基础综合英语听力材料--邱东林.docx

1、Comprehensive English for graduates目录Unit one Education3*Part one Problems with us Education*3Listening Script one3Listening Script two4*Part two Arts Education *5Listing script one5Listening Script two6*Part Threegraduate education*7Listening Script one7Listening Script two8Unit two love9*Part OneR

2、omance*9Listening script one9Listening script two11*Part Two Eternal love*12Listening script one12Listening script two14*Part Three The Power of Love*15Listening script one15Listening script two16Unit Three Health18*Part One Is Overweight a Problem?*18Listening script one18Listening script two19*Par

3、t Two New Four Food Group*20Listening script one20Listening script two22*Part ThreeThere Are Worse Things than Dying*23Listening script one2356Listening script two25Unit four technology26*Part one cell phone*26Listening script one26Listening script two27*Part two internet*28Listening script one28Lis

4、tening script two29*Part three computer giants*31Listening script one31Listening script two31Unit Five Success and Happiness33*Part one Success Is a Choice*33Listening Script one33Listening Script two34*Part Two Can We Find Happiness*35Listening Script one35Listening Script two36*Part Three The Swee

5、t Success of Branding*37Listening Script one37Listening Script two39Unit Six Globalization41*Part one Three Eras of Globalization*41Listening Script one41Listening Script two41*Part Two Globalization and China*42Listening Script one42Listening Script two43*Part Three Globalization and Inequality*44L

6、istening Script one44Listening Script two45Unit Seven Plagiarism46*Part one Defining Plagiarism*46Listening Script one46Listening Script two46*Part Two Plagiarism in College*47Listening Script one47Listening Script two48*Part Three Avoiding Plagiarism*49Listening Script one49Listening Script two50Un

7、it Eight Patriotism51*Part one My Chinese Heart*51Listening Script one51Listening Script two52*Part Two Comments on Patriotism*53Listening Script one53Listening Script two54*Part Three Pride of the Nation*55Listening Script one55Listening Script two56Unit one Education*Part one Problems with us Educ

8、ation*Listening Script oneWhen I was in college I had an English major and for a while I considered going into teaching. While I was exploring the possibility of becoming a teacher, I did a lot of thinking about the way that the education system in the United States is run. And I disagree with a lot

9、 of the ways that things seem to happen and have happened for a long time in our educational system.Uh . people dont seem to recognize various kinds of intelligence; they seem to just want to give standardized tests and peg you for what you are capable of very early on your education. Ive always fel

10、t that a lot of classes that youre forced to take in high school are not really geared towards what you are going to be doing. Theres very little emphasis on your own special interests. Uh . everybodys sort of treated like theyre the same person. Everything is very generalized. Theres a lot of uh .

11、theres a lot of pressure on students to be as well-rounded as possible. I think being well-rounded isnt really possible because it becomes impossible to develop any one part of yourself, um . to any great degree. And as a result people cant get into good colleges if they, yaknow, havent, yaknow, sco

12、red the . the right thing on the math section of SAT, even if they are brilliant writers, and vice versa. You know, um. people just really are not given a chance, I think, in a lot of cases.Another thing that really disturbs me is the way that students are separated from each other. I got involved w

13、ith vocational education, uh . which means that the kids go out to a technical or trade school for part of the week, and then they come back to the home school for the other part of the week and they take their academic classes. However, those kids are kept separate from the rest of the school almos

14、t as if theyre below them. Theres a lot of stratification. Um . at any rate I feel that the kids are very aware of the way that theyre perceived by the educators, by their teachers and, yaknow, by their peers. And I think that it . it causes them to act in a way that. is . not really optimal. And th

15、ats pretty sad to me. I actually had kids tell me when I was teaching them, “yaknow, were the just bad class; we. yaknow, its not that we have a problem with you personally; yaknow, we are just bad. We are bad kids” because pretty much that was what they felt they were. And yaknow, their classes wer

16、e very limiting, uh the teachers never try to do anything creative with those classes. I think that many of the kids in that class were intelligent, but never actually realized their potential because of the way they were tracked very early on their education.Listening Script twoMargaret Warner: Mr.

17、 Unz. Why do you believe that bilingual education should be scrapped? Ron Unz: Well, the overwhelming practical evidence is that bilingual education has failed on every large scale case thats been tried in the United States, in particular in California. The origins of this initiative was the case la

18、st year of a lot of immigrant Latino parents in downtown LA, who had to begin a public boycott of their local elementary school to try to force the school to give their children the right to be taught English, which the school was denying. And I think that really opened my eyes to the current state

19、of the program inCalifornia, where the statistics are dreadful.Margaret Warner: Mr. Lyons.Janies Lyons: It is not the case that bilingual education is failing children. There are poor bilingual education programs, just as there are poor programs of every type in our schools today. But bilingual educ

20、ation has made it possible for children to have continuous development in their native language, while theyre in the process of learning English, something that doesnt hap pen overnight, and its made it possible for children to learn math and science at a rate equal to English-speaking children whil

21、e theyre in the process of acquiring English.Margaret Warner: Mr. Unz, what about that point for these children who dont speakEnglish well they will fall behind in the basic subjects if they cant be taught those in Spanish, or whatever language? I shouldnt say just Spanish, but whatever their family

22、s language is.Ron Unz: Thats a very reasonable point. And to the extent that were talking about older children. 14 or 15 year olds who come to the United States, dont know any English and are put in the public schools I think a very reasonable case can be made for bilingual education. I dont know if

23、 its correct, but at least you can make a case for it. But most of the children were talking about enter California or America public schools when theyre five or six or seven. At the age of five years old, the only academic subjects a child is really doing is drawing with crayons or cutting and, you

24、 know, with paper and that type of thing. And at that age children can learn another language so quickly and easily that the only reasonable thing to do is to put them in a program where theyre taught English as rapidly as possible and then put into the mainstream classes with the other children so

25、they can move forward academically.Margaret Warner: There is something to that point, isnt there, Mr. Lyons, that very young children do absorb languages very quickly?James Lyons: They absorb certain facets of language very quickly. They learn to speak in an unaccented form like a native English spe

26、aker. But the research shows that actually adults are much more efficient and quicker language learners than children because theyre working from a broader linguistic base, a greater conceptual base. I really take objection to what Mr. Unz is saying that children at the age of five, six, and seven a

27、re only coloring and cutting out paper. That isnt going to lead to the high standards.*Part two Arts Education *Listing script oneInterviewer: Professor Gardner, what did you find in your studies to be the biggest difference between arts education in the United States and arts education in China? Wh

28、at struck you most, then?Gardner: I was so struck by the differences between arts education in the United States and arts education in China. US youngsters love to explore and think that they explore very well; and yet, without the requisite discipline, their products are typically of little interes

29、t except perhaps to their doting parents.Education in all of the arts in China is very precisely prescribed. Teachers and parents know exactly what they want children to be able to do and they know how to get the desired behaviour and performance in almost perfect fashion. On the other hand, there is little free exploration.But I must add another surprise. When young c