听力教程第三册答案UNIT12.docx

1、听力教程第三册答案UNIT12Unit 12Section One Tactics for listeningPart 1 Spot DictationDangers in Your GarageImagine that your home contained a small factory with high explosives, dangerous industrial tools and potentially lethal* (1) energy sources. Sound far-fetched? Not really, because this factory is your

2、(2) garage. The National Safety Council (NSC) says that each year (3) household accidents kill about 20,000 Americans and injure another (4) three million. The culprits* in many of these mishaps* are the modem (5) equipment and supplies we keep casually in our garages and tend to (6) take for grante

3、d. Last November, in a suburb of Chicago, three toddlers* (7) spilled a can of gasoline stored in a garage. One of the children dropped a tool that (8) struck a spark when it landed on the concrete floor. Violet flames flashed in a loud (9) blast. Two of the children were hideously (10) burned and l

4、ater died. The other child needed (11) extensive skin grafts* and plastic (12) surgery*. A Wisconsin man was (13) cutting wood last fall. To move a (14) log, he set his chain saw down on the ground but (15) left it running. When he returned for the saw, he (16) stepped on a branch that flipped the s

5、pinning (17) saw blade up toward his head. The cutting bits ripped his face from mouth to ear, (18) knocked out four teeth and left his lower lip hanging. It took more than (19) 180 stitches to close the wounds, and later he required neurosurgery* and extensive (20) dental work. Part 2 Listening for

6、 Gist What is love? And what causes it? An American professor, Charles Zastrow, offers an interesting answer, particularly to the second question. He argues that there are many kinds of love and that particularly in one kind, which he calls romantic love, we are strongly influenced not so much by wh

7、at we actually feel but by what we tell ourselves about the way we feel. He calls this self-talk . For example, say a woman is strongly attracted to a man. (It could just as easily happen to a man attracted to a woman.) She tells herself things like He is all I have ever wanted in a man! He is warm,

8、 kind and affectionate and will understand all my needs. But when she discovers that he is, like all of us, just an ordinary human being with both strong and weak points, she is bitterly disappointed. He points out that this kind of love often begins to fade and die as soon as the problems and obsta

9、cles which separate the two people are removed and a normal relationship begins. He contrasts romantic love with what he calls rational love. This is based on such things as: an accurate, objective idea of the other persons strengths as well as their weaknesses, the ability to communicate with each

10、other openly and honestly, so that you can deal with problems as they arise, the ability to show affection openly to each other and to give as well as receive, a clear knowledge of your own goals in life, realistic and rational self-talk, so that your feelings are not based on fantasy. This kind of

11、love is far more likely to lead to a lasting, satisfying relationship. But it is much more difficult to achieve, and is not as frequent as romantic love. Exercise Directions: Listen to the passage and write down the gist and the key words that help you decide. 1. This passage is about two kinds of l

12、ove - romantic love and rational love. 2. The key words are romantic love, influenced, self-talk, fade and die, problems and obstacles, removed, normal relationship: rational love, accurate, objective, strengths, weaknesses, communicate, show affection openly, a clear knowledge, goals in life, reali

13、stic and rational, lasting, satisfying relationship, difficult. achieve. Section Two Listening CompressionPart 1 Dialogue The TeacherInterviewer: I recently read an article which said that in primary schools in particular chances of promotion of women teachers are less than men, that men generally g

14、et promoted far quicker than women in primary education. Is this something youve noticed or is this something you feel? Mary: No, this is something that is so. And we come back full circle really because its not just teaching. I mean its everything that men are getting promotion more quickly than wo

15、men. In the primary sector there are far more women teachers than men but there are more headmasters than headmistresses. Interviewer: So where does that leave someone like you? I mean what, what are the possibilities of your promotion in primary education? At the moment youre in charge of a section

16、 of the school, Mary: Yes, Im . Im in charge of the infant department which goes from the children who are three to the children who are seven. And they transfer when they are seven to higher up the school which is called the junior department. So Im in charge of the Lower School if you like. Interv

17、iewer: And do you have ambition in that sense? I mean would you like to be a headmistress? Mary: No, I would not. I would not like to be a headmistress at all. I mean this is the next stage of my career were I ambitious urn . but I basically enjoy being a classroom teacher. Now perhaps this gives a

18、clue to why there are not more women heads. I dont know I mean in the past it may have been that, and it may still be, that because boys are brought up to be more ambitious, that theyre the ones who are going for promotion and quick promotion, I mean, rapid promotion so that they are heads by the ti

19、me theyre thirty and they start out in their career thinking that whereas I enjoy being a class teacher and urn . I was a deputy head before I got this post but I prefer to be in the classroom with the children than sitting at a desk doing administration which is what being a head means if youre a h

20、ead of a largish* school.Interviewer: Are you pleased that you chose primary teaching as a career and, and if someone came up to you at school-leaving age and was wondering about what they were going to do would you advise them to follow in your footsteps? Mary: Im very pleased that I did - well Im

21、pleased most of the time. Monday mornings Im not pleased; some mornings during the week and the end of the holidays Im not pleased Im a primary teacher at all but I mean basically I am, cos I left teaching once and then went back into it. So I think that shows that I am committed to be a primary tea

22、cher. Exercise Directions: Listen to the dialogue and decide whether the following statements are true (T) or false (F). l. F 2. T 3.T 4.T 5.F 6 T 7.F 8.FPart 2 Passage Voice1. To sing with a choir or to hear a choir singing can be deeply moving. Voices go deeper into us than other things. 2. Early

23、attempts at language are praised and encouraged, then, on growing up, voice and talking take a practical place as we learn from, and respond to, those around us. 3. Talking is central to our existence. As human beings we talk with friends and family and at work. 4. Many teachers and professionals, s

24、uch as lawyers, managers, marketing salesmen, who depend on their voices for work, rarely consider their voices until they lose them. 5. There are many factors that affect our voices, such as home environment and culture, physical build and well-being, thought and emotion, social stance, experience

25、and occupation. Allowing voice to ring with joy creates joy in the listener. To sing with a choir or to hear a choir singing can be deeply moving. George Eliot* said that she thought voices go deeper into us than other things. Thomas Hardy* in his poem The Voice describes the depth of feeling experi

26、enced in recalling the voice of his late wife. When all is well our voices cry out at birth, and develop without effort. Parents respond to happy sounds and interpret the cries. Early attempts at language are praised and encouraged, then, on growing up, voice and talking take a practical place as we

27、 learn from, and respond to, those around us. / Talking is central to our existence, with telephone, radio, television, video conferences, videophones and computers to process and print what the owners say, but as human beings we talk with friends and family and at work. Voice becomes our unique sou

28、nd. As the most portable and one of the most subtle instruments it is rarely fully exercised or explored, and loss of voice can be seen by other people as merely irritating. An infant teacher was the first of several teachers in the 1990s to appeal to a Social Security Tribunal about loss of work (t

29、he last 10 years of teaching in primary school) caused by loss of voice at work. She told me how it affected her. Shopkeepers asked her husband what she needed rather than try to make out what she said. At social gatherings it was impossible for her to talk over the hubbub* of voices. Severe restric

30、tions like this diminish a person, and their social identity. The onset of voice problems can be gradual or sudden. Teachers have been known to open their mouths to talk and find no sound came. Many voice difficulties arise from unknowing misuse of the vocal mechanism. It is easy to take our voices

31、for granted. Many teachers and professionals such as lawyers, managers, marketing and salesmen; preachers and call centre agents who depend on their voices for work, rarely consider their voices until they lose them. There are many factors that affect our voices, such as home environment and culture

32、, physical build and well-being, thought and emotion, social stance, experience and occupation. Actors in training explore all aspects of a character they play, especially those affecting body and voice. Teaching is also a form of performance to be explored and researched. What kind of teacher are you? What kind of teaching will the pupils respond to? The inadequacy of a young teacher, who is timid and self-conscious, is immediately recognized by the class, while the stress and demands of challenging pupils can stimulate a teacher to negative reaction