第四节 听力理解专项训练
Exercise One
SECTION A MINI-LECTURE
In this section you will hear a mini-lecture. You will hear the
lecture ONCE ONLY. While listening, take notes on the important
points. Your notes will not be marked, but you will need them to
complete a gap-filling task on ANSWER SHEET ONE after the minilecture. Use the blank sheet for note-taking.
Now listen to the mini-lecture.
What is a port city?
As a center of land-sea exchange, a major source of livelihood, a
major force for cultural (1) , the port cities have many different
points with other kinds of cities:
Ⅰ. Port and harbour
1) Harbour is a physical concept, a (2) for ships;
2) Port is an economic concept, a center of (3) .
Ⅱ. Port cities and non-port cities
Many of the world's biggest cities, for example, London, New York,
Shanghai, Istanbul, Buenos Aires, Tokyo, Jakarta, Calcutta,
Philadelphia and (4) began as ports.
Ⅲ. Port functions
The most important functions of port are making a city (5) . In
it races, cultures, (6) , as well as goods from a variety of places,
jostle, mix and enrich each other and the life of the city.
Ⅳ. Transformed sea port
Sea ports have been transformed by the advent of powered vessels
so many formerly important ports have become economically and
physically (7) as a result.
Ⅴ. Basic function of the port cities
(8) the city is port cities' basic function. For example,
Shanghai, did most of its trade with other Chinese ports and inland
cities. Calcutta traded mainly with other parts of India and so on.
Ⅵ. Other activities
No city can be simply a port but must be involved in a variety of
other activities, and a city may still be regarded as a port city
when it becomes involved in a great range of functions not
immediately involved with ships (9) .
Ⅶ. The location of the chief commercial and administrative
center in port cities
Cities which began as ports retain the chief commercial and
administrative center of the city close to (10) .
Now, you have 2 minutes to check your notes, and then complete
the gap-filling task on Answer Sheet One in 10 minutes.
In Sections B and C you will hear everything ONCE ONLY. Listen
carefully and then answer the questions that follow. Mark the correct
answer to each question on your colored answer sheet.
SECTION B INTERVIEW
Questions 1 to 5 are based on an interview. At the end of the
interview you will be given 10 seconds to answer each of the
following five questions.
Now listen to the interview.
1. When an employee joins a union, according to Jim Thayer, the
employee ______.
A) becomes more independent
B) becomes his or her own bargaining agent
C) becomes a captive
D) becomes worried about having bargaining agents
2. Jim Thayer believes that when you work for a small business
which is non-union, you ______.
A) find that your freedom is greatly reduced
B) have a higher degree of freedom
C) lose your freedom
D) become more dependent
3. According to Jim Thayer, you absolutely lose your freedom
______.
A) when you go to work for a small business that is non-union
B) when you are able to negotiate one-to-one
C) when you become a captive to any big organization
D) when you become a captive to any small business
4. According to Jim Thayer, the main thing that leads to employee
satisfaction is ______.
A) having a good salary and numerous fringes benefits
B) the feeling of being important in an organization
C) having the opportunity to discuss personal problems with the
president of the organization
D) understanding this materialistic economy and rolling with it
5. Jim Thayer believes that people in business should worry more
about what services they are providing and less about ______.
A) whether their employees are satisfied or not
B) what kind of problems their employees have
C) how much they are going to make
D) what kind of difficulties they have in their work
SECTION C NEWS BROADCAST
Question 6 is based on the following news. At the end of the news
item, you will be given I6 seconds to answer the question.
Now listen to the News.
6. What does the World Bank president think can help to bring
peace to the world?
A) Rich and poor countries unite together.
B) To improve equity and social justice.
C) Everybody can make 2 dollars a day.
D) People in rich countries pay more tax.
Questions 7 and 8 are based on the following news. At the end of
the news item, you will be given 10 seconds to answer each of the
following questions.
Now listen to the News.
7. What do Americans mainly do on Internet?
A) Purchase new products.
B) Watch movies.
C) Personal communication and research.
D) To interpret other people's information.
8. According to the report, what is the main concern of the
online consumers?
A) Information security.
B) Price of the product.
C) If they can buy the right product.
D) If the transaction can be settled quickly.
Questions 9 and 10 are based on the following news. At the end of
the news item, you will be given 10 seconds to answer each of the
following questions.
Now listen to the News.
9. Rabbi Michael Strassfeld says that one should be grateful
______.
A) when everything goes smoothly B) when the sun stands still
C) for people's appreciation D) for everyday aspects of life
10. When a traditional Jew blesses God as "the true Judge" at
hearing someone's death, he ______.
A) is acknowledging that death is part of life
B) is happy that his enemy finally died
C) thinks that death is a blessing
D) God is good to that person
Exercise Two
SECTION A MINI-LECTURE
In this section you will hear a mini-lecture. You will hear the
lecture ONCE ONLY While listening, take notes on the important points.
Your notes will not be marked, but you will need them to complete a
gap-filling task on ANSWER SHEET ONE after the mini-lecture. Use the
blank sheet for note-taking.
Now listen to the mini-lecture.
The Commercialisation of Science and Technology
Science and technology and the role of commercialisation in that
area are very interesting question. And it's an issue which is going
to be increasingly important, world wide.
Ⅰ. an overview of the relationship between science & technology
and research development & innovation:
1) Science--which is done to (1) new basic knowledge.
Generally, that's done in the universities, the governmentfunded (2) and larger international companies.
2) Technology--to do with the (3) of science.
It turns scientific discoveries into a useful product, or a
useful service.
3) Research, development and innovation are (4) :
A. Research--closely related to basic sciences.
B. Development-- the process of taking the (5) scientific idea or
item and running it through to the development of products and
services.
C. Innovation--putting the (6) into the market place.
Ⅱ. problems in commercialisation of technology:
1) The first one--not getting enough funding to develop
scientific ideas into useful products and services;
2) Another one--only 1/10 ideas taken to the final (7)
3) The third one--Most people cannot guarantee a (8) return on
their investment.
Ⅲ. companies and (9) ideas:
1) Because of various reasons, the technology would likely become
outmoded;
2) Some companies (10) other specialized individuals or
organisations to do research on their behalf;
3) Governments need to encourage and facilitate the interaction
of the domestic firms with overseas companies.
Now, you have 2 minutes to check your notes, and then complete
the gap-filling task on Answer Sheet One in 10 minutes.
In Sections B and C you will hear everything ONCE ONLY Listen
carefully and then answer the questions that follow. Mark the correct
answer to each question on your colored answer sheet.
SECTION B INTERVIEW
Questions 1 to 5 are based on an interview. At the end of the
interview you will be given 10 seconds to answer each of the
following five questions.
Now listen to the interview.
1. Mike Donahue admitted that TV news could have affected
people's reactions because ______.
A) it is more detailed than that the same report in a newspaper
B) the TV stations have more staff known to the viewers
C) the TV stations have different kinds of people
D) it involves more people and is more objective
2. According to Mike Donahue, how do the TV news reporters avoid
prejudices?
A) Raise their eyebrows. B) Interpret the words on the script.
C) Be not affected by anything on the script. D) Be enthusiastic
about the exciting stories.
3. Mike pointed out that any unusual voice inflection he might
give to certain sentences would be ______.
A) more of a reaction than an interpretation B) more of an
interpretation than a reaction
C) more deliberate than accidental D) more expressive than
accidental
4. According to Mike Donahue, it would be ______ for a TV news
reporter to express his or her own biases in a news report.
A) all right B) wrong C) natural D) objective
5. What does Mike Donahue view his job role?
A) Being an entertainer. B) Being a versatile.
C) Being a celebrity. D) Being informative.
SECTION C NEWS BROADCAST
Questions 6 to 8 are based on the following news. At the end of
the news item, you will be given 10 seconds to answer each of the
following questions.
Now listen to the news.
6. How do the scientists measure the pitch?
A) According to the movement and vibrations of hot gasses.
B) The trade winds blow on Earth.
C) The rivers.
D) The sound travel through the space.
7. We should ______ when we want to glimpse inside the sun.
A) answer questions about its temperature B) translate the sounds
into images
C) know how gases inside ebb and flow D) measure the pitch
8. What did they find out?
A) An equatorial belt of faster moving material. B) The solar
sound.
C) A sun orbiting satellite. D) Another planet.
Questions 9 and 10 are based on the following news. At the end of
the news item, you will be given 10 seconds to answer each of the
following questions.
Now listen to the news.
9. Which sound can be thought as dolphin's words?
A) Its bark. B) Its clicks. C) Its whistle. D) Its crying.
10. Who is Doctor Dolittle?
A) Maui. B) Ken Marten.
C) A puppet dolphin. D) Person.
Exercise Three
SECTION A MINI-LECTURE
In this section you will hear a mini-lecture. You will hear the
lecture ONCE ONLY. While listening, take notes on the important
points. Your notes will not be marked, but you will need them to
complete a gap-filling task on ANSWER SHEET ONE after the minilecture. Use the blank sheet for note-taking.
Now listen to the mini-lecture.
My Joy in Teaching and Learning
I have been engaged in teaching Intensive Reading Course to PhD
(1) of Science and Technology in Sichuan University. I started from
scratch, from widereading and careful selection, to (2) a text book
and write a guide for Doctorate Intensive Reading. Many of the texts
are selected from Nobel (3) whose speeches give a wide scope of their
fields as well as a wonderful summary of their painstaking efforts
leading to success. They are academically keen andalert. With many (4)
of disciplined trainings, they have built up an (5) and synthetic
mind, some still holding a very good memory. They are ambitious to (6)
English to speak in the international science conference for our
motherland. They are eager to (7) their knowledge, skills, youth and
wisdom to China's giant strides in the Twenty-first century. In my
first lecture, I introduced Francis Bacon' famous aphorism: " (8)
makes a full man; conference a ready man; and (9) an exact man." I
also added a line, " Listening makes a wise man. With a high
demanding, with conscientious work, with the (10) Nobel Laureate' s
speeches, with proper teaching and learning methods, they have really
made dramatic progress.
Now, you have 2 minutes to check your notes, and then complete
the gap-filling task on Answer Sheet One in 10 minutes.
In Sections B and C you will hear everything ONCE ONLY Listen
carefully and then answer the questions that follow. Mark the correct
answer to each question on your answer sheet.
SECTION B INTERVIEW
Questions 1 to 5 are based on a interview. At the end of the
conversation you will be given 10 seconds to answer each of the
following the questions.
Now listen to the interview.
1. Debbie Milk said that TV is a medium ______.
A) that gives kids a lot of good information
B) that teaches kids to be passive
C) that gets kids so excited they literally come out of their
chairs
D) that gets kids so fascinated they are concentrated
2. Debbie said that he uses a number of educational films ______.
A) in a class he teaches on history B) in a class he teaches on
minorities
C) in a class he teaches on ancient civilization D) in a class he
teaches on Indian cultures
3. According to Debbie, when he shows films in class, the kids
always seem to ______.
A) miss the really important points B) catch the really important
points
C) understand the really important points D) take in the detailed
information
4. According to Debbie Miller, the most difficult problem for a
teacher is ______.
A) trying to deal with a group of kids crowing around your desk
between class periods
B) having a kid in your class who sits in the corner of the room
and never opens his or her mouth
C) having so many students and not being able to do enough for
them
D) trying to get the students' affection
5. Debbie pointed out that because there are so many students in
his class, the ones that get most of his attention are ______.
A) the really bright kids who don't cause problems in class
B) the kids who sit at the back of the room and don't open their
mouths
C) the kids who have trouble and cause problems in class
D) the kids who are absent-minded in class
SECTION C NEWS BROADCAST
Questions 6 and 7 are based on the following news. At the end of
the news item, you will be given 10 seconds to answer each of the
following questions.
Now listen to the news.
6. What is Sesame Street?
A) A place that sells sesame. B) A place familiar to children.
C) A place with all kinds of funny things. D) A place we can get
lessons.
7. Were there any sesame streets in 1969?
A) Yes, they taught Children. B) No, they were imaginary.
C) Yes, they were in the South Africa. D) No, they were in the
future.
Questions 8 and 9 are based on the following news. At the end of
the news item, you will be given 10 seconds to answer each of the
following questions.
Now listen to the news.
8. Peaks and valleys in the Sierra de Aracena are rich in ______.
A) forests of chestnuts and cork oaks B) wild flowers
C) meadows D) birds and insects
9. To explore this region, yon are guaranteed ______.
A) natural beautiful highlands B) mysterious legends and hidden
treasures
C) space, tranquility and welcomes D) old-fashioned humane
lifestyle
Question 10 is based on the following news. At the end of the
news item, you will be given 10 seconds to answer the question.
Now listen to the news.
10. What is the passage primarily concerned with?
A) The study of Emu oil. B) The use of Emu oil.
C) The effect of Emu oil. D) Neither of above choices.
参考答案及录音原文
Exercise One
SECTION A
1. mixing 2. shelter 3. land-sea exchange 4. San Francisco 5.
cosmopolitan
6. and idea 7. less accessible 8. or docks 9. or docks 10. the
waterfront
SECTION B
1. C 2. B 3. C 4. B 5. C
SECTION C
6. B 7. C 8. A 9. D 10. A
录音原文
SECTION A MINI-LECTURE
What is a port city?
Hello, everyone. In today's lecture I'd like to talk something
about the port city. Just as we all know, the port city provides a
fascinating and rich understanding of the movement of people and
goods around the world. We understand a port as a center of land-sea
exchange, and as a major source of livelihood and a major force for
cultural mixing. But do ports all produce a range of common urban
characteristics which justify classifying port cities together under
a single generic label? Do they have enough in common to warrant
distinguishing them from other kinds cities.
The following are some points about that:
First of all, a port must be distinguished from a harbour. They
are two very different things. Most ports have poor harbours, and
many fine harbours see few ships. Harbour is a physical concept, a
shelter for ships; port is an economic concept, a center of land-sea
exchange which requires good access to a hinterland even more than a
sea-linked foreland. It is handward access, which is productive of
goods for export and which demands imports, that is critical. Poor
harbours can be improved with breakwaters and dredging if there is a
demand for a port. Madras and Colombo are examples of harbours
expensively improved by enlarging, dredging and building breakwaters.
Port cities become industrial, financial and service centers and
political capitals because of their water connections and the urban
concentration which arises there and later draws to it railways,
highways and air routes. Water transport means cheap access, the
chief basis of all port cities. Many of the world's biggest cities,
for example, London, New York, Shanghai, Istanbul, Buenos Aires,
Tokyo, Jakarta, Calcutta, Philadelphia and San Francisco began as
ports--that is, with land-sea exchange as their major function--but
they have since grown disproportionately in other respects so that
their port functions are no longer dominant. They remain different
kinds of places from non-port cities and their port functions account
for that difference.
Port functions, more than anything else, make a city cosmopolitan.
A port city is open to the world. In it races, cultures, and idea, as
will as goods from a variety of places, jostle, mix and enrich each
other and the life of the city. The smell of the sea and the harbour,
the sound of boat whistles or the moving tides are symbols of their
multiple links with a wide world, samples of which are present in
microcosm within their own urban areas.
Sea ports have been transformed by the advent of powered vessels,
whose size and draught have increased. Many formerly important ports
have become economically and physically less accessible as a result.
By-passed by most of their former enriching flow of exchange, they
have become cultural and economic backwaters or have acquired the
character of museums of the past. Examples of these are Charleston,
Salem, Bristol, Plymouth, Surat, Galle, Melaka, Suzhou chow, and a
long list of earlier prominent port cities in Southeast Asia, Africa
and Latin America.
Much domestic port trade has not been recorded. What evidence we
have suggests that domestic trade was greater at all periods than
external trade. Shanghai, for example, did most of its trade with
other Chinese ports and inland cities. Calcutta traded mainly with
other parts of India and so on. Most of any city's population is
engaged in providing goods and services for the city itself. Trade
outside the city is its basic function. But each basic worker
requires food, housing, clothing and other such services. Estimates
of the ratio of basic to service workers range from 1:4 to 1:8.
No city can be simply a port but must be involved in a variety of
other activities. The port function of the city draws to it raw
materials and distributes them in many other forms. Ports take
advantage of the need for breaking up the bulk material where water
and land transport meet and where loading and unloading costs can be
minimized by refining raw materials or turning them into finished
goods. The major examples here are oil refining and ore refining,
which are commonly located at ports. It is not easy to draw a line
around what is and is not a port function. All ports handle, unload,
sort, alter, process, repack, and reship most of what they receive. A
city may still be regarded as a port city when it becomes involved in
a great range of functions not immediately involved with ships or
docks.
Cities which began as ports retain the chief commercial and
administrative center of the city close to the waterfront. The center
of New York is in lower Manhattan between two river mouths, the City
of London is on the Thames, Shanghai along the Bund. This proximity
to water is also tree of Boston, Philadelphia, Bombay, Calcutta,
Madras, Singapore, Bangkok, Hong Kong and Yokohama, where the
commercial, financial, and administrative centers are still grouped
around their harbours even though each city has expanded into a
metropolis. Even a casual visitor cannot mistake them as anything but
port cities.
Now you have 2 minutes to check your notes, and then complete the
gap-filling task on Answer Sheet One in 10 minutes.
In Sections B and C you will hear everything ONCE ONLY Listen
carefully and then answer the questions that follow. Mark the correct
answer to each question on your colored answer sheet.
SECTION B INTERVIEW
Questions 1 to 5 are based o, an interview. At the end of the
interview you will be given 10 seconds to answer each of the
following five questions.
Now listen to the interview.
Thayer: Well, I think that.., probably, the.., uh... speaking of it
from an employer's standpoint,
the easiest thing for an employer to do would be to join a
union. Now this might seem?
Interviewer: From an employer's.., uh...
Thayer:
From an employer's standpoint. The reason is that you
have the security of never having
to worry about having employees. Uh... you'd be meeting
a?
Interviewer: Uh-huh?
Thayer:
... a certain criteria because the unions set the
criteria for the people that work-their
salaries, their fringe benefits, and so on.
Interviewer: And you...you probably have one outfit to deal with,
rather that...
Thayer:
That's correct. So you -- from the employee standpoint,
of course, you have the problem
that the employee is...is captive to a set of criteria...
Interviewer: Uh-huh.
Thayer:
... and his freedom is greatly reduced because of the
fact that...that his bargaining agent
is someone else-- it's not himself.
Interviewer: He's no longer in an individual-to-employer situation...
Thayer:
That is correct.
Interviewer: Is it a trade-off...uh...to a certain extent? I mean,
uh...
Thayer:
Well, my feeling is...one of the nice things about
working for a small business which
is non-union, you have a higher degree of freedom. And
that it's much easier from the
employee's standpoint...uh...to be able to negotiate
one-to-one, than to work through a
shop steward, or...or a union agent that tells you what
you're going to do...
Interviewer: Uh-huh...
Thayer:
And so,...uh...that's one of the great advantages of a
small business--because most of
them are non-union, and they have survived in the
country...
Interviewer: ...and...and it's those people that are
really independent that have made this country too.
But when you become a captive to any big organization-whether it's a corporation, a
union or a government--you just absolutely lose your
freedom.
Interviewer: What are some of the factors that...uh...you feel, on
this one-to-one kind of basis, lead to
employee satisfaction? Uh...
Thayer:
Interviewer:
Thayer:
Interviewer:
Thayer:
Interviewer:
Thayer:
Interviewer:
Thayer:
Interviewer:
Thayer:
Interviewer:
Thayer:
Interviewer:
Thayer:
Well, the main...the main thing, I think, is being
identified in...in an organization
that...that you are important. And...uh...uh...each
individual...uh...uh...in a company of-like...like, I go through uh...every so ...often ... and.
just jot what everybody's doing, and
make sure that I've got them placed properly. It's a
very informal method, but just
So, you know what everybody's doing ...
That's right.
In part, what you seem to be saying is that ... uh ... a
lot of the job satisfaction has to do
with ... uh ... recognition ... uh ...
Right. And ? and the leadership in the company.
Uh-hm ...
I mean, people have to be proud of that particular
company, or they just won't stick around.
Loyalty or identification with the purposed of...
You-- it goes both ways. And...and one of the biggest
struggles is to make sure that...that you are aware of
all the problems--individual problems--that people are
having, and sit down with them. Like, I sat down with
one lady this morning whose husband may have to have
open-heart surgery. And i spent maybe ten minutes or
fifteen minutes with her discussing the options
and...uh....the problems. And...uh and...uh...this is
her...this is her major problem right now. So...
Her main concern, and that, essentially, is a personal
kind of problem...
That's right...
...and yet you...
But you can do that in a small company!
There is this traditional image around the world--the
typical success story in America.
Is that success...uh...that image...uh...still as true
today as it was. Let's say, twenty or thirty years ago?
I think, probably, more so--because it's more selective
in ... in ... in people's imagination in order to
succeed. You really have to--even in a small business,
you have to have a broader base, a more liberal arts
education, I think, to understand, and then roll with it.
And I think that most cases in this materialistic-type
activity economy, that we're always worrying about how
much we are going to make--and basically, you are going
to come out all right if you worry on what services you
are providing.
SECTION C NEWS BROADCAST
News Item One (For Question 6)
World Bank president James Wolfensohn Thursday said there won't
be peace in the world until the widening income gap between rich and
poor is narrowed. Mr. Wolfensohn spoke at a forum on the
effectiveness of foreign assistance at Washington's Johns Hopkins
University.
Mr. Wolfensohn says in the aftermath of September 11, there is a
growing recognition that poverty is a cause of violent conflict.
Arguing that rich and poor countries are united in striving to
eradicate poverty, the World Bank president said the world won't be
peaceful until something is done to improve equity and social justice.
News Item Two (For Questions 7 and 8)
Host: In New York today, a prestigious business research group
announced the results of the first ever Consumer Internet Barometer,
a survey that assesses what Americans do online. Since the Internet
came into the mainstream, the number of people accessing it has grown
exponentially.
Today, nearly 150 million people use it in the United States
alone. But what are all of these people doing in cyber-space?
Lynn Franco of the Conference Board, the New York-based center
for business research that carried out the survey, says the first
report yields a clear answer.
Voice: The main driver to the Internet really is personal
communication and personal research. Those are the top two reasons
why people use the Internet.
Host: Ms. Franco says that much of the research people do leads
to online purchases, which continue to increase. More consumers than
ever are shopping on the information highway--but, she says, not
without reservations.
Voice: Almost two thirds of all consumers have been online, and
you know that only a third have never gone online. And that while we
see an increase in the level of satisfaction now among users, trust
is really a hovering at a low rate, and still remains an issue.
Host: Online consumers remain concerned that their transactions
and personal information might be intercepted by a malicious third
party. Still, Ms. Franco says, the percentage of consumers spending
more than $250 online per quarter is up three percent from last year.
The Consumer Internet Barometer is based on a survey of 10,000 U.S.
households, and will be published quarterly.
News Item Three (For Questions 9 and 10)
Host: Every language has a phrase for "thank yous"--sentiment
children everywhere are encouraged by their parents to express easily
and often.
Every religion has a special way to say "thank yous" brachot.
In addition to "thank you" blessings gives thanks for the smooth
functioning of the human body.
Michael Strassfeld is the rabbi of the Society for the
Advancement of Judaism in New York and the author of recently A book
of Life: Embracing Judaism as A Spiritual Practice.
Voice: Being Grateful I think makes us aware or reminds us of the
blessings of our lives. It reflects a sense of how important it is to
go through life and go through every day really appreciating the
miracles of every day. And I don't think it's about making the sun
stand still as it were or dividing the Red Sea, but really just the
everyday aspects of life, for nature and beauty and relationships.
All those things we enjoy every day, but often we forget about.
Host: Rabbi Strassfeld says that traditional Jews also thank God
at painful moments. When one hears of a death, for example, one
blesses God as "the true Judge".
Voice: And it's a way of expressing an acknowledgment that death
is also part of life. It doesn't mean that death is a blessing or
that that person is better off, but it just really understands that
everything in life is part of life, and that everything from a
traditional viewpoint is created by
God. So all of life is part of that. Blessing and gratitude
allows you to emphasize or to focus
more on the good things and to put the difficult things in the
broader perspective.
Exercise Two
参考答案
SECTION A
1. generate 2. research centers 3. application 4. aligned 5.
basic
6. product and service 7. production stage 8. profitable 9.
research 10. pay
SECTION B
1.B 2. C 3. A 4. B 5. D
SECTION C
6. A 7. B 8. A 9. C 10. B
录音原文
SECTION A MINI-LECTURE
The Commercialisation of Science and Technology
Good morning, everyone. I'd like to welcome you all to our series
of lectures on "Excellence in Science" and I must say, judging by the
numbers of you in the audience out there, this is the most popular
lecture we have had all year! So rather than take up any more of your
time, I'd like to introduce my own topic "The Commercialisation of
Science and Technology" Science and technology and the role of
commercialisation in that area are very interesting question. And
it's an issue which is going to be increasingly important, world wide.
Let me just begin by giving you an overview of the relationship
between science and technology and research development and
innovation. These are terms which people often use as if they mean
the same thing. Essentially, science is that which is done to
generate new basic knowledge, knowledge in areas where nobody has
previously researched. Generally, that's done in the universities and
the government funded research centers, of one sort or another. The
larger international companies also do some of that, their own
research I mean. Technology is really to do with the application of
science.
It turns scientific discoveries into a useful product, or a
useful service. If ! may compare scientific and technology, I could
say that science provides the fundamental knowledge that explains a
phenomenon, whereas technology takes that understanding and
transforms it into a useful thing. It's very much like a pendulum and
a click. The pendulum is the part of a clock whose movement, back and
forth, makes a clock work. The click is the useful product that has a
function of telling the time. Therefore, science can be compared to
that swinging motion within the clock and technology is the total
object--the clock. That's the sort of difference you're looking at.
Research, development and innovation are aligned, in that
research is closely related to basic sciences. Development is the
process of taking the basic scientific idea or item and running it
through to the development of products and services, Innovation is
really about putting that product and service into the market place.
So innovation is about the creation of a new of ideas and products
and a new set of ways of delivering them.
Now in terms of commercialisation of technology, the most
important thing nowadays is the difficulty that countries have with
funding. That is, getting enough money with which to develop
scientific ideas into useful products and services. It's very
expensive. For every dollar you spend on basic research, it costs a
company $10 in development and another $10 in marketing. Many
companies today just cannot afford that.
The other thing of course, is for every profitable research idea,
there' an average of nine ideas that come to nothing. So, only one
out often is taken to the final production stage. I'll stop here to
answer a question asked by some people who would like to know what
happens to all of those so-called "unsuccessful" ideas.
Yes, it's a continuing problem. Most of them are, of course, lost
forever. A dew may eventually reach the production stage through the
persistent efforts of interested individuals but this requires a
great deal of time and finance on the part of the inventor, or owner
of the idea. Most people, however, just don't have enough resources
to invest in a product that cannot guarantee a profitable return on
their investment. No more questions? OK. Now, returning to my last
point about companies and research ideas. Many ideas look wonderful
on paper but they are often impossible to utilize in an inexpensive
enough manner, or, having done so, the product doesn't really work,
or it's unacceptable for various reasons. So before too long, the
technology becomes outmoded, it becomes old technology? like record
players. For example, you don't see companies today investing money
in, record players do you? Why bother? I imagine that in the not too
distant future, young people won't even know what a record is. At
present, there seems to be a movement in the commercialisation of
research and development towards the need for companies, large and
small, to subcontract. That is, companies pay other specialized
individuals or organisations to do research on their behalf. It's
becoming the practical solution. It's only the very large companies
who still retain their own research and development units. So
occasionally, there's a situation where a company has to
commercialise but can't do it alone. It has to get help. Sometimes,
this help may come from smaller company, or, what's happening more
often these days, companies turn to universities and ask them for
assistance with the development of new technologies. You find that's
a world wide movement. It happens in Europe, the United States, Asia,
Austria, wherever. It's important that governments understand the
need to continuously research and develop, and governments should be
aware of this need for domestic companies to work closely with firms
overseas. The reality is on an international scale, if a company
wants to be part of an international movement, governments need to
encourage and facilitate the interaction of the domestic firm with
its overseas counterparts. This doesn't always happen because of the
huge costs involved in doing so.
However, it's an exciting period, a very, very exciting period
for science and technology. Now, returning to my point about the need
for further research and development it seems to me
Now, you have 2 minutes to check your notes, and then complete
the gap-filling task on Answer Sheet One in 10 minutes.
In Sections B and C you will hear everything ONCE ONLY Listen
carefully and then answer the questions that follow. Mark the correct
answer to each question on your colored answer sheet.
SECTION B INTERVIEW
Interviewer: Newspapers seem sort of impersonal...
Donahue: Uh-hmm...
Interviewer: ...but radio and TV -- there are personalities
involved, Isn't there...uh...a lot more possibility that--since there
are personalities involved--that it will have a greater impact on
people...people's reactions...?
Donahue: Well, I think you have to first start with the
understanding...uh...that no person is un-- objective. We're all
striving to be objective, but we have our own prejudice. It's built
in.
And so uh...even the person who writes the story in the
newspaper...
Interviewer: Right...
Donahue: ... less that bias come through in his pen. Of course,
when we are personally on camera, ...uh... we're trying to stick
pretty closely to a script...
Interviewer: Uh-hmm...
Donahue: ... that we have already written.
Interviewer: Uhm...
Donahue: But sometimes, perhaps in an ad lib uh-although we try
to avoid as much of that as possible--some of our...our prejudice or
bias will show, even though we're...we strive not to let it show.
Interviewer: Uh...but when people read a newspaper article, it's
kind of cold.
Donahue: Uh-huh...
Interviewer: There's no voice inflections and...
Donahue: Yes.
Interviewer: ... feeling in the thing ...
Donahue: Right, ... that's true.
Interviewer: It could be...it could be a real exciting story, ...
and all you can do is put exclamation marks. But when you ...
Donahue: I see what you're saying.
Interviewer: ... see a person that...
Donahue: The raised eyebrows, or the...
Interviewer: Yeah. Things come through...Isn't there a...
Donahue: ...question of sharpness...
Interviewer: ... a real uh... 1 started to say, danger that the
particular biases of uh...a person can come through more readily?
Donahue: I think there is a--I think there is a danger. I think
it's something you have to guard against...
Interviewer: Uh-huh...
Donahue: It would be wrong for that to happen. But, yes, I think
what you're saying is true--that in trying to interpret the words
that are on the script uh...I might. An my voice or in
my...uh...expression show some type of reaction to it. Uh...probably,
would be more of a reaction than it would of an interpretation-although the voice...
Interviewer: Uh-hmm...
Donahue: ...uh... implies an interpretation when you read any
group of words... Interviewer: Right...
Donahue: ...any sentences--you imply some interpretation. I guess
the idea is to make that sentence not so bland, but so--leave out
adjectives, leave out adverbs...
Interviewer: Uh-huh...
Donahue: ... so that.., uh...you deal just with nouns and verbs,
and in that way, you...uh.., you keep it as straight as you possibly
can...
Interviewer: Right. How do you see yourself, ...uh... primarily-other than reporting the news?
Uh...are you an entertainers?
Donahue: No. No, I don't think I'm an entertainer. I think,
perhaps, the sportsman might be an entertainer of sort--although he
has a journalistic function too. I see myself as a public servant.
Uh...the same as...a policeman or a mayor might be...
Interviewer: Uh-uhm...
Donahue: ...providing information to people that they need in
their lives to...to live their life, to make decisions and so forth.
Interviewer" But you are conscious, of course, ...when you go
before the cameras that...that you're in a situation...
Donahue: Right...
Interviewer: ...uh...where...where--There must be people
that...that...are viewing you...
Donahue: Oh, sure...
Interviewer: ...you, ... people as ... uh... someone...
Donahue: Because of your visibility, you become a...a...somewhat
of a celebrity in that sense, and...uh...I don't know--I try to play
that down, so that doesn't become a...uh...a thing with me.
Interviewer: Uh-uhm...
Donahue: Because I think that's probably the biggest problem in
our profession--the biggest temptation is to get a big head. And
while you need confidence in order to do your job --it's a... it's
high-pressure job, so you need confidence--you get too much of that
confidence, and that begins to come across the tube...
Interviewer: Right...
Donahue: ...as you're kind of a know-it-all, or...uh--you think
yourself more important than you really should be. And I think that
would be dealt with by the viewer. After a while, they'll just turn
you off. They'll say, "I don't want to watch that cocky so-and-so
anymore... !"
Interviewer: Uh-huh.
SECTION C NEWS BROADCAST
News Item One (For questions 6 to 8)
Voice One: This is what scientists say the sun sounds like--the
equivalent of a solar heartbeat. Solar scientists used listening
devices to unravel some of the mysteries of Earth's nearest star.
It's not the actual sound. Sound can't travel through the vacuum
of space. But [this is] a recreation based on the waves recorded by
the devices.
Each pitch corresponds with the movement and vibrations of
various hot gasses as they flow like rivers beneath the sun's
surface-- similar to how trade winds blow on Earth.
Scientists translate the sounds they make into images. This
allows a unique glimpse inside the sun's complex architecture, to
answer questions about its temperature, chemical makeup, and how
gasses inside ebb and flow.
Voice Two: What we're finding is that there are very interesting
structures inside. There's an equatorial belt of faster moving
material. And then, farther up near the poles, we believe that
there's a jet stream of material moving about 60 miles an hour up at
a very north latitude.
News Item Two (For questions 9 to 10)
Voice One: A bottlenose dolphin named Maui plays a computer game,
helping scientists create a unique language [that] they hope humans
and dolphins will understand.
It's not based on human words, but on a specific dolphin sound.
Guess which one. Not its bark, or its clicks, made famous by Flipper.
Words in this new language are whistled.
Dolphins typically whistle to each other under water, through a
special structure just beneath their blowhole. Researchers say their
whistles have meaning. For example, each dolphin learns from its mom
its own signature whistle. So in human terms when they greet each
other, it's not just, "Hi" It's, "Hi, my name is ..."--in this case,
Maui.
Ken Marten and his team at Earthtrust in Sea Life Park Research
Lab in Hawaii want to better understand how dolphins communicate. So
for the next ten years, they will literally whistle while they work,
creating this special language.
Voice Two: The rest of my career is dedicated to talking to these
guys, so I guess you could call me Doctor Dolittle now.
Voice One: After studying dolphin whistles, Marten invented
distinct whistles for various objects with which dolphins are
familiar.
Exercise Three
参考答案
)
SECTION A
1.candidates
6. master 7.
SECTION B
1. C 2. B 3.
SECTION C
6. B 7. A 8.
2. edit 3. Laureates 4. years 5. analytical
dedicate 8. Reading 9. writing 10. inspiring
A 4. C 5. C
A 9. C 10. B
录音原文
SECTION A MINI-LECTURE
In this section you will heap" a mini-lecture. You will hear the
lecture ONCE ONLY. While listening, take notes on the important
points. Your notes will not be marked, but you will need them to
complete a gap-filling task on ANSWER SHEET ONE after the minilecture. Use the blank sheet for note-taking.
Now listen to the mini-lecture.
My Joy in Teaching and Learning
Ladies and gentlemen, comrades and friends, I should like to
share with you the joy I have in my teaching and learning.
First I'll talk about teaching. In recent two years, I have been
engaged in teaching Intensive Reading Course to PhD candidates of
Science and Technology in Sichuan University. Some friends shrugged
their shoulders, saying, "They are not P.H.D.'s of yours. Why take
the trouble to make dowery for others? After all, you are just
teaching ABC." But I believe this is a pleasure and honour for me. So
I started from scratch, from wide reading and careful selection, to
edit a text book and write a guide for Doctorate Intensive Reading.
Many of the texts are selected from Nobel Laureates whose speeches
give a wide scope of their fields as well as a wonderful summary of
their painstaking efforts leading to success. So I brought it to the
classroom to begin a new career.
I find my 50 or more postgraduates young and energetic. They are
academically keen and alert. With many years of disciplined trainings,
they have built up an analytical and synthetic mind, some still
holding a very good memory. What is very typical to them is their
sense of social responsibility, and a sense of challenge and chance.
They are ambitious to master English to speak in the international
science conference for our motherland. They are eager to dedicate
their knowledge, skills, youth and wisdom to China's giant strides in
the Twenty-first century. However. their English proficiency isn't of
the same level--Even for the same student, the four skills are
developed in an unbalanced way. Most of them are weak in daily
English conversation. No one has the experience of addressing a crowd
in English.
In my first lecture, I introduced Francis Bacon's famous aphorism:
"Reading makes a full man; conference a ready man; and writing an
exact man." I also added a line, "Listening makes a wise man." These
four skills should go together to form English proficiency. It is
matched with another word "efficiency" namely, in the shortest
possible time, to achieve the best possible results. Students find
this idea quite convincing. With a high demanding, with conscientious
work, with the inspiring Nobel Laureate's speeches, with proper
teaching and learning methods, they have really made dramatic
progress. By the end of a term and a halt, every EHD. candidate could
speak in the English conference about their research field, their
topics including "On Passive Stabilization", "Sediment Problems and
Long-Term Use of the Three Gorges Reservoirs Rechargeable Lithium
Battery" "Time Saving in Refueling Daya Bay Nuclear Power Station
Green Chemistry and Sustainable Development of Leather Industry" Not
only speaking, the students were also required to write detailed
outline, make graphs and charts, write abstract, give report, answer
questions, organize the conference or preside over the workshop
meeting. Professors of English who were invited to ask questions in
the workshops graded the students according to the same criteria
fully discussed. When everything was smoothly done, when the PhDs
spoke on their research work fluently and confidently in English, you
might ask, "How do you feel at that moment?" I could frankly answer,
"Superb" or I'd directly quote from Keats, "It's not through envy of
thy happy lot. But being too happy in thine happiness--."
Now let me come to my learning. I don't think I was born
terrifically brainy to be a good teacher. But I can assure you I am
diligent in learning and good at learning. When studying at West
China Union University, I was major in English Literature and minor
in Music. Besides requirements such as Composition, Translation,
Literature, Piano, Harmony, I also chose Physics as optional for 8
credits. I find them all very useful in my later life. After
graduation, I learned Russian from the very beginning and taught
college Russian for two years. In my mid-career I turned from an
undergraduate English language teacher to be a rotor of post-
graduates (M. A.) orientated in Contemporary English and American
Literature. When I was forty I studied under the professors of
British Council in Shanghai Foreign Language Institute for half a
year. At fifty I became a student and visiting scholar in America for
a month and got certificate at Sit (Student of International
Training ) in Vermont. At sixty I studied and did cooperative
research on Shakespeare in Oxford University. Right now, I hold the
same enthusiasm in studying Einstein's relativity, Plank's quantum
theory, Chaos theory and genetics engineering, Clones etc. Of course,
my knowledge is rather superficial and it is dangerous to be a
rolling stone. I think it is not the knowledge itself, but the
satisfaction of knowing that something is known that makes me happy.
1 have got what Francis Bacon called "only by kindling a light in
nature" and what Freud called "oceanic feeling" that's why they are
so helpful in my qualifications of being a teacher of English for the
RH.D's.
Now, you have 2 minutes to check your notes, and then complete
the gap-filling task on Answer Sheet One in 10 minutes.
In Sections B and C you will hear everything ONCE ONLY Listen
carefully and then answer the questions that follow. Mark the correct
answer to each question on your colored answer sheet.
SECTION B INTERVIEW
Interviewer: It's almost...uh...that there has been a feeling or
an intent -- much like a sales pitch -- that it's all fun...
Miller: Uh-huh...
Interviewer: ... and sort of...
Miller: That's right! That's right...
Interviewer: ... minimize that there's any...uh ...laboring.
Miller: Work involve! That's right. That's right. And...-- and
the kids, you know. You take that kind of an attitude, plus what they
get on TV, you know, and it's... -- and -- which is,
tome...is...a...a medium that teaches you to be passive. And you sit
back and watch these things and you expect to be entertained. And
they bring those attitudes in the classroom, you know. And they sit
down in the chair and, literally, if you're not as good as
"Batman,"...
Interviewer: Right!
Miller: ...you might as well hang it up!
Interviewer: You're competing with...uh...
Miller: You are! You compete -- you're competing with all that
sound and light and motion and music -- all combined into one.
Interviewer: Yeah.
Miller: And if, you know, if you can't beat. that, you don't
stand a chance. You're almost forced into that role...
Interviewer: ...being compared with a sort of commercial program
on television...
Miller: That's right! That's right...
Interviewer: To a certain extent, educational...
Miller: That's right... Interviewer: ...television, I suppose,
or...
Miller: Well, and too, you know...uh -- One of the classes that I
teach is a class on minorities, you know. And we go on and on about - for example, we do one unit on...on black Americans. And we talk
about civil rights, and we talk about Martin Luther King, and we talk
about the Emancipation Proclamation and all this good information -much of which the kids don't know, and so it's intrinsically
interesting because it's new...
Interviewer: Uhm...
Miller: But, you know, they never get as excited, and, you know,
this is just terrible -- I even
hate to tell you -- They never get as excited as when we show the
film of uh ...the
Montgomery bus boycotts in...in 1955...
Interviewer: Uh-huh.
Miller: ...in ... in Sehna, Alabama, when they turned the dogs
and the troopers...
Interviewer: Right...
Miller: ...on the black demonstrators. And the dogs are tearing
up these black people -- I mean, I'm not kidding you, they literally,
you know, come out of their chair and make noises! You know, like,
"Oh, yeah! Yeah!" you know.
Interviewer: Right...
Miller: And that's sick! Or like the film that we show
on ...uh...on the Indians. It's about buffalo hunting, and their way
of life before the pioneer came and what happened to that
civilization. The best part of the film -- it's not the ...the
hunting technique, or how they used all parts of the animal or were
very ecologically minded. What is it? It's when they stampeded a
whole herd...
Interviewer: Right...
Miller: ...of buffalo off the cliff and that was one of their
techniques -- and killed, you know, four or five hundred at a time!
Interviewer: Uh-huh.
Miller: And the all that blood and gore, and the buffalo
screaming...
Interviewer: That's enough excitement at the stage of the game...
Miller: But...but these are films that are chosen...
Interviewer: But that's what stands out in their minds! That's
the high point of it, you know..., boy, you ought to wait until you
see this film... ! You won't believe all the buffalo...
Miller: ...you know, And you don't know, of course, how much of
the rest of it they retain. I'm sure something. But the fact that
they...audibly react, and.., visibly react to that -- tome it's just
so sad...
Interviewer: Right.
Miller: ...I just...
Interviewer: Right...
Miller: ...every time it happens -- and it happens consistently
every year we do it!
Interviewer: Well, they're...they're conditioned...What do you
think...uh...some of the most difficult things are
for...for...uh...teachers? Miller: Oh, I think...well, for me, it's
having so many students and doing anything for, you know. And
I...mean that very.
Interviewer: Sort of...
Miller: ...sincerely.
Interviewer: ...not enough of you to go around!
Miller: Exactly. You know, you come in...you come in your
classroom, and there's five minutes between periods you know and
they're like -- you know, it's not unusual to have ten kids at your
desk, right? You know, now these aren't -- you know, like adults
would do, they's wait patiently -- I mean they're all talking at one
time and clamoring.
Interviewer: Right.
Miller: ...and pulling on your clothing, and...and you know, all
that kind of thing...
Interviewer: There's just no way of dealing with that...
Miller: And...and...and in the meantime, so you try to take care
of that which is, you know, kind of a tempestuous thing...
Interviewer: Uh-huh...
Miller: ...and then there's the kid back in the comer who sits in
your class and never opens his mouth -- who probably needs you the
most, right? And he gets the least.
Interviewer: The least vocal...
Miller: Okay, there's that kind of kid. And then there's the
really bright kid who doesn't get much of your time either, you know.
If you look at it realistically, it's kids who have trouble and who
cause problems in class who get ninety percent of your attention!
Interviewer: Uh-huh.
Miller: And the kid who doesn't say anything, or the one who's
very bright, gets the least amount of your attention...
Interviewer: Uhm...
Miller: ...because he demands the least amount.
Interviewer: Right.
Miller: And that...you know, that's very discouraging sometimes
when you stop and look at who...who you talk to? Or at the end of a
period where, you know, you forget to take the roll, for example -this happens sometimes -- You forget to take the roll, and then you
remember as the kids go out that you didn't take it, and you go back
to do it...
Interviewer: If you remember who...
Miller: ...as of then. And you can't remember if this kid was in
your class or not.
Interviewer: Uh -- huh...
Miller: That's scary tome! That's really ... that's frightening.
And it's...uh...you know, how do you combat that?
SECTION C NEWS BROADCAST
News Item One (For questions 6 to 7)
Voice One: Children around the world know Sesame Street as the
place to meet funny Muppets and
learn the big and little lessons of life. Now, the television
show's creators are adding to the cast in shows specifically seen in
South Africa. Jason Carroll reports on the children's show that's
ready to tackle a major health issue. Voice Two: Can you tell me how
to get, how to get to Sesame Street'?
Voice Three: From the very beginning, the characters on this
make-believe street taught children it'a just as important to know
your ABCs as it is to know and respect people of different cultures-a
groundbreaking idea for a children's show in 1969.
News Item Two (For questions 8 to 9)
The Sierra de Aracena in the northwest of Andalucia boasts one of
the most beautiful rural landscapes in the region. One of the
greenest comers of the sun-baked south, the peaks and valleys here
are rich in forests of sweet chestnuts and cork oaks. In spring, wild
flowers carpet the meadows, attracting a wealth of bird and insect
life.
Despite its outstanding natural beauty, the Sierra de Aracena is
barely touched by the tourist trail, and even Andalucians are largely
unaware of its hidden treasures.
But take time to explore this region, and you're guaranteed not
only space and tranquility, but the warmest of welcomes, particularly
in the old-fashioned whitewashed villages, scattered throughout the
highlands.
News Item Three (For question 10)
Can this bird help alleviate the pain caused by some common
ailments? Well, its bite certainly won't help matters, but its oil
just might. Emu oil, a legendary treatment first used by Australian
aborigines hundreds of years ago, is produced by rendering fats from
the bird. The aborigines used it to treat their wounds.
Today, this folklore remedy is getting new attention from
scientists. A team of researchers from Australia's Adelaide Women's
and Children's Hospital is trying to find out, once and for all, if
the flightless bird truly possesses healing powers, and they've been
encouraged by previous tests that have demonstrated the oil's value,
especially in the treatment of arthritis.
Should be always careful and should be armed with technical knowhow to lay bare the lies in ads. Otherwise any credulity will lead to
financial and spiritual losses.
Secondly, ads are a waste of time, for they wantonly interfere
our recreational time without our agreement, which is especially
unbearable when the fussy commercials repeatedly interrupt the
exciting TV serials and programs.
Last but not least, ads are a sort of pollution of both eyes and
ears. Some people hold the view that the ads covering the walls and
buses actually enrich the living environment. But I can't help asking
that why not a colorful painting instead of an ad on a blank wall
which certainly will make this bustling world appear purer and more
beautiful. Without ads, we will find the world pleasing to both the
eye and the mind.
I understand that ads have made positive contributions to modern
economic development. However, if their creditability is out of
control, I think that it's not only a tragedy of ads but also of
modern civilization.