全國(guó)英語(yǔ)等級(jí)考試教材第三級(jí)Unit17

[00:00.00] Chapter 17 Education [00:12.59]Unit 17 Education [00:17.95]Conversations [00:21.60]part 1 [00:25.16]Wang Ming and Chang Hua are taling about English study. [00:30.62]What keeps you so busy lately? Studying English. [00:37.17]Why do you study English so hard? [00:42.14]You know we're going to have PETS Level 3 next month. [00:48.09]I'm afraid I can't pass it. [00:51.93]Your English is not so bad. [00:56.37]Thank you,but I'm afraid my writing is not good enough. [01:02.22]I often make mistakes in sentence structures. [01:07.19]The English sentence structure is quite different from that of Chinese. [01:13.85]And there are so many idiomatic ways of speaking. [01:19.62]Our teacher said we should drill as much as possible, [01:25.47]and the more we use phrases,expressions and idioms, [01:30.80]the more natural they will become. [01:34.56]But drill is tedious. [01:38.40]Speaking,listening,reading and writing are closely combined. [01:45.17]We need more practice. "Practice makes perfect." [01:50.73]Good suggestion. We should practise all the skills together. [01:56.98]Only by doing so can we achieve great progress in the correct use of English. [02:03.43]2.Mike and Lisa are talking about the beginning of the college days. [02:10.59]How's your beginning of the college days,Lisa? [02:15.86]Oh,it's chaotic during the first week of the semester. [02:21.43]Why? We had to register for classes. [02:26.89]But I didn't know which building to go to. [02:31.85]Was there anybody who helped you? [02:36.21]Oh,yes.A sophomore told me,but I didn't know where it was. [02:42.98]Oh,I'm sorry to hear that.How was it then? [02:48.41]Finally,I found the place. [02:52.36]I realized that it is very important [02:56.80]for me to be familiar with the teaching buildings first. [03:01.97]What did you do next? [03:05.73]I selected courses, [03:09.20]paid fees and attended the school-opening ceremony for new students. [03:15.97]Where was the school-opening ceremony held? [03:20.62]In the hall.The president walked on to the platform. [03:26.05]He said that he was happy to see new intelligent-looking students. [03:32.58]He hoped that we would all manage to profit from our courses of study. [03:39.25]3.Xu Lin and Wei Fang are talking about using the library. [03:46.40]Excuse me.Can you tell me how to find some books on African Education? [03:54.27]Sure.You see all these little drawers here [03:59.44]and all the way around the walls? Yes... [04:03.88]These drawers contain cards describing every book in our library. [04:11.14]Together they constitute the library's "card catalog". [04:17.49]You can see drawers run from one part of the alphabet to another. [04:23.42]So if I'm looking for a book called African Education,I'd just look under "A". [04:31.96]Yes.But if the book is called A History of Modern Dance,You'd look under "M". [04:39.33]The article "a" and "the" don't count in the alphabet, [04:46.28]and the cardsa re generally omitted for very common words and phrases [04:52.44]such as "History of","Introduction to" and so on. [04:57.51]What if I don't know the name of the book? [05:02.16]Then you can look under the writer's name. [05:06.73]For example,you want to find a book byn Theodore Dreiser. [05:12.08]You'd look under Theodore and then Dreiser. [05:16.84]And suppose I don't know either the title or the author, [05:22.90]but simply want to look at some book on art? [05:27.76]Look under the subject heading. [05:31.81]In this case you can look under "Art". [05:36.38]The information on the card will help you determine whether [05:41.73]or not you're interested in that particular book. [05:46.10]4. Malin and Rose are talking about changes in teh higher education in Britain. [05:54.35]As a college student, [05:57.98]I'd like to know something about changes in the higher education in Britain. [06:04.23]The expansion in education in recent years [06:09.58]has led to many important changes in the higher education system. [06:15.43]What's the percentage of the high school graduates to colleges? [06:21.00]Well...In the year 2002,at least, [06:26.04]one in three of the high school graduates entered higher education or training. [06:33.48]There must be changes in courses and teaching methods as well. [06:39.44]Sure.In addition to courses in the traditional disciplines and research, [06:46.52]universities are placing more emphasis upon developing students' creative ability. [06:54.25] In the US the colleges and universities are rated each year. [07:00.41]How is that in Britain? [07:03.65]There is a national review body to assess all university departments [07:10.21] and give a rating for their research and teaching every four years. [07:16.56]Unitversity with the highest rating will get more government funding. [07:23.32]Passage Education for All [07:28.57] In 1944 Congress passed the Servicemen's Rdadjustment Act, [07:35.55]soon popularly called the "Gi Bill of Rights". [07:41.01]("GI",at the time,was a nickname for the American soldier. [07:47.07]The nickname came from an abbreviation for "Governamet Issue" [07:53.42]---the uniforms and other articles "issued" to a soldier.) [07:58.77] The Act promised financial aid,including aid for higher education, [08:05.85]to members fo the armed forces after the end of World War II. [08:11.91] The war ended in the following year. [08:16.35]The prediction was that about 600 000 war veterans would apply for aid for education. [08:24.53]By 1955,more than two million had used their GI Bill of Rights to go to college [08:32.99](and the total kept increasing). [08:37.04]Many of these veterans were from poor families. [08:42.50]Thirty percent were married when they applied for college aid; [08:48.07]ten percent had children. [08:52.01]More than a few had to work part-time while they took courses. [08:58.49]It was difficult,but these veterans believed that a college degree [09:05.15](which they could not afford on their own) [09:09.41]would improve their chances for a good job in the post-war economy. [09:16.07]Some went to liberal arts colleges; [09:20.61]others to technical and professional institutions. [09:25.58]Their outstanding success in all these schools forced everyone [09:31.64]connected with higher education to rething its purpose and goals. [09:38.40]Within just a few years, [09:42.16]American veterans had changed the image of who should go to college. [09:48.62] In post-war America,other groups sought their place on America's campuses,too. [09:56.19]The enrollment of women in higher education began to increase. [10:02.15]Black and Hispanic minorities demand and end [10:07.29]to segregation in elementary and secondary education [10:12.65]--and thus an equal opportunity to get into college. [10:18.61](In the United States the term "minority" has two meanings,offten related: [10:25.55](1)A minority is any ethnic or racial group that makes up a small percentage of the total poputation; [10:34.59](2)The term also suggests a group that has less political power than the majority.) [10:42.25] By the 1960s,college introduced special plans [10:49.01]and programs to equalize educational opportunities--at every level,for all groups. [10:56.59]Some of these plans were called "affirmative action programs". [11:02.54]Their goal was to make up for past inequality by giving special preference [11:09.07] to members of minorities seeking jobs or admission to college. [11:15.24]Some colleges,for example,sponsored programs [11:20.70]to help minority students prepare for college while still in high school. [11:27.23] By the 1970s,the United States government stood firmly behind such goals. [11:35.17]It required coleges and universities receiving public funds [11:41.34]to practise some form of affirmative action. [11:46.19]But when colleges began to set quotas [11:51.05](fixed numbers) of minority students to be admitted, [11:56.09]many Americans (including minority citizens) protested. [12:02.05]They felt that this was another form of discrimination. [12:07.33] As with most (but not all) problems in American public life, [12:13.68]the conflict was resolved by change and compromise. [12:19.45]Colleges continued to serve the goal of affirmative action [12:25.09]--but in less controversial ways. [12:29.66]One large university,for example,announced a new policy: [12:35.83]It would seek to admit students who would add diverse talents to the student body. [12:42.88]It thus dealt with all applicants -- minorities included-- [12:48.52]On a basis that was not restricted to high schook performance and entrance tests, [12:55.18]but which took into account the talents, [12:59.44]voluntary activities and "life experience" of the student. [13:04.90] What success did these efforts have? [13:09.76]By the early 1980s, [13:13.91]almost as many women as men were enrolled in some form of higher education. [13:20.86]but only one out of every six students in American higher education came form a minority group. [13:28.72]Thus,minorities--who make up about 20 percent of the United States population [13:36.09]--had not yet fully reached their education goals. [13:41.66]Nevertheless,the democratic revolution of American higher education [13:48.00]had made remarkable advances. [13:52.16]Words and Expressions [13:56.00]serviceman nickname abbreviation [13:59.24]n.軍人 n.綽號(hào) n.縮寫 [14:02.48]veteran work part-time on one's own [14:05.75]n.退役軍人 兼職 憑自己的力量 [14:09.03]be connected with rethink campus [14:12.21]與...相聯(lián)系 v.再想 n.校園 [14:15.38]enrollment minority segregation [14:18.62]n.登記，注冊(cè) n.少數(shù)民族;少數(shù)派 n.隔離 [14:21.86]racial make up make up for [14:25.28]adj.種族的 組成 彌補(bǔ) [14:28.70]affirmative sponsor discrimination [14:31.94]adj.肯定 v.主辦 n.歧視 [14:35.18]resovle compromise restrict [14:38.41]v.消除 n.和解 v.限制 [14:41.63]take into account voluntary enroll [14:44.60]考慮 adj.自愿的 v.登記;使入學(xué) [14:47.56]Exercises [14:51.12]Section I Listening Comprehension [14:56.68]Listen to the record. [15:00.47]Answer each question by choosing A,B,C or D from the four possible choices. [15:09.40]A Mary,why were you late for work this morning? [15:16.66]I overslept and missed the bus. [15:21.39]Did you see Bill in the Department office? [15:27.35]yes,he was applying for a student loan. [15:32.02]Aren't we supposed to have an English test this afternoon? [15:38.37]It si postponed because the teacher is ill. [15:43.23]How long ahs Jack been working on his paper,three weeks? [15:49.60]At least that long. [15:53.26]John thinks he has much trouble in learning maths and French,he wants to drop them. [16:02.33]I'm sorry to hear that. [16:06.17]You'd better prevent him form doing that. [16:10.61]I see that you are good at Physics and Chemistry. [16:17.45]Would you like to be a postgraduate at the unitversity or would you rather get a job? [16:24.01]I'd rather get a job,I think. [16:28.66]What did you do in class yesterday morning? [16:34.33]The teacher reviewed last Mondy's lesson. [16:39.58]How long have you studied Japanese? [16:44.93]I've never learned Japanese. [16:48.69]I started to learn French three year ago. [16:53.06]Have you read Jack's paper? [16:58.02]I thought it would be boring. [17:01.78]Did you pass your English exam? [17:06.74]Yes,but I have never had a more difficult one before. [17:12.20]B It seems that only half of the students passed the final examination. [17:19.28]Well,it doesn't surprise me at all,you know. [17:24.61]The exam was very difficult this time. [17:29.34]Well,I'm really surprised. [17:33.41]There are many students who definitely didn't fail. [17:38.38]According to Jack,there are eight boys in his class who failed,including Scott. [17:45.46]No! I don't believe it! [17:49.82]Scott is one of the top students in the college. [17:55.28]What about his sister? Did she pass? [17:59.95]Oh,yes.It seems she got good marks. [18:05.21]That's absolutely incredible! [18:09.57]Scott was a much better student than his sister, [18:15.13]and has been working so ahrd for the last few months. [18:20.88]It seems unfair,doesn't it? [18:25.03]But,from what I've heard,perhaps he worked too hard. [18:30.07]he was ill during the week of the exam. [18:34.51]Oh,I see.These things happen,sometimes. [18:40.47]I suppose the dean will take his illness into account and give hime a pass. [18:47.42]Well,there's a rumour going around that the head of the Department is leaving." [18:53.98]Because of the bad result,you mean? [18:58.34]Well,I suppose so.I'm not sure. [19:02.00]Maybe,Mr.Smith is going to be the new Department Head. [19:08.37]C The college had a very good basketball team, [19:14.72]and its best player was a student who always had trouble in school. [19:21.38]Then one year the dean of the college said that the player [19:27.62]would have to leave because he had cheated on an exam. [19:32.95]The basketball coach immediately went to the dean to try to persuade hime [19:40.21]to let the student stay in school. [19:44.47]The dean showed him two answer papers. [19:49.75]"This one is Rose's paper. [19:54.61]She is the top student in the class,"he said. [20:00.17]"And this one's your basketball player's. [20:05.03]They're almost the same. [20:09.00]The basketball player sat at the next desk,and just copied from her." [20:16.44] "But maybe she copied from him,"the coach said. [20:22.22]"You can't prove it was the other way.""Look at this,"the dean said. [20:29.27]"Rose didn't know the answer to this question,so she wrote,'I don't know!' [20:36.53]And You basketball player wrote, 'Neither do !'" [20:42.59]Supplementary Reading [20:46.25]Get a Jump on Learning [20:50.72]you've been involved in early education for .... For years. [20:56.57]At what age should public school start? [21:01.43]At kindergarten. I think Head Start is very important, [21:07.20]and parents' picking really good day-care centers for their children, [21:13.05]if their children go to day care,is important. [21:17.88]It's crucial,really,to child's success later. [21:23.14]It's no surprise that research proves that how much a child has been read to [21:29.61]before they start school determines how successful they'll be, [21:34.97]especially in the first year. [21:38.81]Should there be curriculum for these early childhood centers? [21:45.05]Yes.One of the things that the president wats in his education plan [21:51.32]is for Head Start to have an academic goal along with social [21:57.17]and nutritional and health-related goals. [22:01.43] There is a Head Start center in Dallas called the Margaret Cone Center [22:07.70]that the Texas Instruments Foundation adopted about 15 years ago. [22:13.76]This is a neighborhood with the highest poverty, [22:19.01]they lowest deucation rate,the most single-parent households. [22:24.78]For two years Texas Instruments provided every health and nutrition benifit they could. [22:31.94]year-round day care.Three meals a day. [22:36.98] Even after that,when the children started kindergarten [22:42.26]they were still tested in the bottom one percentile [22:47.01]on the Lower test of basic skills. [22:51.66] The T.I. Foundation knew they had to add something else. [22:57.33]A reading professor at Smu,Nell Carvell, [23:03.08]developed what she called LEAP,Language Enrichment Activities Program. [23:09.92]It's not a curriculum that asks little three and four-year-olds to sit at a desk. [23:16.87]They play all day. [23:20.53]But she added pre-reading skills--story telling, [23:26.09]story listening,talking about letters,talking about sounds. [23:31.37]The children starting kindergarten tested in the 74th to 75th percentile on the Lower test. [23:40.33]They now have 10 or 11 years of reserch. [23:45.19] Let's follow up on the English as a second language idea [23:51.43]and the controversy over bilingual education. [23:57.18]I think bilingual education is great [24:01.91]if we know it helps children learn to speak and read in English. [24:07.58]The goal for children in America is to learn to read and speak English. [24:13.74]For children who are lucky enough to be bilingual the goal is to become bilateral, [24:21.11]to learn to read and speak well in English, [24:25.97]but also to take advantage of their heritage. [24:30.72]It's a huge advantage. [24:34.48]There are so few Americans who are actually bilateral, [24:39.94]especially compared to Europeans. [24:44.02] More than one million students are being schooled at home. [24:49.58]Do you think home-schooling is a good idea? [24:54.44]I do.Parents are willing and disciplined enough to make sure their child gets a great education. [25:02.38]And in most cases the parents are very,very disciplined. [25:08.26]I think it's a fine idea if people want to do it. [25:13.40] All the way through? [25:16.67]Sure,if they want to. [25:20.72]Aside from your family,can you name someone who influenced you most? [25:27.38]My second-grade teacher,Charlene Gnagy. [25:32.66]I wanted to be so much like her that I decided in the second grade I wanted to teach. [25:39.81]I saw an article about how women are choosing teaching again. [25:45.77]The daughter of a longtime friend of mine has decided she wants to teach [25:52.12]and she's gone back to school. [25:55.88]And amazingly enough,six of her friends have done the same thing. [26:02.25]And one reason,my friend thinks,is because of the television show "Boston Public". [26:09.80]I think that's great. [26:13.28]Because teaching went very out of fashion for a while. [26:18.24] A lot of older people want to teach, [26:22.68]and some are shut out because of degree and certification policies. [26:29.21] well,in New York there's a program called the New Teacher Project, [26:35.38]and her it's called the D.C.Teaching Fellows. [26:40.42]both of those help midcareer people who don't have education degrees [26:46.98]to get their teaching certificate. [26:51.10] There's also a federally- [26:55.15]funded program that encourages retiring military to choose teaching. [27:01.11]They still have a lot of productive years. [27:05.78]They have already worked with young people, [27:10.04]and they bring a lot of discipline and maturity to the classroom. [27:15.29] When I was in Kosovo,the NCO whispered to me, [27:21.07]"When I retire,I'm going to teach in Memphis. [27:26.32]I want to teach at-risk kids."So that's good. [27:32.06]Because there's no other more important profession than teaching.

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