施心远主编《听力教程》3第2版Unit12答案.docx

施心远主编《听力教程》3第2版Unit12答案.docx

《施心远主编《听力教程》3第2版Unit12答案.docx》由会员分享，可在线阅读，更多相关《施心远主编《听力教程》3第2版Unit12答案.docx（10页珍藏版）》请在冰豆网上搜索。

施心远主编《听力教程》3第2版Unit12答案

Unit12

SectionOneTacticsforlistening

Partonespotdictation

DangersinYourGarage

Imaginethatyourhomecontainedasmallfactorywithhighexplosives,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,sheisbitterlydisappointed.

Hepointsoutthatthiskindofloveoftenbeginstofadeanddieassoonastheproblemsandobstacleswhichseparatethetwopeopleareremovedandanormalrelationshipbegins.

Hecontrastsromanticlovewithwhathecalls"rationallove".Thisisbasedonsuchthingsas:

-anaccurate,objectiveideaoftheotherperson'sstrengthsaswellastheirweaknesses;

-theabilitytocommunicatewitheachotheropenlyandhonestly,sothatyoucandealwithproblemsastheyarise;

-theabilitytoshowaffectionopenlytoeachotherandtogiveaswellasreceive;

-aclearknowledgeofyourowngoalsinlife;

-realisticandrational"self-talk",sothatyourfeelingsarenotbasedonfantasy.

Thiskindofloveisfarmorelikelytoleadtoalasting,satisfyingrelationship.Butitismuchmoredifficulttoachieve,andisnotasfrequentasromanticlove.

Exercise

Directions:

Listentothepassageandwritedownthegistandthekeywordsthathelpyoudecide.

1.Thispassageisabouttwokindsoflove-romanticloveandrationallove.

2.Thekeywordsare"romanticlove".influenced."self-talk".fadeanddie.problemsandobstacles.removed.normalrelationship:

"rationallove".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.

Interviewer:

Sowheredoesthatleavesomeonelikeyou?

Imeanwhat,whatarethepossibilitiesofyourpromotioninprimaryeducation?

Atthemomentyou'reinchargeofasectionoftheschool.

Mary:

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

Interviewer:

Anddoyouhaveambitioninthatsense?

Imeanwouldyouliketobeaheadmistress?

Mary:

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

Interviewer:

Areyoupleasedthatyouchoseprimaryteachingasacareerand,andifsomeonecameuptoyouatschool-leavingageandwaswonderingaboutwhattheyweregoingtodowouldyouadvisethemtofollowinyourfootsteps?

Mary:

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

Exercise

Directions:

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