听力教程3unit12+兼容版.docx

听力教程3unit12+兼容版.docx

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听力教程3unit12+兼容版

Unit12

SectionOneTacticsforlisteningPartonespotdictation

DangersinYourGarageImaginethatyourhomecontainedasmallfactorywithhighexplosives,dangerousindustrialtoolsandpotentiallylethal*

（1）energysources.Soundfar-fetched?

Notreally,becausethis"factory"isyour

（2）garage.

TheNationalSafetyCouncil（NSC）saysthateachyear（3）householdaccidentskillabout20,000Americansandinjureanother（4）threemillion.Theculprits*inmanyofthesemishaps*arethemodem（5）equipmentandsupplieswekeepcasuallyinourgaragesandtendto（6）takeforgranted.

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,sheisbitterly

disappointed.

Hepointsoutthatthiskindofloveoftenbeginstofadeanddieassoonastheproblemsand

obstacleswhichseparatethetwopeopleareremovedandanormalrelationshipbegins.

Hecontrastsromanticlovewithwhathecalls"rationallove".Thisisbasedonsuchthingsas:

-anaccurate,objectiveideaoftheotherperson'sstrengthsaswellastheirweaknesses,

-theabilitytocommunicatewitheachotheropenlyandhonestly,sothatyoucandealwith

problemsastheyarise,

-theabilitytoshowaffectionopenlytoeachotherandtogiveaswellasreceive,

-aclearknowledgeofyourowngoalsinlife,

-realisticandrational"self-talk",sothatyourfeelingsarenotbasedonfantasy.

Thiskindofloveisfarmorelikelytoleadtoalasting,satisfyingrelationship.Butitismuchmoredifficulttoachieve,andisnotasfrequentasromanticlove.Exercise

Directions:

Listentothepassageandwritedownthegistandthekeywordsthathelpyoudecide.

1.Thispassageisabouttwokindsofjove-romanticloveandrationallove.

2.Thekeywordsare"romanticlove",influenced,"self-talk",fadeanddie._problemsandobstacles._removed._normaIrelationship:

"rationallove"._accurate^obiective^strengths^weaknesses^/communicate^showaffectionopenly,aclearknowledge,goalsinlife,realisticandrational,lasting,satisfyingrelationship,difficult,achieve.

SectionTwoListeningCompression

Part1Dialogue

TheTeacher

Interviewer:

Irecentlyreadanarticlewhichsaidthatinprimaryschools

inparticularchancesofpromotionofwomenteachersarelessthanmen,thatmengenerallygetpromotedfarquickerthanwomeninprimaryeducation.Isthissomethingyou'venoticedoristhissomethingyoufeel?

Mary:

No,thisissomethingthatisso.Andwecomebackfullcirclereallybecauseit'snotjustteaching.Imeanit'severythingthatmenaregettingpromotionmorequicklythanwomen.Intheprimarysectortherearefarmorewomenteachersthanmenbuttherearemoreheadmastersthanheadmistresses.

Interviewer:

Sowheredoesthatleavesomeonelikeyou?

Imeanwhat,

whatarethepossibilitiesofyourpromotioninprimaryeducation?

Atthemomentyou'reinchargeofasectionofthe

school,

Mary:

Yes,I'm...I'minchargeoftheinfantdepartmentwhichgoesfromthechildrenwhoarethreetothechildrenwhoareseven.Andthevtransferwhentheyareseventohigheruptheschoolwhichiscalledthejuniordepartment.SoI'minchargeoftheLowerSchoolifyoulike.

Interviewer:

Anddoyouhaveambitioninthatsense?

Imeanwouldyou

liketobeaheadmistress?

Mary:

No,Iwouldnot.Iwouldnotliketobeaheadmistressatall.ImeanthisisthenextstageofmycareerwereIambitiousurn...butIbasicallyenjoybeingaclassroomteacher.Nowperhapsthisgivesacluetowhytherearenotmorewomenheads.Idon'tknowImeaninthepastitmayhavebeenthat,anditmaystillbe,thatbecauseboysarebroughtuptobemoreambitious,thatthey'retheoneswhoaregoingforpromotionandquickpromotion,Imean,rapidpromotionsothattheyareheadsbythetimethey'rethirtyandtheystartoutintheircareerthinkingthatwhereasIenjoybeingaclassteacherandurn...IwasadeputyheadbeforeIgotthispostbutIprefertobeintheclassroomwiththechildrenthansittingatadeskdoingadministrationwhichiswhatbeingaheadmeansifyou'reaheadofalargish*school.

Interviewer:

Areyoupleasedthatyouchoseprimaryteachingasacareer

and,andifsomeonecameuptoyouatschool-leavingageand

SectionTwoListeningComprehensionwaswonderingaboutwhattheyweregoingtodowouldyouadvise

Mar

themtofollowinyourfootsteps?

y:

Mary:

I'mverypleasedthatIdid-wellI'mpleasedmostofthetime.MondaymorningsI'mnotpleased;somemorningsduringtheweekandtheendoftheholidaysI'mnotpleasedI'maprimaryteacheratallbutImeanbasicallyIam,'cosIleftteachingonceandthenwentbackintoit.SoIthinkthatshowsthatIamcommittedtobeaprimaryteacher.

Exercise

Directions:

Listentothedialogueanddecidewhetherthefollowingstatementsaretrue（T）orfalse（F）.

1.F2.T3.T4.T5.F6T7.F8.FPart2Passage

Voice

1.Tosingwithachoirortohearachoirsingingcanbedeeplymoving.Voicesgodeeperintousthanotherthings.

Earlyattemptsatlanguagearepraisedandencouraged,then,ongrowingup,voiceandtalkingtakeapracticalplaceaswelearnfrom,andrespondto,

thosearoundus.

2.Talkingiscentraltoourexistence.Ashumanbeingswetalkwithfriendsandfamilyandatwork.

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

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

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

Whenalliswellourvoicescryoutatbirth,anddevelopwithouteffort.Parentsrespondtohappysoundsandinterpretthecries.Earlyattemptsatlanguagearepraisedandencouraged,then,ongrowingup,voiceandtalkingtakeapracticalplaceaswelearnfrom,andrespondto,thosearoundus./

Talkingiscentraltoourexistence,withtelephone,radio,television,videoconferences,videophonesandcomputerstoprocessandprintwhattheowners

say,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.Teachingisalsoaformofperformancetobe

exploredandresearched.Whatkindofteacherareyou?

Whatkindofteachingwillthepupilsrespondto?

Theinadequacyofayoungteacher,whoistimidandself-conscious,isimmediatelyrecognizedbytheclass,whilethestressanddemandsofchallengingpupilscanstimulateateach