sandra the States
cousin
East part of
the States
John
Camping or staying
in Youth Hostels
and with friends in
New York
Activities
Comments
Sailing, surfing
and windsurfing
The food
was just
fantastic,
lots of
fresh fish
and things
from the
fishing
New
York's so
expensive!
Concerts
and
restaurants,
too.
Getting into all the
museums, the
Metropolitan and the
Whitworth Gallery,
going up to the top of
the Empire State
Building and concerts
Part 2 Passages
Passage 1 How to Understand a Foreiqn Culture
These days it is easy to believe one fully understands a foreign culture even
without having
directly experienced it. Images in the popular media and information gleaned* from
books or from
encounters with a few natives can provide the illusion of real knowledge. Living in a
culture,
having to come to terms with its conventions and customs, is a different matter
entirely. Every
culture has distinct characteristics that make it different from every other culture.
Some differences are quite evident (e.g., language, religion, political organization, etc.). Others
can be so
subtle that learning to deal with them is a complex process. A first-time visitor may
remain uncomfortable and off balance for quite some time. Culture is, "an integrated*
system of learned behavior patterns that are characteristic of the members of any
given society. Culture refers to the total way of life of particular groups of people. It
includes everything that a group of people thinks, says, does, and makes -- its systems
of attitudes and feelings. Culture is learned and transmitted* from generation to
generation." Living in a foreign environment for an extended period of time will
allow you to confront* and develop a better understanding of the differences in
various cultural systems.
There are no rules of behaviour that apply to every culture. The best way to
learn about local social customs is to inquire politely. Expect things to be different
overseas. When studying abroad, you should develop an appreciation for the people
and customs of a totally different culture. Anyone who goes overseas demanding that
everything be the same as what he or she is accustomed to will be sorely disappointed
and probably better served by staying at home. Be flexible and receptive in dealing
with these differences, and you will find your own life experiences will be greatly
enriched.
Exercise A:
Our school authorities forbid the students to live outside the campus but the people in
the United
States definitely find it ridiculous. If they persisted in doing so, they might get into
trouble. Or
another example, cohabitation in the United States is thought to be O.K. while this
lifestyle in China is considered to be against our traditional culture, especially among
elderly people.
Exercise B:
1. D
2. A
3. D
4. C
5. B
6. A
7. B
8. C
Exercise C:
1. Because they tend to believe that they can learn it through various means without
having directly experienced it.
2. It is the distinct characteristics of the culture itself.
3. Culture is an integrated system of learned behaviour patterns that are characteristic
of the mem-bers of any given society.
4. It is to inquire politely.
5. You should be flexible and receptive.
Passage 2 Desktop Folklore
In a large lecture room at Kansas State University an anonymous writer
scratched his work onto a wooden desktop. The message: "Eat garbage, 10 million
flies can't be wrong."
"That's one of my favorites," said William E. Koch who has completed his
second study into what students carve onto desks. Koch's latest project involved
studying the tops of 750 desks in classrooms with at least 100 seats.
"Generally, the farther back you go the worse the desks are," he said. "The last
two rows in a classroom are usually the worst -- that's where you find the real
shockers."
In his latest study, the 65-year-old professor of English and folklore found that
63% of the
samples dealt with humorous or apparently serious subjects, 32% were either
pornographic* or
erotic* and 5% were religious.
"I don't think you can really say that you can tell what students are thinking
from studying desk tops," Koch said. "That's because comparatively few people fee]
the urge to write something on a desk."
The grey-haired professor became interested in desktops partly because it is a
contagious*
hobby.
"Once you start looking at desktops it's hard to stop. You want to go through
the whole classroom. I guess it's just curiosity -- looking for a real corker*."
But, Koch's primary mason came from his love of folklore*. "I'm not
interested in interpreting the meaning of the graffiti, that's for the psychologist.
Folklore is concerned with the non-academic. The folklorist is not interested in truth
or falsity, just in the fact that the sayings and ideas exist. I also like to see what's new
and what's dropping out."
Religious graffiti dropped sharply from 21% in 1973 to a mere 5% in 1978,
Koch said. Five years ago religious graffiti* took up topics such as the existence of
God. For example: "God is dead, signed Nietzsche" and then below that "Nietzsche is
dead, signed God."
Koch said classroom boredom and dreariness play the major role although
clean desks seem to invite some carvers.
"They also try to shock the reader. They like to enter into forbidden territory.
And there is a
desire to entertain other students, be witty or instruct."
Koch would like to conduct a third study, if the graffiti's No. 1 enemy doesn't
put him out of business.
"We have Formica* desktops in the chemistry lab and they're all clean," Koch
said. "It's incredible to walk into a classroom with 100 desks and find them all clean.
It's difficult to write on Formica and students won’t go to that much trouble .I guess
you could say Formica is the only thing that can kill desk top graffiti.
Exercise A:
I hold the opinion that the students want to kill the time. Perhaps the lecture is
boring or the students themselves might not be interested in the subject.
Exercise B:
1.D
2. B
3. D
4. A
5. B
6. C
7. C
8;A
Exercise C:
1. He studies what students carve onto desks in his second study.
2. Because comparatively few people feel the urge to write something on a
desk.
3. Because he loves studying folklore.
4. They try to shock the readers, to entertain other students, and to be witty or
instruct.
5. Because it is difficult to write on Formica;
Part 2 News
News Item 1
The International Court of Justice has said the barrier Israel is building to seal
off the West Bank violates international law because it infringes* on the rights of
Palestinians.
The nonbinding opinion also found that Israel was obligated to return
confiscated* land or make reparations for any destruction or damage to homes,
businesses and farms caused by the barrier's construction.
Palestinian leaders say the barrier amounts to an illegitimate* land grab
by Israelis and an attempt by Israeli Prime Minister Ariel Sharon to unilaterally set the
borders between Israel and a Palestinian state, rather than negotiating with them as
part of a final settlement.
The Palestinians also charge that the plan violates the "road map" to
peace, the series of confidence-building measures and negotiations designed to lead to
the establishment of a Palestinian state existing side-by-side in peace with Israel.
About a third of the planned 425-mile barrier has been built since 2002.
In some areas, the barrier is a fence; in others, it takes the form of a concrete wall.
Exercise A:
This news item is about undesirable effects produced by the barrier Israel is
building.
Exercise B:
Israel is building the barrier to seal off the West Bank
1. It violates international law because it infringes on the rights of Palestinians.
2. Its construction caused destruction or damage to homes, businesses and
farms that Israel was obligated to make reparations for.
3. It amounts to an illegitimate land grab by Israelis and an attempt by Israeli
Prime Minister Ariel Sharon to unilaterally set the borders between Israel and a
Palestinian state, rather than negotiating with them as part of a final settlement.
4. The plan violates the "road map" to peace, the series of confidence-building
measures and negotiations designed to lead to the establishment of a Palestinian state
existing side-by-side in peace with Israel.
5. About a third of the planned 425-mile barrier has been built since 2002. In
some areas, the barrier is a fence; in others, it takes the form of a concrete wall.
News Item 2
Earlier Tuesday, Israeli forces battled Palestlnian militants in the Ein
Bei Ilma refugee camp of Nablus in what an Israel Defense Forces spokesman
described as heavy fighting during an ongoing operation to round up* wanted
Palestinians.
One Israeli soldier died in the firefight and three were wounded,
according to the IDF.
Palestinian medical sources said four Palestinians were killed, including
the West Bank military leader for the Popular Front for the Liberation of Palestine,
and his deputy. Three Palestinians were wounded -- two women and a man.
Elsewhere, two armed Palestinians were killed Tuesday near an Israeli
outpost* on Kissufim Road, Israeli military and Palestinian security sources said.
According to Israeli military sources, two Palestinian militants opened
fire on and threw grenades at the outpost. An explosive device was found near their
bodies. The fighting followed weekend of scattered violence in which four people
died.
Exercise A:
This news item is about a series of conflicts between Israelis and Palestinians
which led to
casualties.
Exercise B:
1. F
2. F
3. T
4. F
5. F
6. T
News Item 3
After a meeting with Israeli Foreign Minister Silvan Shalom, Powell
said the two had an "open and candid discussion" about the settlement issue.
Powell said he told the minister "that we have some disappointment in
the rate at which outposts had been removed."
Shalom said that "Israel is committed to remove the unauthorized
outposts," which it is required to do under the so-called road map to peace sponsored
by United States, the European Union, Russia and the United Nations.
Powell and Shalom also discussed Israeli plans to withdraw from the
Palestinian territories.
Israel seized the West Bank from Jordan and Gaza from Egypt during
the 1967 Six-Day War and began building settlements there soon after.
There are about 230,000 Israelis living in West Bank settlements. Gaza
is home to about 7,500 Jewish settlers.
Exercise A'
This news item is about a meeting between Powell and Israeli Foreign Minister
about settlement issue.
Exercise B:
1. What did Powell say after a meeting with Israeli Foreign Minister Silvan
Shalom?
Powell said the two had an "open and candid discussion" about the
settlement issue.
2. Are the U.S. and other countries satisfied with the rate at which outposts had
been removed?
No, Powell told the Israeli minister "that we have some disappointment in
the rate at which outposts had been removed."
3. What is Israel required to do under the road map to peace?
.Israel is required to remove the Unauthorized outposts.
4. Which countries sponsored the road map to peace?
The United States, the European Union. Russia and the United Nations
sponsored it.
5. How did Israel seize the West Bank and what did it begin doing soon after?
Israel seized the West Bank.from Jordan and Gaza from Egypt during the
1967 Six-Day War and beg{m building settlements there soon after.
6. Briefly introduce the settlements in West Bank and Gaza.
There are about 230.000 Israelis living in West Bank settlements. Gaza is
home to about 7,500 Jewish settlers.
Section Three Oral Work
Retelling
Sherlock Holmes and Dr Watson went on a camping trip. After a good
meal and a bottle of wine they lay down for the night, and went to sleep. Some hours
later, Holmes awoke and nudged his faithful friend.
"Watson, look up at the sky and tell me what you see."
Watson replied, "I see millions and millions of stars."
"What does that tell you?"
Watson pondered for a minute.
"Astronomically*, it tells me that there are millions of galaxies and
potentially billions of planets. Astrologically*, I observe that Saturn is in Leo*.
Horologically*, I deduce that the time is approximately a quarter past three.
Theologically*, I can see that God is all-powerful and that we are small and
insignificant. Meteorologically*, I suspect that we will have a beautiful day tomorrow.
What does it tell you?"
Holmes was silent for a minute, then spoke, "Watson, you idiot.
Someone has stolen our tent."
Section Four Supplementary Exercises
Commodity Futures* Markets
Consider the life of a crop farmer. One year, the growing conditions are
excellent. The farmer has a huge crop. But so do the other farmers. When they all sell
their crops, prices go down. Next year, conditions are poor. Prices go up. But the
farmers have less to sell.
These are the risks when farmers take a crop to market at harvest time.
With supply highest, prices are lowest. And there is always the danger of a bad
harvest.
To control risk, farmers may use commodity* contracts*. These are
agreements to buy or sell a product for a set price within a period of time. Commodity
contracts represent financial protection against changes in price.
In the 1800s, progress in transportation and communications permitted
new' markets to be built and linked. The Chicago Board of Trade is one of the oldest
of these markets. It opened in 1848.
At first, farmers received immediate payment as crops arrived at the
market by horse or train. Soon, people recognized a better system: Guarantee* the
price of goods that would arrive in the future. Traders called these guarantees forward
contracts. A farmer could buy a contract and know exactly how much money to
expect.
By 1865, the Chicago Board of Trade set rules for trade in futures.
Futures are contracts that rarely involve anything real, except money. Farmers still sell
their crops at harvest time. Market forces still set the prices. But farmers can use
futures to protect themselves if they sell at a loss. The contracts pay the difference
between the price they hoped for and the price they received. Farmers are not the only
ones who trade in futures. Companies buy futures to guarantee costs for materials.
The Chicago Mercantile* Exchange is the biggest commodities market
in the United States. Traders sell futures for agricultural and energy products, valuable
metals -- even weather.
A futures market could not operate without another kind of trader.
Speculators try to guess the direction of commodity prices to make a profit.
Speculators can cause big changes in the price of futures. But the
Commodity Futures Trading Commission in Washington says research suggests they
do not affect the price of goods. This federal agency says money from speculators
helps provide the kind of continuous activity that is part of a healthy market.
Exercise A:
1. Commodity contract: an agreement to buy or sell a product for a set price
within a period of time.
2. Forward contract: an agreement that guarantee the price of goods that would
arrive in the future.
3. Futures: contracts that rarely involve anything real, except money. They pay
the difference between the price traders hoped for and the price they received.
4. Speculators: a type of traders who try to guess the direction of commodity
prices to make a profit.
Exercise B:
1. What risks are the farmers faced with when they take a crop to market at
harvest time?
With supply highest, prices are lowest. With a bad harvest, they have less
to sell though prices go up
2. What do commodity contracts represent?
They represent financial protection against changes in price.
3. What could a farmer buy in order to know exactly how much money to
expect?
He could buy a forward contract.
4. What can be traded in futures?
They are agricultural and energy products, valuable metals, and even
weather.
5.What is the effect of the speculators' prediction?
It can cause big changes in the price of futures
Exercise C:
Your opinion
Directions: Listen to the passage again and then give your opinion on the
following topics.
"A futures market could not operate without another kind of trader: speculators.
Speculators ca
cause big changes in the price of futures."
1. Do you think speculators can always make a profit?
2.What risks speculators might face?
Unit 15
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
ML： It depends. IfI have money, I travel; ill don't have money, I stay at home and I
read a book
or do something like that. I like to ... to take photos. I like to do that. But, if I
have money ...to travel.
MB: Ah, yes.
ML: You too?
MB: Me too, yes, I like exploring things I don't know yet, yes ... travel or do long
walks, I mean,
what I used to do in Scotland, for weeks and weeks ._
I pass over the hills on foot, without
seeing hardly anybody or in the Orkney Islands and so on. I like walking and
travelling and reading an awful lot.
TF: Well, when the weather is beautiful, I like to go, uh, to the golf course and play
golf.
MB: Oh, yes.
TF: I'm not a very good golfer, but I like it very much. Almost every Saturday, I go
to golf
course.
MB: Oh, yes, unh huh.
TF: But not on the rainy days, or winter. And I like to travel too.
Exercise
Mary
Maria
Travelling
Travelling and exploring new
things
Toru
Playing golf, travelling
Part 2 Prediction and Inference
1. Man.
Your cousins just called. They're stranded at the beach.
Woman: So they didn't managed to get a lift after all.
2. Woman: I'm really looking forward to the picnic tomorrow.
Man:
If we're luck, we'll have some sun this year for a change.
3. Man:
Can you go over my notes with me? I'll never understand all these
chemistry experiments.
Woman: You know, review sessions are being held every night this week.
They're supposed to be good.
Exercise:
1. From the woman's tone of voice we can have the feeling that she had thought her
cousin could
get a lift.
2. They always had bad weather for picnic.
3. The man wants the woman to go over the notes with him. However, the woman
says the review
sessions are being held every night this week. They're supposed to be good. So
probably the man will go to these review sessions.
Section Two Listening Comprehension
Part 1 Dialogues
Dialogue 1 How Do you Do It?
Brian: Urn, Theresa, I wonder if you could help me. Er, Gillian has had to rush off
to see her mother, (T: Yes.) and, I've been left to cook the children's
meal. (T: Um.) Now, we've recently bought this microwave. Now, I've
looked everywhere for the book of instructions, and I can't find it
anywhere. (T: Oh dear.) Erm, I ... could you give me a little bit of
information, how to work it?
Theresa: Well first of all, if you look at your microwave, face it (B: Yeah.), and on
the right there's a control pad. Okay. (B: Er ...) Can you see it from where
you are?
Brian:
Er, on the right ... oh yes, yes. (T: Control pad.) Yes.
Theresa: Er, well, first of all you open the door (B: Yeah.) um, and you put the food
in, or the food in its container, (B: Ye-es.) onto the revolving* tray (B:
Ye-e-es.). All fight?
Brian:
Yes, yes.
Theresa: Then you shut the door. (B: Uh-huh.) ff the door isn't shut properly, the
oven won't start, okay?
Brian:
Ah, fight.
Theresa: Right, and then you've got to set the oven control.
Brian:
Yes. How do I go about that?
Theresa: Um, what did Gillian say, urn, the power level should be? (B: Aa-a-h.)
Did she give you any number?
Brian: Oh she muttered something about, er, level 7, an ... and (T: Level 7.) hang
on, and she
said something about 20 minutes. Does that mean anything to you?
Theresa: Yes, that's all right. (B: Uh-huh.) Well what you do next is, you touch
the power level pad*
(B: Ye-ah.) which, urn, is on the left of the pads, ail fight?
Brian:
Y-yes, got that.
Theresa: And then touch number 7 (B: yeah.), 'cos that's what you said isn't it,
7?
Brian:
Yes, that's what Gillian said, yes.
Theresa: Then you want to touch the time pad, which is on the right of the
power level pad. (B: Aah.) That's the next pad along. (B: Yes.) Urn,
then you've got to feed in the amount of minutes, so -- how many
minutes was it?
Brian:
Er, I think she said 20, yes.
Theresa: 20, so you touch ...
Brian:
So 2 and zero.
Theresa: ... 2 and zero.
Brian:
Right.
Theresa: That's fight. And then you've got to touch the, um, start pad, which is
the bottom right- hand pad.
Brian:
And that's ail?
Theresa: That's it!
Brian:
Oh, that's fairly straightforward.
Theresa: Yes. Quite simple really.
Brian:
Mmmm. Bit of a palaver* just for baked beans though, isn't it? (T:
LAUGHS) Anyway, thank you very much Theresa.
Theresa: That's okay.
Brian:
Bye-bye.
Theresa: Bye.
Exercise
Instruction Manual
Operation:
1. Open the door.
2. Put the food in its container onto the revolving
tray.
3.Shut the door
4. Touch the power level pad (1 ~10 for different
purposes)
5. Touch the time pad (feed in the amount of minutes)
6. Touch the start pad.
Dialogue 2 A Step Ahead?
Interviewer:
It's a well known science fiction plot to freeze a body and bring
it back to life years later. However, this may no longer be so far
from the truth. Joining us from our Cardiff studio is Professor
Andrew Morgan, who's been doing some research into this
subject. Professor Morgan.
Professor Morgan: Yes, well, I've been looking into the ... er ... the ability of certain
animals to
freeze themselves for a certain amount of time, and then to
come back to life when the circumstances around them change.
And, what I've been working on over the past two years is the
Interviewer:
Professor Morgan:
begins to work
particular process that enables them to do this.
What have you actually discovered?
I think it's a particular chemical in the animals' bodies which
under certain circumstances. And I'm now experimenting with
this chemical
to see if I can get other animals who wouldn't normally be able
to freeze
themselves to be able
to do this.
Interviewer:
Have you had any success?
Professor Morgan: I have so far it's been going very well. And I'm reasonably
confident that erm
... well, perhaps within ten years from now I'll be able to freeze
human beings
for as long or as short a time as I would like to, and then bring
them back to life again in exactly the same state that they were
in before they were frozen ... just as you can do with animals.
Interviewer:
And what's the main application of your research?
Professor Morgan: I think the main application of this for human beings would be
to ... for people with terminal* illnesses, people who have got
illnesses that cannot be cured at the moment. We could freeze
them, find a cure for the illness and then bring them back 1o
life again and administer the cure.
Interviewer:
I see. Erm ... these people could actually choose to prolong
their lives and
therefore not suffer ...
Professor Morgan: Yes, I think so. Somebody suffering from, say, multiple
sclerosis*, certain
types of cancer, of course, AIDS would be another particular
disease ... People would be able to choose to have their lives,
er .... frozen at that particular moment and then brought
back to life when a cure appeared.
Interviewer:
Well, this obviously is going to create great ... er great debate I
would think as to the fights and wrongs of whether we should
be actually doing this. Exercise:
Freezing a Body and Bringing It Back to Life Years Later
I. Past research
A subject: the ability of certain animals to freeze themselves for a certain
amount of
time and then to come back to life when the circumstances around them
chance
B. Discovery :it’s a particular chemical in the animals' bodies which begins
to work under certain circumstances.
II. Present experiment
A. Experimenting other animals with this chemical.
B. Purpose; to see if other animals who wouldn't normally be able to freeze
themselves
will be able to do this
III. Applications
A People with terminal illnesses would be able to choose to have their lives
frozen at that
particular moment and then brought back to life when a cure appeared.
Part 2 Passages
Passage 1 The Burning of the Globe
Shortly after 2 o'clock on a Monday afternoon in June, 1613, an eager crowd
filled the Globe theater for the first production of a new Shakespeare play, Henry VIII.
Near the end of the first act, the actor playing the king made his entrance, announced
by the thunder of a cannon* fired from a cupola* over the theater's thatched* roof. No
one seemed to notice or care that sparks from the cannon landed on the thatch. The
sparks smouldered*, smoked, flamed and in moments spectators were rushing for the
two exits. "Some lost their hats, and some their swords," said a ballad on sale the next
day in St. Paul's. The fire blazed wildly and although everybody escaped unscathed*
-- one man doused* his burning britches* with a bottle of ale* -- the Globe was done
for. It burned to the ground in two hours, the finest fire London had seen since St.
Paul's steeple* burned up in 1561.
The Globe had been built in 1599 with the lumber from another theater,
London's first, which had been torn down because the man who owned the land on
which it stood refused to renew the lease. The theater's owners boated the lumber
across the Thames. With money raised by selling shares to a group of actors, they
rebuilt the theater and named it the Globe.
The new theater was located in a disreputable borough*, officially named the
Clink, famed for its profusion of brothels*, tenements, theaters and prisons. The Clink
was chosen because it was outside the jurisdiction* of the London Council. The
Council, composed of businessmen, politicians and Puritans, had railed* against the
Globe and other theaters as vile* breeding places of "seditious* matters, and many
other corruptions of youth." The Clink, however, was ruled directly by Queen
Elizabeth, who had little patience with the council's puritanical* views.
Though the Globe was completely destroyed by the 1613 fire, it had
made its owners --including Shakespeare -- so prosperous that they rebuilt it within
the year "in a fairer manner than before."
Exercise A:
London has over 100 theatres, including fringe and suburban theatres. Half of them
may be found in the West End, centered around Shaftesbury Avenue and Covent
Garden, such as the National Theatre, and the Royal Court Theatre.
Exercise B:
1. C
2. B
3. D
4. B
5. A
6. B
7. D
8.C
Exercise C:
1. Shortly after 2 o'clock on a Monday afternoon in June, 1613.
2. The finest fire London had seen since St. Paul's steeple burned up in 1561.
3. By boat.
4. By selling shares to a group of actors.
5. It was rebuilt within the year.
Passage 2 The Houses of Parliament
The Houses of Parliament are London's finest building. Our walk takes you
round the exterior, tells the building's history and covers the interesting little area
beyond, within the sound of the division bell. Sometimes you can get inside and it is
worth making every effort to do so. The arrangements are complicated but
opportunities are improving.
There has been a palace at Westminster* since before 1066, occupied by
royalty until Henry VIII abandoned it for Whitehall Palace in 1512. Its use for
parliaments was originally a royal concession, beginning in the reign* of Edward I,
when the "model" parliament met in Westminster Hall. There- after the lords were
able to use the palace and the Commons had to manage as best they could, often in the
Chapter House* of Westminster Abbey.
St. Stephen's Chapel, the palace's own chief place of worship, was
secularized* at the Reformation and became a convenient meeting place for the
Commons. It was here, occupying the choir stalls arranged opposite one another for
antiphonal* choral music, that over time the members divided themselves into two
opposing "parties." Thus, architecture effectively determined the development of the
two-party system of British government.
So matters continued until 1834 when the chapel and nearly all the
rest of the medieval* palace were destroyed by a fire, intended to burn old tally-slicks
but which got totally out of hand. Various suggestions for rebuilding had been made
in the intervening* 300 years but had come to nothing. Now there was no alternative.
A parliamentary committee announced that the designs for a completely new Houses
of Parliament were invited, "in the Gothic* or Elizabethan style," consciously
rejecting two centuries of Classicism*. This design specification was partly a
reference to the parts of the old building, including Westminster Hall, which had
survived, and to Westminster Abbey nearby, but also reflected the then growing
perception of Gothic or Tudor* as a national style.
Work began in 1837: the House of Lords was completed in 1847 and the
Commons in 1852.
Some of the later parts took an unduly long time, and the ventilation* system caused
particular
difficulty.
Special trouble was taken over the decoration of the interior, from stained glass
to inkwells*, but also in the provision of paintings and sculpture. Prince Albert took a
personal interest and chaired the Select Committee, pressing on the designers the
value of fresco*, incompatible though the technique was with English weather.
In 1940, most of the House of Commons was destroyed by bombs, and was
later rebuilt by Sir Giles Gilbert Scott.
Exercise A:
The best places which you want to visit are Westminster Abbey, Buckingham Palace,
Trafalgar
Square, Nelson's Column, St. Paul's Cathedral, the Tower of London, the London
Bridge, and the
sights of River Thames Cruise.
Exercise B:
1. B
2. A
3, C
4. A
5. D
6. C
7. B
8. D
Exercise C:
1. In 1512.
2. They were destroyed by a fire.
3. Prince Albert,
4. The House of Commons was completed in 1852.
5. It is the celebration of British government, with its mixture of monarchy and
democracy.
Part 3 News
News Item I
Fighting between Arab and African tribes has killed at least 70 people and
displaced thousands more this week in the Darfur region of western Sudan.
African leaders meeting in the Ethiopian capital Addis Ababa meanwhile
Wednesday were considering sending troops to the Darfur region to protect the one
million civilians who have fled
Arab mili6as.
The AU's Peace and Security Council has already recommended sending 300
armed soldiers to Darftlr to protect AU monitors of a shaky cease fire signed between
Khactoum and rebels in April. Sudan said it would not block the deployment.
Exercise A:
This news item is about fighting between Arab and African tribes
Exercise B:
Fighting between Arab and African tribes has killed at least 70 people and
displaced thousands more this week in the Darfur region of western Sudan
African leaders meeting in the Ethiopian capital Addis Ababa meanwhile
Wednesday were considering sending troops to the Darfur region to protect the one
million civilians who have fled Arab militias.
The AU's Peace and Security Council has already recommended sending 300
armed s Idlers to Darfur to protect AU monitors of a shaky cease fire signed between
Khartoum and rebels in April. Sudan said it would not block the. deployment
News Item 2
Opposing sides in the Liberian conflict have signed a peace agreement to end
14 years of war, Liberia's 2 rebel groups and government officials signed the
agreement Monday in Ghana. They agreed to a power sharing temporary government
and parliament. Former Vice president Moses Blah will rule Liberia until October.
Then candidates from political parties or civilian groups will be chosen for the 2 top
positions in a new administration. Delegates agreed that members of the former
government or rebel groups would not be permitted in the 2 top positions. This new
government will rule Liberia until January 2006. At that time elections will be held.
Exercise A:
This news item is about a peace agreement signed in Liberia and a new government
to be established
Exercise B:
1.F
2. T
3. T
4. F
5. F 6, T
News Item 3
The Libyan government is to make payments to the families of victims of the
bombing of Pan
Am Flight 103 over Lockerbie, Scotland, in 1988. Libya accepted responsibility for
the bombing last year.
The lifting of the sanctions does not detract from Libya's obligation to pay
$2.7 billion, or $10 million per family, in compensation for the 270 victims.
The United States imposed travel and other restrictions on Libya in the
early .1980s and added broad sanctions in 1986 after Libya was blamed for the
bombing of a disco in Berlin, Germany, that killed two U.S. servicemen and a Turkish
woman, and wounded 229, including 79 Americans.
Exercise A:
This news item is about Libya’s acceptance to make compensation for the bombing of
Pan Am flight over Lockerbie.
Exercise B:
Time of the bombing of Pan Am Flight 103 over in1988
Lockerbie
Number of victims
270
Responsibility accepted by Libyan
last year
Libya's compensation
to pay $2.7 billion or $10 million per
family
Travel and other restrictions on Libya
in the early 1980s
Added broad sanctions
in 1986
───────┘
Section Three Oral Work
Retelling
Sally was going on her first camping trip. Her husband, who was a Scout
Leader, was sick so she volunteered to take over for him one weekend. She got
everyone together and assigned different duties to each scout.
Gabby was responsible for the food supplies. Mike would be the cook during
this trip. Iohnnie was responsible for their maps and making up a time schedule. Tim
was to decide on their events, and to fit them into Johnnie's schedule. Sally would test
all their equipment before setting out.
They arrived at Big Moose Mountain and everyone was excited. They arrived
right on schedule and were getting ready for their first event -- hiking up the mountain.
They first wanted to get something to eat. Sally asked Mike if he would prepare the
meal, and Mike said he would.
About 10 minutes later he came back and told Sally, "I can't make supper. I
can't light a fire with the matches you brought."
Sally replied, "1 can't understand that. Those matches should be perfectly fine.
I tested them all just before we left."
Section Four Supplementary Exercises
"G22' Developing Nations
In September, the World Trade Organization meeting in Cancan, Mexico,
ended without an
agreement. There was strong debate about payments to farmers in developed nations.
More negotiations are planned for December in Geneva.
At Cancun, the United States had proposed that major industrial nations
reduce payments to farmers by 66 percent over five years. It also proposed they end
all agricultural subsidies* by 2015. In return, the plan called for developing nations to
lower taxes on imports and to open their markets to foreign investors.
Developing nations formed a coalition* called the Group of 22. They said rich
nations were not willing to offer enough. After the talks ended, American Trade
Representative Robert Zoellick said the United States would move toward free trade
with "can-do countries." He criticized what he called "won't-do countries."
Brazilian Foreign Minister Celso Amorim told Newsweek magazine that the
talks did not end because of agriculture. He says the meeting broke down over
demands by wealthy nations to discuss rules for government purchasing, trade
financing and competitiveness.
Brazil has been a major organizer of the group. China and India are also
members. Others
include Argentina*, Egypt, Indonesia, Mexico, Nigeria*, Pakistan and South Africa.
But the group no longer has 22 members. Last week another Latin American
country informed the others of its decision to leave. Costa Rica* joined Colombia,
Peru and El Salvador*.
Each year, rich nations spend about 300,000 million dollars on farm subsidies.
Subsidies permit nations to reduce the price of their exports. This can force down
prices on world markets.
' At Cancan, African and Caribbean* nations objected to the subsidies for
American cotton farmers. The farmers have high production costs. The government
pays them more than 3,000 million dollars a year.
The European Union pays large subsidies to keep its agricultural products
competitive. Japan places import taxes of up to 1,000 percent on foreign rice.
After Cancun, some experts say poor nations are in a better position to
negotiate. Others, like the Brazilian foreign minister, say the talks were only part of a
continuing process.
Exercise A:
The WTO Conference
Time
In September
Place
Cancun. Mexico
Issue debate
Payments to farmers in developed nations
Proposal by Major industrial nations reduce payments to farmers by
the U.S
66 percent over five years. In return, developing
nations lower taxes on imports and open their markets
to foreign investors
Exercise B:
1. A coalition called the Group of 22 is formed by developing countries.
2, Brazil is a major organizer of the group. Members include China, India, Argentina.
Egypt Indonesia, Mexico. Nigeria. Pakistan and South Africa.
3. Each year, rich nations spend about 300.000 million dollars on farm subsidies,
which permit
nations to reduce the price of their exports.
4. Japan places import taxes of up to 1,000 percent on foreign rice.
5. The meeting broke down due to demands by wealthy nations to discuss rules for
government
purchasing, trade financing and competitiveness.
Exercise C:
Your opinion
Directions: Listen to a passage and then give your opinion on the following topics.
"Each year, rich nations spend about 300,000 million dollars on farm subsidies.
Subsidies permit
nations to reduce the price of their exports. This can force down prices on world
markets."
1. Do you think rich nations should subsidize their farmers?
2. What can Chinese farmers do to compete with other countries for world market?
Unit 16
Section One
Tactics for Listening
Part 1 Phonetics-Stress, Intonation and Accent
Linda:
I love food, in general.
Kenneth: Yeah, I like food generally, also. I don't have any particular favorite food,
but I don't like hot food, I mean ...
Linda:
Spicy?
Kenneth: Uh, spicy, I mean, too much spicy food, I mean, too bitter, or sour, or
something, or too sweet ...
Linda:
You like kind of neutral ...
Kenneth: Yeah, neutral, right.
Linda:
Really? Oh, I love spicy food.
Kenneth: Oh.
Linda:
You don't like curries or anything like that?
Kenneth: I like curry, but not too much spice.
Linda:
Um, yeah, I don't like sweet things either. Japanese sweets are very sweet.
I don't like
that, no. But spicy food, yeah.
Kenneth: Yeah, too sweet things and too bitter things, I don't like. I like, I mean, in
the middle ...
neutral ...
Linda:
You're not a vegetarian, are you?
Kenneth: No, I'm not.
Linda:
Me neither.
Kenneth: Are you?
Linda:
No ... no.
Exercise
Like
Dislike
Linda
Spicy food
Sweet things
Kenneth
Not too bitter, or sour, or too sweet
Hot food or spicy food
Part 2 Prediction and Inference
A: There he is.
B: Where?
A: Over there. He's over there. Look.
B: Him!
A No, the other one. In the fawn-coloured coat.
B: Oh, that's him!
Exercise:
1. They are probably friends.
2. They are talking about a celebrity.
3. The dialogue probably takEs place at a crowded place, like a stadium or a theatre.
Section Two Listening Comprehension
Part 1 Dialogues
Dialogue 1 A Footballer
Bobby: Well, Frank, how do you feel after that?
Frank: Absolutely shattered*.
Jimmy: Come on! That was only a light day's training. You should see a hard day's
work-out*!
Frank: What! Exercises all morning, road-running this afternoon, what more can
you do?
Bobby: He's only joking, Frank. He's a bit of a slave-driver. I'll say one thing,
though. He does
everything that he asks us to do.
Frank:
I think I've probably overdone it a bit.
Jimmy: What's the matter?
Frank:
I think I've twisted* my ankle.
Jimmy: Mm, it looks a little swollen. You'd better go and see the physiotherapist*
when he comes back and get it strapped up*.
Frank: Thanks, I will. Tell me, Jimmy, how long have you been using this centre
for training'?
Jimmy: About fifteen years now, and it's beginning to show, I'm afraid. Actually, if
we go up to
Division One ...
Bobby: When we go up, you mean, boss ...
Jimmy: I said "if." There are still two matches to play and we need two points. Let's
take it step by step. As I was saying, if we get promotion, we'll have the
whole place decorated. I think we'll get some new showers put in as well. If
there's enough money, we'll even have a swimming pool installed.
Bobby:
It sounds more like a holiday camp than a training centre.
Jimmy: Very funny! And you'll have to get your hair cut before Saturday or you
won't even be able to see the ball, never mind score.
Exercise:
_T 1. Frank is exhausted. (Frank: Absolutely shattered*.)
_T 2. Frank has just finished road running. (Frank: What! Exercises all morning,
road-running
this afternoon, what more can you do?)
F 3. They are all players. (Jimmy is probably their coach. Bobby: He's only
joking, Frank.
He's a bit of a slave-driver. I'll say one thing, though. He does
everything that he asks us to do.)
T 4. Frank is probably a new comer. (He knows very little about the team.)
T 5. Frank has sprained his ankle. (Frank: I think I've twisted my ankle.)
F . 6. Frank should go to see the doctor immediately. (Jimmy: Mm, it looks a little
swollen.
You'd better go and see the physiotherapist when he comes back and get it
strapped up,)
T 7. The training centre probably looks shabby. (Jimmy: About fifteen years now,
and it's
beginning to show, I'm afraid.)
T 8. Probably there will be a match at the weekend. (Jimmy: Very funny! And
you'll have to get your hair cut before Saturday or you won't even be able to
see the ball, never mind score.)
Dialogue 2 A Pension Scheme
Young woman:
Good morning, Mr Sutton. My name's Patricia Dodd from Neptune
Life Assurance*. I...
Clive:
I'm sorry, Miss Dodd, but I don't want to waste any more of your
time. I'm really not interested in ...
Young woman: I'm not selling life insurance, if that's what you were going to say.
Clive:
Aren't you? Don't tell me you aren't trying to sell me something.
Young woman: Mr Sutton, you're self-employed, your business is expanding, but
how do yot
intend to live when you reach the age of sixty-five or seventy'?.
Clive:
I'll have sold the business by then. Isuppose that'll be my pension.
Young woman: Have you even considered contributing to a pension scheme?
Clive:
As a matter of fact, I've often thought about it, but I've never got
round to it.
Look, I'm really very busy, Now ...
Young woman: Do you realise, Mr Sutton, that at forty-five, it's your last chance to
join
before it becomes really expensive? And the government's thinking
of stopping tax relief* for pensions soon. I think it'd be a great pity if you
missed
the opportunity.
Clive:
Mm, I see. Could you quote me any rough figures?
Young woman: Yes, the most sensible thing for you would be to pay around ￡50
per month -w
that'd mean only ￡37 out of pocket, of course. You'd be fully
covered for sickness and accident, too.
Clive:
And what sort of a pension would that give me at sixty-five?
Young woman: You could look forward to a lump sum of, say, ￡18,000 and an
annual pension of about five and a half thousand pounds for life.
Clive:
I must say, the figures do sound rather attractive.
Young woman: Then you'll consider the scheme, Mr Sutton. It is in your own
interest.
Exercise:
1. B
2. B
3. D
4. C
5. C
6. C
7. A
8. B
Part 2 Passages
Passage 1 Improving Studying Results (I)
It has been proven that short bursts of concentration repeated frequently are
much more effective than one long session*. So, even if you only have 10 minutes,
DO IT. Take a break. Then study another 10 minutes. This "distributed learning"
approach is highly efficient because it honors the way the brain likes to work, The
brain needs recovery and recharging time for "protein synthesis." The rest periods are
when your brain assimilates* your effort. They are a powerful tool which many
teachers do not acknowledge. To sit and study for hours and hours is not only boring,
it creates fatigue, stress, and distraction. You cannot learn if you are fatigued, stressed,
and distracted*!
Do not study if you are tired, angry, distracted, or in a hurry. When the brain is
relaxed, it is like a sponge and it naturally absorbs data without effort. If you are
emotionally stressed, your brain literally repels data. Forcing yourself to sit and study
when your mind is on other things is a complete waste of time!
When you learn something new, try to go over the points the same day. If you
wait a few days and then make efforts to review the material, it will seem much less
familiar. However, a quick review later in the day will tend to cement the information
into your brain so that the next "official" study session, you will recognize it and it
will seem easy.
Think of the activities you did when you were in nursery school. Using your
whole arm, you
probably performed the song that goes: "Put your right hand in; Put your right hand
out." Then, in
kindergarten, using your hand, you might have been asked to draw lines or circles
with crayons*.
Later, in first grade, now holding the pencil with your fingers, you drew smaller lines
and circles to create letters. Believe it or not, this natural learning sequence, moving
from large to small, coarse to fine, still remains effective even though we are now
older. When you study, if you try first to grasp the big picture and then fill in the
details, you often have a more likely chance of success.
If you require certain elements in your environment to help you study, try to
always make these a priority. For example, do you need special lighting, silence,
music, privacy, available snacks, etc.?
Pay attention to what works for you and repeat it each time you study for best success.
Exercise A:
It is hard to define it. It may vary from person to person, and is greatly affected by
learning
environment.
Exercise B:
I.D
2. A
3. C
4. B
5. D
6. B
7. A
8. D
Exercise C:
1. You will feel fatigued, stressed, and distracted.
2. Do not study.
3. It will seem much less familiar.
4. It still remains effective.
5. You should try first to grasp the big picture.
Passage 2 Improving Studying Results (11)
It is normal for the brain to have an attrition* rate and to forget things. This
does not mean that you are stupid! Instead of getting mad about this fact, you should
expect it and deal with it accordingly. See your brain as depositing layers of
knowledge. As you place more information on top, the lower levels become older and
less available to your immediate recall. The trick here is simply to review. Since we
can anticipate the eventual fading of our memory, creating a review aspect to our
study session will solve the problem. Once every two or three study sessions, simply
review older material that you will be still needing to remember. Often, a quick
overview is sufficient. Sometimes, a complete detailed study session of the older
material is required. "Brain fade" is completely normal. (Unless you are gifted with a
photographic memory, which is extremely rare.)
Generally, if you schedule certain times of the day to study, you will get into a
routine and
accomplish more. If you just "fit it in" during your day, chances are that there will
never be any time. An effective way to do this is to literally* mark it down in your
datebook calendar as if you have an appointment, like going to the doctor. For
example: "Tuesday 3:00 - 4:30 P.M. -- Study."
One of the main reasons people do not reach their goals is because they set
them too high. If you set goals that are manageable, even if they seem too simple, you
get in the habit of accomplishing them and gradually you can set higher goals. Also,
recognize the difference between long-term and short-term goals. Set your vision on
the long-term dream, but your day-to-day activity should be focused exclusively* on
the short-term, enabling steps.
Ironically, the quicker the person's nervous system, the faster they learn. Yet,
this fast nervous system also works overtime in being self-critical. So they are the
ones who always think they aren't going fast enough! In contrast, the "Type B" less
intense person who learns slower yet is more self-accepting, ends up ultimately
learning the material in a shorter period of time. This is because he/she doesn't waste
energy blocking, getting upset, and thinking that they're not good enough – they
simply keep moving forward at a slower (but unblocked) pace.
Exercise A:
The smartest is in your 20's and a man's memory begins to fade around 30.
Exercise B:
1. C
2. D
3. B
4. B
5. A
6. B
7. A
8. C
Exercise C:
1. Creating a review aspect to our study session will solve the problem.
2. An effective way to do this is to literally mark it down in your datebook calendar.
3. For example, like going to see the doctor on Tuesday 3:00 - 4:30 P.M.-- Study.
4. If you set goals that are manageable, even if they seem too simple, you'd better get
in the habit of accomplishing them, and gradually you can set higher goals.
5. This is because he/she doesn't waste energy blocking, getting upset, and thinking
that they are
not good enough.
Part 3 News
News Item I
New applications for U.S. mortgages jumped last week, as interest rates on
30-year mortgages* averaged below 6 percent for the first time since mid-April.
The Mortgage Bankers Association said its seasonally adjusted market index,
a measure of mortgage activity, climbed for the week ended July 2 by 19.5 percent to
687, its highest level in
nearly two months, from the previous week's 575.
Thirty-year mortgage rates, excluding fees, averaged 5.96 percent, down
0.25 percentage point from the previous week's 6.21 percent.
Exercise A:
This news item is about interest rates on 30-year mortagees averaged below 6
percent for the first time since mid-April in the U.S.
Exercise B:
New applications for U.S. mortgages jumped last week, as interest rates
on 30-year mortgages averaged below 6 percent for the first time since mid-April.
The Mortgage Bankers Association said its seasonally adjusted market
index, a measure of mortgage activity, climbed for the week ended July 2 by 19.5
percent to 687, its highest level in nearly two months, from the previous week's 575.
Thirty-year mortgage rates, excluding fees, averaged 5.96 percent, down
0.25 percentage point from the previous week's 6.21 percent.
News Item 2
Energy giant Total's subsidiary* has shut down oil and gas production in
Nigeria in the face of a threatened labor strike that raised management fears for the
"safety of life and property."
Elf Nigeria, subsidiary of Franco-Belgian owned Total, closed
production of the 235,000 barrels of oil and 187 million cubic feet of natural gas it
normally produces each day.
The shutdown accounts for* roughly l0 percent of Nigeria's total
production of 2.5 million barrels a day.
Nigeria is the world's seventh-largest exporter and the fifth-biggest
source of U.S. oil imports. It is Africa's largest oil exporter.
The Elf Nigeria spokesman said the unusual, "precautionary*" shutdown
began Friday to "avoid any damage to life and property" including sabotage* to
equipment. Suspension* would last indefinitely.
Exercise A:
This news item is about a shutdown of oil and gas production in Nigeria.
Exercise B:
1. Energy giant Total's subsidiary has shut down oil and gas production in
Nigeria in the face of a threatened labor strike.
2. Elf Nigeria closed production of the 235,000 barrels of oil and 187 million
cubic feet of natural gas it normally produces each day.
3. Nigeria is the world's seventh-largest exporter and the fifth-biggest source of
U.S. oil imports. It is Africa's largest oil exporter.
4. The unusual, "precautionary" shutdown began Friday to "avoid any damage to
life and property" including sabotage to equipment.
5. No, suspension would last indefinitely.
News Item 3
The United Nations Security Council has approved a United States
supported resolution that opens Iraq's new governing council. The measure also
welcomes a UN aid operation in Iraq. The council voted 14 to 0 on Thursday to
approve the resolution. Syria did not vote after failing to gain more time to consider
changes in the resolution. The resolution comes almost 5 months after the Security
Council refused to approve the United States-led war in Iraq. The United States
reached the agreement with 4 other permanent Security Council members about the
wording of the Thursday resolution. Russia, China, Britain and France agreed to the
measure before it was presented to the 10 non-permanent council members,
Exercise A:
This news item is about the UN's approval of a United States supported
resolution.
Exercise B:
1.T
2, F
3. F
4. T
5. F
6. T
Section Three Oral Work
Retelling
Speed in the Supermarket
An American housewife was pushing her basket of shopping through a
supermarket with one hand. With her other hand she was holding on to her small
children. She arrived at the checkout counter and thought: "Now another 20 minutes."
But her hill was ready in 20 seconds.
Twenty seconds? Yes. A~new machine is helping customers in a hurry.
An electronic system "reads" a small stamp of black and white lines on each tin, box
or bottle. These little lines give the computer all the information it needs -- the kind of
product, the price and the tax. The girl at the counter simply moves the groceries
along in front of the "eye" of the machine. And the bill is ready in no time.
Most people are very pleased with this new idea. The machines -- now in
20 supermarkets in the United States -- save a lot of time and money. And they don't
make as many mistakes as people. Some shoppers, however, are complaining. They
can't read the price of the food on a tin when all they can see is little black and white
lines. The prices are on the shelves but they want them on each tin. Many people
aren't sure that machines are honest shopkeepers! The new machines are very
expensive. But everyone, even these worded shoppers, will be happy if, in the end,
they bring food prices down.
Section Four Supplementary Exercises
Tuskegee Airmen
There was a little fog near the ground. But the sky was clear. The
airplanes flew into the air. It was only a few minutes before the planes were flying
over the Mediterranean Sea. The sea was calm, and very blue. It was July 1st, 1943.
The planes were part of the United States Army Air Forces, the 99th
Pursuit Squadron*. They were responsible for guarding bomber airplanes travelling to
Italy.
The pilots tested their guns. When they were satisfied that their guns
were in firing condition, they flew the planes into position to guard the bombers. At
the target area, the bombers began to unload their bombs. Clouds of smoke rose from
the explosions.
A group of enemy fighters immediately appeared to attack the bomber
planes. The enemy airplanes flew near. The pilots of the 99th attacked them. In the
battle that followed, the men of the 99th gained their first victory.
Lieutenant* Charles B. Hall shot down a German airplane. He said it
was the first time he had seen the enemy close enough to shoot at. He saw two
German airplanes following the bombers just after the bombs were dropped.
Charles Hall won the Distinguished Flying Cross for his service that day.
He and the other pilots of the 99th Pursuit Squadron had come a long way from
Tuskegee, Alabama, to fight that battle.
The Tuskegee airmen took part in the most famous battles in Italy. These
included the battles over the Monte Cassino monastery* between Rome and Naples
and the invasions of Salerno* and Anzio. At Anzio, in January of 1944, the pilots of
the 99th squadron shot down eighteen enemy airplanes. Their performance earned
them two awards. And, their record led the Army Air Forces to decide to use more
black pilots in the war.
The Tuskegee airmen guarded bomber airplanes. They destroyed more
than 100 enemy air-planes in the air and 150 others on the ground. They flew more
than 200 combat flights in Germany in 1945. Not one allied bomber fell to enemy
fighters when guarded by the Tuskegee airmen. They were considered the best at their
job.
996 black pilots were trained at Tuskegee Airfield before World War Il
ended. For black Americans during World War II, the Tuskegee airmen represented
both honor and inequality. 85 of them won the Distinguished Flying Cross during the
war. Yet their separation from white troops was a powerful sign of the racial policies
of the military.
Back in civilian life, many of the Tuskegee airmen became lawyers,
doctors, judges, congressmen and mayors. Their fighting spirit had helped them
survive battles and unequal treatment. At home, their continued fighting spirit helped
lead the way to civil rights progress in the United States.
Exercise A:
1. What is the 99th Pursuit Squadron?
It is part of the United States Army Air Forces during World War I1.
2. What was the task of the 99th Pursuit Squadron?
Its task was to guard bomber airplanes.
3. Where did the pilots of the 99th Pursuit Squadron come from?
They came from Tuskegee. Alabama.
4. What are they proud of?.
Not one allied bomber fell to enemy fighters when guarded by the Tuskegee
airmen.
5. How many Tuskegee airmen were awarded during the war?
85 won the Distinguished Flying Cross.
6. Was there any racial discrimination in the army? How do you know it?
Yes. there was. The Tuskegee airmen were separated from the white troops.
7. What did they do when they were back in civilian life?
Back in civilian life. many of them became lawyers, doctors, judges,
congressmen and mayors.
Exercise B:
1. Before World War Il ended 996 black pilots were trained at Tuskegee Airfield.
2. The men of the 99th Pursuit Squadron gained their first victory in July 1st.
1943.
3. The Tuskegee airmen took part in the most famous battles in Italy. At Anzio,
in January of 1944
the pilots of the 99th squadron shot down eighteen enemy airplanes.
4. During the war, they destroyed more than 100 enemy airplanes in the air and
150 others on the ground.
5. They flew more than 200 combat flights in Germany in 1945.
Exercise C:
Your opinion
Directions: Listen to the passage again and then give your opinion on the
following topics.
"Back in civilian life, many of the Tuskegee airmen became lawyers, doctors,
judges, congressmen and mayors. Their fighting spirit had helped them survive battles
and unequal treatment. At home, their continued fighting spirit helped lead the way to
civil rights progress in the United States."
1.Do you admire war heroes?
2.Do you think their fighting spirit still has some significance today?