基础综合英语听力材料--邱东林.docx

基础综合英语听力材料--邱东林.docx

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ComprehensiveEnglishforgraduates

目录

UnitoneEducation 3

****************PartoneProblemswithusEducation*************** 3

ListeningScriptone 3

ListeningScripttwo 4

*********************ParttwoArtsEducation******************* 5

Listingscriptone 5

ListeningScripttwo 6

***************PartThree graduateeducation******************* 7

ListeningScriptone 7

ListeningScripttwo 8

Unittwolove 9

*************************PartOne Romance********************* 9

Listeningscriptone 9

Listeningscripttwo 11

**********************PartTwoEternallove********************** 12

Listeningscriptone 12

Listeningscripttwo 14

********************PartThreeThePowerofLove****************** 15

Listeningscriptone 15

Listeningscripttwo 16

UnitThreeHealth 18

*************PartOneIsOverweightaProblem?

*************** 18

Listeningscriptone 18

Listeningscripttwo 19

**************PartTwoNewFourFoodGroup***************** 20

Listeningscriptone 20

Listeningscripttwo 22

************PartThree ThereAreWorseThingsthanDying********** 23

Listeningscriptone 23

56

Listeningscripttwo 25

Unitfourtechnology 26

**********************Partonecellphone******************** 26

Listeningscriptone 26

Listeningscripttwo 27

*********************Parttwointernet*********************** 28

Listeningscriptone 28

Listeningscripttwo 29

*******************Partthreecomputergiants***************** 31

Listeningscriptone 31

Listeningscripttwo 31

UnitFiveSuccessandHappiness 33

********************PartoneSuccessIsaChoice******************** 33

ListeningScriptone 33

ListeningScripttwo 34

******************PartTwoCanWeFindHappiness***************** 35

ListeningScriptone 35

ListeningScripttwo 36

***************PartThreeTheSweetSuccessofBranding************* 37

ListeningScriptone 37

ListeningScripttwo 39

UnitSixGlobalization 41

*************PartoneThreeErasofGlobalization************* 41

ListeningScriptone 41

ListeningScripttwo 41

***************PartTwoGlobalizationandChina************** 42

ListeningScriptone 42

ListeningScripttwo 43

************PartThreeGlobalizationandInequality************ 44

ListeningScriptone 44

ListeningScripttwo 45

UnitSevenPlagiarism 46

******************PartoneDefiningPlagiarism**************** 46

ListeningScriptone 46

ListeningScripttwo 46

*****************PartTwoPlagiarisminCollege*************** 47

ListeningScriptone 47

ListeningScripttwo 48

****************PartThreeAvoidingPlagiarism*************** 49

ListeningScriptone 49

ListeningScripttwo 50

UnitEightPatriotism 51

******************PartoneMyChineseHeart***************** 51

ListeningScriptone 51

ListeningScripttwo 52

***************PartTwoCommentsonPatriotism************** 53

ListeningScriptone 53

ListeningScripttwo 54

****************PartThreePrideoftheNation***************** 55

ListeningScriptone 55

ListeningScripttwo 56

UnitoneEducation

****************PartoneProblemswithusEducation***************

ListeningScriptone

WhenIwasincollegeIhadanEnglishmajorandforawhileIconsideredgoingintoteaching.WhileIwasexploringthepossibilityofbecomingateacher,IdidalotofthinkingaboutthewaythattheeducationsystemintheUnitedStatesisrun.AndIdisagreewithalotofthewaysthatthingsseemtohappenandhavehappenedforalongtimeinoureducationalsystem.

Uh...peopledon'tseemtorecognizevariouskindsofintelligence;theyseemtojustwanttogivestandardizedtestsandpegyouforwhatyouarecapableofveryearlyonyoureducation.I'vealwaysfeltthatalotofclassesthatyou’reforcedtotakeinhighschoolarenotreallygearedtowardswhatyouaregoingtobedoing.There’sverylittleemphasisonyourownspecialinterests.Uh...everybody’ssortoftreatedlikethey'rethesameperson.Everythingisverygeneralized.There’salotofuh...there’salotofpressureonstudentstobeaswell-roundedaspossible.Ithinkbeingwell-roundedisn’treallypossiblebecauseitbecomesimpossibletodevelopanyonepartofyourself,um...toanygreatdegree.Andasaresultpeoplecan’tgetintogoodcollegesifthey,yaknow,haven’t,yaknow,scoredthe...therightthingonthemathsectionofSAT,eveniftheyarebrilliantwriters,andviceversa.Youknow,um...peoplejustreallyarenotgivenachance,Ithink,inalotofcases.

Anotherthingthatreallydisturbsmeisthewaythatstudentsareseparatedfromeachother.Igotinvolvedwithvocationaleducation,uh...whichmeansthatthekidsgoouttoatechnicalortradeschoolforpartoftheweek,andthentheycomebacktothehomeschoolfortheotherpartoftheweekandtheytaketheiracademicclasses.However,thosekidsarekeptseparatefromtherestoftheschoolalmostasifthey’rebelowthem.There’salotofstratification.Um...atanyrateIfeelthatthekidsareveryawareofthewaythatthey’reperceivedbytheeducators,bytheirteachersand,yaknow,bytheirpeers.AndIthinkthatit...itcausesthemtoactinawaythat...is...notreallyoptimal.Andthat’sprettysadtome.IactuallyhadkidstellmewhenIwasteachingthem,“yaknow,we’rethejustbadclass;we...yaknow,it’snotthatwehaveaproblemwithyoupersonally;yaknow,wearejustbad.Wearebadkids”becauseprettymuchthatwaswhattheyfelttheywere.Andyaknow,theirclasseswereverylimiting,uhtheteachersnevertrytodoanythingcreativewiththoseclasses.Ithinkthatmanyofthekidsinthatclasswereintelligent,butneveractuallyrealizedtheirpotentialbecauseofthewaytheyweretrackedveryearlyontheireducation.

ListeningScripttwo

MargaretWarner:

Mr.Unz.Whydoyoubelievethatbilingualeducationshouldbescrapped?

RonUnz:

Well,theoverwhelmingpracticalevidenceisthatbilingualeducationhasfailedoneverylargescalecasethat’sbeentriedintheUnitedStates,inparticularinCalifornia.TheoriginsofthisinitiativewasthecaselastyearofalotofimmigrantLatinoparentsindowntownLA,whohadtobeginapublicboycottoftheirlocalelementaryschooltotrytoforcetheschooltogivetheirchildrentherighttobetaughtEnglish,whichtheschoolwasdenying.AndIthinkthatreallyopenedmyeyestothecurrentstateoftheprogramin

California,wherethestatisticsaredreadful.

MargaretWarner:

Mr.Lyons.

JaniesLyons:

Itisnotthecasethatbilingualeducationisfailingchildren.Therearepoorbilingualeducationprograms,justastherearepoorprogramsofeverytypeinourschoolstoday.Butbilingualeducationhasmadeitpossibleforchildrentohavecontinuousdevelopmentintheirnativelanguage,whilethey'reintheprocessoflearningEnglish,somethingthatdoesn'thappenovernight,andit’smadeitpossibleforchildrentolearnmathandscienceatarateequaltoEnglish-speakingchildrenwhilethey’reintheprocessofacquiringEnglish.

MargaretWarner:

Mr.Unz,whataboutthatpoint—forthesechildrenwhodon'tspeak

Englishwelltheywillfallbehindinthebasicsubjectsiftheycan'tbetaughtthoseinSpanish,orwhateverlanguage?

Ishouldn’tsayjustSpanish,butwhatevertheirfamily’slanguageis.

RonUnz:

That’saveryreasonablepoint.Andtotheextentthatwe’retalkingaboutolderchildren.14or15yearoldswhocometotheUnitedStates,don'tknowanyEnglishandareputinthepublicschoolsIthinkaveryreasonablecasecanbemadeforbilingualeducation.Idon’tknowifit’scorrect,butatleastyoucanmakeacaseforit.Butmostofthechildrenwe'retalkingaboutenterCaliforniaorAmericapublicschoolswhenthey’refiveorsixorseven.Attheageoffiveyearsold,theonlyacademicsubjectsachildisreallydoingisdrawingwithcrayonsorcuttingand,youknow,withpaperandthattypeofthing.Andatthatagechildrencanlearnanotherlanguagesoquicklyandeasilythattheonlyreasonablethingtodoistoputtheminaprogramwherethey'retaughtEnglishasrapidlyaspossibleandthenputintothemainstreamclasseswiththeotherchildrensotheycanmoveforwardacademically.

MargaretWarner:

Thereissomethingtothatpoint,isn’tthere,Mr.Lyons,thatveryyoungchildrendoabsorblanguagesveryquickly?

JamesLyons:

Theyabsorbcertainfacetsoflanguageveryquickly.TheylearntospeakinanunaccentedformlikeanativeEnglishspeaker.Buttheresearchshowsthatactuallyadultsaremuchmoreefficientandquickerlanguagelearnersthanchildrenbecausethey'reworkingfromabroaderlinguisticbase,agreaterconceptualbase.IreallytakeobjectiontowhatMr.Unzissayingthatchildrenattheageoffive,six,andsevenareonlycoloringandcuttingoutpaper.Thatisn'tgoingtoleadtothehighstandards.

*********************ParttwoArtsEducation*******************

Listingscriptone

Interviewer:

ProfessorGardner,whatdidyoufindinyourstudiestobethebiggestdifferencebetweenartseducationintheUnitedStatesandartseducationinChina?

Whatstruckyoumost,then?

Gardner:

IwassostruckbythedifferencesbetweenartseducationintheUnitedStatesandartseducationinChina.USyoungsterslovetoexploreandthinkthattheyexploreverywell;andyet,withouttherequisitediscipline,theirproductsaretypicallyoflittleinterest—exceptperhapstotheirdotingparents.

EducationinalloftheartsinChinaisverypreciselyprescribed.Teachersandparentsknowexactlywhattheywantchildrentobeabletodoandtheyknowhowtogetthedesiredbehaviourandperformanceinalmostperfectfashion.Ontheotherhand,thereislittlefreeexploration.

ButImustaddanothersurprise.Whenyoungc