新視野大學英語聽說教程第三冊unit2
Uint2
II. Basic Listening Practice
Script
W: Have you chosen your elective for next semester yet? Are you taking French writing again?
M: Yes I am, but it’s compulsory for us next semester. So I think I’m gong to do marketing as an elective instead.
Q: Which class will the man choose as his elective?
Script
M: Did you go to that businesses lecture on Friday? I missed it and need to copy your notes.
W: I’d say you could borrow my notes, but Sarah’s got them. Be careful not to miss Professor Brown’s seminar; he takes attendance in that.
Q: What is the woman telling the man?
3. Script
W: Wow, Steven! In the library! What brings you here?
M: I’m enjoying the view. All the girls in fashion design are here are preparing for an exam on Monday.
Q: Why is the man in the library?
4. Script
W: How’s your group doing with this statistics presentation? Mine’s terrible.
M: Yeah, mine too. David and Mike are OK, but Steven doesn’t pull his weight and Suzie’s never around. I don’t see how we can pass unless Steven and Suzie realize that this is their last chance.
Q: What is the true of Steven and Suzie?
5. Script
W: You took an MBA at Harvard Business School, didn’t you? What’s it like?
M: It’s expensive, about U.S. $ 40,000 a year, plus the costs of food and housing. But the teaching is first class. The professors have a lot of practical experience. They use the case system of teaching; that is, you study how actual businesses grew or failed.
Q: Why is he MBA teaching in Harvard Business School first class, according to the conversation?
Keys: 1.C 2.D 3.B 4.D 5.A
III. Listening In
Task1: On the First Day
Script
Harrison: I’m Harrison. Good to meet you. So you’ve bought the books for this biology class.
Jenny: Sure, I think everyone had to before class started.
Harrison: No. Usually no one does much on the first day because it’s still add-drop.
Jenny: What’s that?
Harrison: Changing from class to class to find out which one is best. Hey, where are you from?
Jenny: Poland. Have you has this teacher before? I’ve heard he is really good.
Harrison: He’s good if you’re a hand-worker. He expects a lot.
Jenny: Oh, I guess that’s good. I hope I can keep up with everyone else in the class. Maybe I need your help after class.
Harrison: You’re welcome.
…
Professor: All right. See you guys next week.
Student: See you.
Jenny: Harrison, wait up!
Harrison: So what do you think about the professor’s lecture?
Jenny: I think half of what he said went over my head.
Harrison: That’s all right. A lot of what he said is explain in the reading/
Jenny: Hey, would you mind if I borrowed your notes tonight to look them over?
Harrison: No problem. We don’t have class until Wednesday. Here you go.
Jenny: Thanks. I just want to make sure I’m prepared for the seminar.
Harrison: Yeah, participation in the discussion is an important part of the education here.
Seeing that Jenny has bought the books for the biology class, Harrison says nobody does much on the first day because it’s still add-drop, which means students are changing from class to class. Jenny knows the professor is really good. But Harrison warns her that the professor is good, only if students are hand-workers, for he expects a lot.
After class, Jenny admits that half of what the professor said went over her head, and Harrison assures her that a lot of what the professor said is explained in the reading.
When Jenny asks to borrow Harrison notes, he says “on problem”, for they don’t have class until Wednesday. Finally, Harrison says participation in the discussion at the seminar is an important part of the education there.
Task 2: Money for College
Script
Robert is a university student. He likes to have fun. But having fun was expensive, so he was rapidly running out of money. There was nothing to do to try to call his mother for help.
“Hi, Mom. I certainly miss you and Dad. I…uh…got a big surprise this week in my physics course. We have to buy two new textbooks. I’m going to need $100.”
“I understand,” said his mother, “I’ll send you the money right away. You left your calculus book here when you were home two weeks ago. Shall I mail that at the same time?”
“Oh, yeah. Thanks,” Robert said.
Robert’s mother made up a parcel with the calculus book and two checks, and mailed it to Robert that very day. When she returned from the post office, her husband was waiting for her.
“Well, how much did you give the boy this time?” asked Dad.
“I send two checks: one for $100 and the other for $1, 100,” answered Mom.
“You’re outing your mind,” yelled Dad, “That’s $1,100. He’ll just spend that in a couple of weeks. He’s never going to learn the value of money that way.”
“Don’t worry, honey,” Mom said, “I taped the $100 check to the cover of his book, but I put the $1,000 one between the pages in Charper13!”
Keys: TFFFT
Task3: How to Get Straight A’s
Script
It is interesting to note how straight A students achieve academic excellence. Here, according to education experts and students themselves are the secrets of super-achievers.
First, they know how to set priorities. Top students allow no intrusions on study time. Once the books are open or the computer is turned on, phone calls go unanswered, TV shows unwatched, snacks ignored. Study is business, and business comes before recreation.
Also, good students can study anywhere and everywhere. Claudia Hill, an Arizona State University business professor recalls a cross-country runner who worked out every day. Hill persuaded him to use his spare time to memorize biology term. Then he posted a list of biology terms on the mirror in the bathroom. He learned a few terms every day while brushing his teeth. Eventually, he scored high on the final examination.
Moreover, top students schedule their time well. Study times are strictly a matter of personal preference. Some work late at night when the house is quiet. Others awake early. Still others study as soon as they come home from school when the work is fresh in their minds. All agreed, however, on the need for consistency. A student says, “Whatever I was doing, I maintained a certain period of time every day for studying.”
Another important characteristic of super-achievers is that they know hoe to read, According to a book entitled Getting Straight A’s, the secret of good reading is to be “an active reader-one who continually asks questions that lead to a full understanding of the author’s message”.
Which of the following is NOT mentioned about super—achievers starting to study?
What did the cross-country runner do to score high on the exam?
What is the good thing all top students agree on?
What does the speaker mean by “an active reader”?
What is the main idea of the passage?
Kes: 1B 2.C3. D 4.A 5.D
IV. Speaking Out
MODEL 1 You’re just going to have study hard
Nora: Only our first day back at school, and already I feel like I’ve learned a lot.
Chris: Only our first day back at school, and I already feel like I’m up to my ears in homework.
Nora: You’re going to have to hit the books if you want to keep your grades up.
Chris: Tell me about it! I already have two reports, two books reports, a composition, an oral report, and a research project—all due before midterms.
Nora: We could work together. Maybe some of my organized study habit would rub off on you.
Chris: Better yet, maybe you could do my homework for me.
Nora: Forget it! That would be cheating.
Chris: All right, all right. I have yet to write a term paper. Can you recommend any articles and books? You’d better find me the exact pages where I can find what I want.
Nora: You could borrow ideas from references, but if you quote without giving the sources, you’re plagiarizing.
Chris: The quiz next week will be a headache. If you don’t help me, I’ll have to prepare some study sheets and hide them in my hand when I take the test.
Nora: Oh, no! If you’re caught, the professor will definitely give you an F. Probably, you will have to repeat the year.
Chris: All right, I’ll take your advice. The library is going to be my new home, and in the dorm I’ll be burning the midnight oil.
Now Your Turn
SAMPLE DIALOG
A: We’re going to have a test, and I also have a term paper to finish. But I haven’t done a thing. I’m really worried now.
B: You’re going to have to have to hit the books if you want to get good grades.
A: But this course is so difficult that I already don’t understand it at all.
B: We could work together. Maybe some of my organized study habit can help you.
A: Better yet, maybe you could write a term paper for me.
B: Forget it! That would be cheating.
A: All right, all right. I have yet to write it myself. Maybe I can download some articles from the Internet and piece them together.
B: You could borrow ideas from those articles, but if you quote without giving the sources, you’re plagiarizing.
A: Also, the test next week will be a headache. If you don’t help me, I’ll have to prepare a cheat-sheet and hide it in my hand during the test.
B: Oh, no! If you’re caught, the professor will definitely give you an F.
A: I’ll try to be careful.
B: But if the professor catches you, you’ll have to repeat the year. You’re just going to have to study hard.
A: Ok, I’ll take your advice. The library’s going to be my new home, and in the dorm I’ll be burning the midnight oil.
MODEL2 Which class do you prefer?
Script
Chris: First period is math with Mr. Woods. I don’t know how am I going to stay awake?
Nora: I like Mr. Wood. He’s interesting.
Chris: He’s boring! He could put the entire basketball team to sleep—during the championship game! Who do you have for economics?
Nora: Mrs. Jenkins. She’s smart. Students really learn a lot from her.
Chris: She’s tough! You have to work hard in her class, or you’ll probably fail.
Nora: No pain, no gain.
Chris: Nonsense, You could have learned even more with Mr. Sharp. But not many students opt for his class.
Nora: What’s wrong with him?
Chris: Often, the highest grade he gives on a term paper is C+, and he usually fails half of the students.
Nora: No wonder he’s got the nickname Mr. Shark. Well, how about PE? What are you doing this semester?
Chris: That’s the worst part. In PE, we’re learning t’ai chi. I’m bored to death.
Nora: Ha-ha! Not to rub salt into the wound, but our class is playing your favorite sport: basketball.
Chris: Oh…that figures! This is going to be a terrible semester.
Nora: This is going to be a great semester!
Now Your Turn
SAMPLE DIALOG
A: The history class is really boring. How am I going to stay awake?
B: I like the history teacher. She’s knowledgeable. She told us a lot of interesting historical events in class.
A: Bur I find her boring! She could put the entire basketball team to sleep—during the championship game! Which class do you find dull?
B: I hate the economics course. The teacher always talks above my head. So I’ve lost interest in the course.
A: Bur economic is my favorite. The professor is smart. Most students really learn a lot from him.
B: But he’s tough! He expects a lot. You have to work hard in his class, or you’ll probably fail.
A: No pain, no gain.
B: Actually not many students opt for his class.
A: What’s wrong with him?
B: Often the highest grade he gives on a term paper is B-. Last seme4stwe he failed more than a third of the students and I was one of them.
A: Oh, that’s too bad.
B: Well, how do you find your English teacher? I don’t think much of her, either.
A: I find her kind, always willing to answer my questions; she always gives me high marks.
B: You’re rubbing salt into my wound. She failed me last semester.
MODEL3 Publish or perish
Script
Chris: Tell us, Professor Grant, What are your primary duties as a professor?
Professor Grant: Well, I do a lot of research and writing. It’s rough being an associate professor. It’s publish or perish.
Chris: So you spent a lot of time in your office?
Professor Grant: Yes, but I also have to prepare class motes, give lectures, hold office hours. Teaching is an important part of being a professor.
Chris: With all those responsibilities, you must make a lot of money.
Professor Grant: I wish. Actually, I spend a lot of tome applying foe grants to fund my research. Then I can offer assistantships and scholarships to the worthy graduate.
Chris:I see why they call you “the boss”. But being a professor sounds pretty competitive.
Professor Grant: Actually, I think you were in one of my classes…
Chris:Um….I think you’re mistaken, Professor Grant!
Professor Grant: No, I remember very clearly now! You owe me an essay!
Chris:Sorry, I have too much work to do for the Student Union Newsletter, and I have to work two jobs to pay for school.
Professor Grant: So you get an F in this course.
Now Your Turn
SAMPLE DIALOG
A: Professor Smith, I’m from the Student Union newspaper. Many students want to know a western professor’s main duties and compare them with a Chinese professor’s duties.
B: Well, I do a lot of research and writing. It’s tough to be a professor.
A: Chinese professor are also facing increasing pressure, as they are required to do more research than before. Professor Smith, do you spend al lot of time on teaching?
B: Yes, I have to prepare class notes, give lectures, host seminar, and hold office hours. In fact, teaching is an important part of being a professor, though some professors believe that research is more important than teaching.
A: With all those responsibilities, you must make a lot of money, I suppose.
B: I wish. Salary is a sensitive topic in the west. Let me say something about research funds. Actually I spend a lot of time applying for grants to fund my research.
A: How are you going to use the grants?
B: With that money, I can offer assistantships and scholarship to graduate students who can help with my research project.
A: Now I see why they call you “boss”. But being a professor sounds pretty competitive.
B: That’s true. A lot of young teachers want to be promoted to a professorship.
A: What you said has given us a fairly clear picture of a western professor’s primary responsibilities. Thank you very much for your time.
B: You’re welcome
V. Let’s Talk
Script
Hi, everybody. My topic today is “Problems with Our Educational System”.
There are a lot of things in our educational system that I don’t agree with. It seems that educators just want to give standardized tests, which focus only on academic performance but neglect students’ abilities and interests in other areas. I think there’re a lot of people who are very intelligent, but haven’t had the opportunities they could’ve had, had they been educated in a broader-minded educational systems. I feel that a lot of courses that students are focused to take in high school are too academic, and, as a result, many kids lost their interest in learning.
Educators have failed to recognize various kinds of intelligence. They often exert a lot of pressure on students to be as well-rounded as possible. I think being well-rounded isn’t really possible. And as a consequence some students who are believed to be intelligent can’t get into good colleges if they, for example, haven’t scored well on the math section, even if they ate brilliant writers.
Another thing that disturbs me is that the so-called “weak students” are separated from the rest of the school. Some kids are kept in a separate class id their grades are lower then others. And they’ve very aware of their social position, you know. I think it causes them to act in a way that is not really positive. They’re just acting in a way that they are expected to act. Often their grades go from bad to worse. And that’s pretty sad to me. I think that many of the kids in those classed are intelligent, but never actually realize their potential because of the way they are treated very early on in their education.
Problems Results
Educators just want to give standardized tests. They only focus on academic performance but neglect students’ abilities and interests in other areas. Kids lose interest in learning.
Educators often exert a lot of pressure on students to be as well-rounded as possible. Some intelligent kids can’t enter good colleges.
“Weak” students are separated from the rest of the school. Their grades go from bad to worse.
Debate
SAMPLE
A: Many ads about English classes for children say, “Don’t let your kids lose the competition just because they start later.” I quite agree. I hear young children often learn a foreign language faster then adults.
B: It’s hard to say. Kids may learn the pronunciation better than adults, but adults usually learn vocabulary and grammar faster.
A: You can learn vocabulary and grammar later on; but when you grow up, you can hardly change your pronunciation.
B: But if they learn the wrong pronunciation from the beginning? If they don’t learn English when they are young in the right way, it’ll affect their English studies
A: Anyway, some good or “key” schools give English tests to kids before admitting them.
B: English is important, bur other subjects like Chinese and math ate equally important. If kids spend too much time on English, they have little time left for other subjects.
A: Some people say that learning a foreign language can help develop children’s mental abilities such as memory, attention span and concentration, which will e of help in learning other subjects.
B: But too much time for studying and too little left for playing, children’s moral and physical development will be affected.
A: Well, it’s difficult for me to convince you, and vice versa. Let’s agree to disagree.
VI. Further Listening and Speaking
Task1: Harvard University
Script
Harvard University is the oldest institute of highest learning in her United States. Founded 16years after the arrival of the Pilgrim at Plymouth, the university has grown from 9 students with a single master to the present enrollment of more than 18,000students, including undergraduates and students in 10 graduate and professor schools. Over14, 000 people work at Harvard, including more than 2,000 faculties. Harvard has produces six presidents of the United States and 34 Noel winners.
During its early years, Harvard offered a classic academic course based on the model of English universities, but consistent with the prevailing Puritan philosophy. Although many of its graduates became ministers in Puritan church throughout New England, the university never formally affiliated with a specific religious group.
Under President Pusey (1953-1971), Harvard started what was then the largest fund-raising campaign in the history of American higher education. It was an 82.5 million dollar program for the university. The program increased faculty salaries, broadened student aid, created new professorships, and expanded Harvard’s physical facilities.
Neil L. Rudenstine took office as Harvard’s 26th president in 1001. As part of an overall effort to achieve greater coordination among the university’s school and faculties, Rudenstine encouraged academic planning and identified some of Harvard’s main intellectual priorities. He also stressed the important of the university’s excellence in undergraduate education, the significance of keeping Harvard’s doors open to students from families of different economic backgrounds, the task of as aping the research university to an era of both rapid information growth and serious fund shortage.
What is main idea of the passage?
How many teachers did Harvard have at the very beginning?
What was the role of religion at Harvard University was during is early years?
Which of the following is NOT mentioned as an achievement of President Pusey’s fund-raising program?
What did President Rudenstine do?
Keys: 1.B 2.A 3.C 4.D 5.D
Task 2: The Final Exam
Script
At a university, there were four sophomores taking a chemistry course. They were doing so well on all the quizzes, midterms, labs, that each had “A” so far for the semester.
These four friends were so confident that on the weekend before finals, they decided to go up to the University of Virginia and party with some friends there. They had a great time, but after all the hearty partying, they slept all day Sunday and didn’t make it back to school until early Monday morning.
Rather than taking the final then, they decided to find their professor after the final exam and explain to him why they missed it. They explained that they had planned to come back in time for the final exam, but, unfortunately, they had a flat tire on the way back, didn’t have a spare, and couldn’t get help for a long time. As a result, they missed the final.
The professor thought it over and then agreed they could make up the final the following day. The guys were relieved and elated. The next day, the professor placed them in separate room, hand each of them a test booklet, and told them to begin.
They took at the first problem, worth five points. It was a simple question on a chemical reaction. “Cool,” they thought at the same time, each one in his separate room, “This is going to be easy.” Each finished the problem and then turned the page.
On the second page was a question worth 95 points: “Which of the tires was flat?”
Task3: Applying for a place in an American University
Script
International students often underestimate the amount of time required to apply for admission to a college or university in the United States. You should avoid this mistake by setting yourself a schedule that starts well in advance of the time you hope to begin your studies. When setting this timetable, always remember that doing things early is the best way forward. To find the institution or program that will best serve your academic or professional goals, allow yourself sufficient time to research thoroughly your options. Then meet the application deadlines of the university to which you apply. These may be as much as 10 months before the school term.
The need for an early start holds true even if you can apply on the Internet. University websites and other academic Internet sites may provide quick and convenient access to the required application forms, but you still need time to research your options, contact teachers and institutions to obtain recommendation and transcripts of academic records, and sign up for required entrance exams, that is, standardized tests, in time to meet application deadlines. In fact, although some students did score high on TOEFL and GRE, they were not admitted because they failed to meet the deadline.
For Reference:
1. They often underestimate the amount of time required.
2. They must allow themselves sufficient time to research thoroughly their options
3. They may provide quick and convenient access to the required application forms.
4. They still need time to research your options, contact teachers and institutions to obtain recommendation and transcripts of academic records, and sign up for required entrance exams, that is, standardized tests.
5. Because they failed to meet the deadline.
News Report
Prince William in Chile
Script
What goes into a prince’s education today? For Britain’s Prince William, nature played an important role in his education this last winter, as the future king went on a 10-week expedition in Chile with Raleigh International.
The experience was a very different one for the prince. He kayaked in ocean fjords, tracked a rare deer, and was stranded on a beach during a storm.
He also got used to sleeping on the ground—at times in a room filled with 16 people –and living in simple conditions.
Those who took part, called “volunteers”, both contributed and learned. The prince helped locals build wooded walkways and buildings, and taught English to schoolchildren.
He was described by other volunteers as hardworking, humble, and laid-back. As one said, “He struck a really good balance between working hard and having fun…getting on with everyone, and taking on the team spirit.”
The prince said he liked being treated as an “equal” by other volunteer, who came from all walks of life. Around 20 percent were from problem backgrounds, some having had troubles with drugs or crime.
It seems that there’s a lot more to education than university and books, and the Chilean forests and a little contact with regular people may do a lot of a British prince.
