施心远主编《听力教程》3第2版Unit12答案Word格式文档下载.docx

施心远主编《听力教程》3第2版Unit12答案Word格式文档下载.docx

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LastNovember,inasuburbofChicago,threetoddlers*（7）spilledacanofgasolinestoredinagarage.Oneofthechildrendroppedatoolthat（8）struckasparkwhenitlandedontheconcretefloor.

Violetflamesflashedinaloud（9）blast.Twoofthechildrenwerehideously（10）burnedandlaterdied.Theotherchildneeded（11）extensiveskingrafts*andplastic（12）surgery*.

AWisconsinmanwas（13）cuttingwoodlastfall.Tomovea（14）log,hesethischainsawdownonthegroundbut（15）leftitrunning.Whenhereturnedforthesaw,he（16）steppedonabranchthatflippedthespinning（17）sawbladeuptowardhishead.Thecuttingbitsrippedhisfacefrommouthtoear,（18）knockedoutfourteethandlefthislowerliphanging.Ittookmorethan（19）180stitchestoclosethewounds,andlaterherequiredneurosurgery*andextensive（20）dentalwork.

ParttwoListeningforgist

Whatislove?

Andwhatcausesit?

AnAmericanprofessor,CharlesZastrow,offersaninterestinganswer,particularlytothesecondquestion.Hearguesthattherearemanykindsofloveandthatparticularlyinonekind,whichhecalls"

romanticlove"

wearestronglyinfluencednotsomuchbywhatweactuallyfeelbutbywhatwetellourselvesaboutthewaywefeel.Hecallsthis"

self-talk"

.

Forexample,sayawomanisstronglyattractedtoaman.（Itcouldjustaseasilyhappentoamanattractedtoawoman.）Shetellsherselfthingslike"

HeisallIhaveeverwantedinaman!

Heiswarm,kindandaffectionateandwillunderstandallmyneeds."

Butwhenshediscoversthatheis,likeallofus,justanordinaryhumanbeingwithbothstrongandweakpoints,sheisbitterlydisappointed.

Hepointsoutthatthiskindofloveoftenbeginstofadeanddieassoonastheproblemsandobstacleswhichseparatethetwopeopleareremovedandanormalrelationshipbegins.

Hecontrastsromanticlovewithwhathecalls"

rationallove"

.Thisisbasedonsuchthingsas:

-anaccurate,objectiveideaoftheotherperson'

sstrengthsaswellastheirweaknesses;

-theabilitytocommunicatewitheachotheropenlyandhonestly,sothatyoucandealwithproblemsastheyarise;

-theabilitytoshowaffectionopenlytoeachotherandtogiveaswellasreceive;

-aclearknowledgeofyourowngoalsinlife;

-realisticandrational"

sothatyourfeelingsarenotbasedonfantasy.

Thiskindofloveisfarmorelikelytoleadtoalasting,satisfyingrelationship.Butitismuchmoredifficulttoachieve,andisnotasfrequentasromanticlove.

Exercise

Directions:

Listentothepassageandwritedownthegistandthekeywordsthathelpyoudecide.

1.Thispassageisabouttwokindsoflove-romanticloveandrationallove.

2.Thekeywordsare"

.influenced."

.fadeanddie.problemsandobstacles.removed.normalrelationship:

"

.accurate.objective.strengths.weaknesses./communicate.showaffectionopenly.aclearknowledge.goalsinlife.realisticandrational.lasting.satisfyingrelationship.difficult.achieve.

SectionTwoListeningCompression

Part1Dialogue

TheTeacher

Interviewer:

Irecentlyreadanarticlewhichsaidthatinprimaryschoolsinparticularchancesofpromotionofwomenteachersarelessthanmen,thatmengenerallygetpromotedfarquickerthanwomeninprimaryeducation.Isthissomethingyou'

venoticedoristhissomethingyoufeel?

Mary:

No,thisissomethingthatisso.Andwecomebackfullcirclereallybecauseit'

snotjustteaching.Imeanit'

severythingthatmenaregettingpromotionmorequicklythanwomen.Intheprimarysectortherearefarmorewomenteachersthanmenbuttherearemoreheadmastersthanheadmistresses.

Sowheredoesthatleavesomeonelikeyou?

Imeanwhat,whatarethepossibilitiesofyourpromotioninprimaryeducation?

Atthemomentyou'

reinchargeofasectionoftheschool.

Yes,I'

m...I'

minchargeoftheinfantdepartmentwhichgoesfromthechildrenwhoarethreetothechildrenwhoareseven.Andtheytransferwhentheyareseventohigheruptheschoolwhichiscalledthejuniordepartment.SoI'

minchargeoftheLowerSchoolifyoulike.

Anddoyouhaveambitioninthatsense?

Imeanwouldyouliketobeaheadmistress?

Mary:

No,Iwouldnot.Iwouldnotliketobeaheadmistressatall.ImeanthisisthenextstageofmycareerwereIambitiousurn...butIbasicallyenjoybeingaclassroomteacher.Nowperhapsthisgivesacluetowhytherearenotmorewomenheads.Idon'

tknowImeaninthepastitmayhavebeenthat,anditmaystillbe,thatbecauseboysarebroughtuptobemoreambitious,thatthey'

retheoneswhoaregoingforpromotionandquickpromotion,Imean,rapidpromotionsothattheyareheadsbythetimethey'

rethirtyandtheystartoutintheircareerthinkingthatwhereasIenjoybeingaclassteacherandurn...IwasadeputyheadbeforeIgotthispostbutIprefertobeintheclassroomwiththechildrenthansittingatadeskdoingadministrationwhichiswhatbeingaheadmeansifyou'

reaheadofalargish*school.

Areyoupleasedthatyouchoseprimaryteachingasacareerand,andifsomeonecameuptoyouatschool-leavingageandwaswonderingaboutwhattheyweregoingtodowouldyouadvisethemtofollowinyourfootsteps?

I'

mverypleasedthatIdid-wellI'

mpleasedmostofthetime.MondaymorningsI'

mnotpleased;

somemorningsduringtheweekandtheendoftheholidaysI'

mnotpleasedI'

maprimaryteacheratallbutImeanbasicallyIam,'

cosIleftteachingonceandthenwentbackintoit.SoIthinkthatshowsthatIamcommittedtobeaprimaryteacher.

Listentothedialogueanddecidewhetherthefollowingstatementsaretrue（T）orfalse（F）.

l.F2.T3.T4.T5.F6T7.F8.F

Part2Passage

Voice

1.Tosingwithachoirortohearachoirsingingcanbedeeplymoving.Voicesgodeeperintousthanotherthings.

2.Earlyattemptsatlanguagearepraisedandencouraged,then,ongrowingup,voiceandtalkingtakeapracticalplaceaswelearnfrom,andrespondto,thosearoundus.

3.Talkingiscentraltoourexistence.Ashumanbeingswetalkwithfriendsandfamilyandatwork.

4.Manyteachersandprofessionals,suchaslawyers,managers,marketingsalesmen,whodependontheirvoicesforwork,rarelyconsidertheirvoicesuntiltheylosethem.

5.Therearemanyfactorsthataffectourvoices,suchashomeenvironmentandculture,physicalbuildandwell-being,thoughtandemotion,socialstance,experienceandoccupation.

Allowingvoicetoringwithjoycreatesjoyinthelistener.Tosingwithachoirortohearachoirsingingcanbedeeplymoving.GeorgeEliot*saidthatshethoughtvoicesgodeeperintousthanotherthings.ThomasHardy*inhispoemTheVoicedescribesthedepthoffeelingexperiencedinrecallingthevoiceofhislatewife.

Whenalliswellourvoicescryoutatbirth,anddevelopwithouteffort.Parentsrespondtohappysoundsandinterpretthecries.Earlyattemptsatlanguagearepraisedandencouraged,then,ongrowing

up,voiceandtalkingtakeapracticalplaceaswelearnfrom,andrespondto,thosearoundus./

Talkingiscentraltoourexistence,withtelephone,radio,television,videoconferences,videophonesandcomputerstoprocessandprintwhattheownerssay,butashumanbeingswetalkwithfriendsandfamilyandatwork.Voicebecomesouruniquesound.Asthemostportableandoneofthemostsubtleinstrumentsitisrarelyfullyexercisedorexplored,andlossofvoicecanbeseenbyotherpeopleasmerelyirritating.

Aninfantteacherwasthefirstofseveralteachersinthe1990stoappealtoaSocialSecurityTribunalaboutlossofwork（thelast10yearsofteachinginprimaryschool）causedbylossofvoiceatwork.Shetoldmehowitaffectedher.Shopkeepersaskedherhusbandwhatsheneededratherthantrytomakeoutwhatshesaid.Atsocialgatheringsitwasimpossibleforhertotalkoverthehubbub*ofvoices.Severerestrictionslikethisdiminishaperson,andtheirsocialidentity.

Theonsetofvoiceproblemscanbegradualorsudden.Teachershavebeenknowntoopentheirmouthstotalkandfindnosoundcame.Manyvoicedifficultiesarisefromunknowingmisuseofthevocalmechanism.Itiseasytotakeourvoicesforgranted.Manyteachersandprofessionalssuchaslawyers,managers,marketingandsalesmen;

preachersandcallcentreagentswhodependontheirvoicesforwork,rarelyconsidertheirvoicesuntiltheylosethem.

Therearemanyfactorsthataffectourvoices,suchashomeenvironmentandculture,physicalbuildandwell-being,thoughtandemotion,socialstance,experienceandoccupation.

Actorsintrainingexploreallaspectsofacharactertheyplay,especiallythoseaffectingbodyandvoice.Teachingisalsoaformofperformancetobeexploredandresearched.Whatkindofteacherareyou?

Whatkindofteachingwillthepupilsrespondto?

Theinadequacyofayoungteacher,whoistimidandself-conscious,isimmediatelyrecognizedbytheclass,whilethestressanddemandsofchallengingpupilscanstimulate