现代大学英语听力2unit5-10听力原文

Unit 5

Task 1

【答案】

A.

1) People’s ideas on permanent education.

2) One is an ordinary “man in the street”. The other is an educational psychologist.

3) The first person thinks this idea of permanent education is crazy. He can’t understand people

who want to spend all their lives in school. The second person thinks the idea of permanent education is practical because people are never really too old to go on learning.

B.

1) was; hated; stand; got out 2) all their lives 3) certain limits; age limits

【原文】

Two people are interviewed about their ideas on education. One is an ordinary "man in the street"; the other is an educational psychologist.

The man in the street:

When I was at school, I hated it. I couldn't stand it. I wasn't happy until I got out. I think this idea of permanent education is crazy. I know some people go back to school when they're older, go to language classes at the local "tech" and all that, but I can't understand people who want to spend all their lives in school.

The educational psychologist:

The idea of permanent education is practical because we're never really too old to go on learning. Of course, there are certain limits, but they aren't age limits. For example, let's say a man past sixty tries to learn how to play football. It's foolish for him to do that, but only because his body is too old, not his mind!

Task 2

【答案】

A.

Age Schooling

Four Nursery School

Five The Infants’ School

Seven The Junior School

B.

1) He stayed there for a year.

2) He has faint, but very pleasant memories of it. He had fun and played games---including story-telling, drawing, singing and dancing.

3) He began t have more formal lessons and even worry about exams.

4) The exam was called the “Eleven Plus”. Students took the exam to see what kind of secondary school they would get into.

【原文】

John is talking to Martin about his primary schooling.

Martin: Did you go to a state primary school?

John: Yes, I did. I went to a nursery school first, at the age of four, but this was purely voluntary.

There was a good kindergarten in our neighbourhood so my parents decided to send me

there for a year.

Martin: Can you still remember it?

John: Yes, I have faint, but very pleasant memories of it. It was a delightful place, full of fun and games. As in most nursery schools, work —if you can call it that —consisted of storytelling, drawing, singing and dancing.

Martin: You probably don't remember but you must have missed it when you left — you know, when you went to the Infants' School at the age of five.

John: I suppose I must have, but you know, right up to the age of seven, school life was very pleasant. It was only later in the Junior School that we began to have more formal lessons and even worry about exams.

Martin: Really? Did you have to do exams at that age?

John: Yes, we used to then. We had to take an exam at the age of eleven called the "Eleven Plus"

to see what kind of Secondary school we would get into. But this exam has disappeared nowadays.

Task 3

【答案】

A.

1) compulsory; the ages of 5 and 16; state-funded; independent

2) available; at a nursery school; in the nursery class at a primary school

3) preparatory; primary; aged 5 to 13

4) enter the state education system; at the age of 5; secondary school

5) 7, 11, 13 or 16; gain admission at 11 or 13; the Common Entrance Examination

6) one further year; Advanced Supplementary Examinations; Advanced Level Examinations

7) classroom; laboratory; work independently; undertake research for projects

8) vocational; conventional

9) secondary education; with A-levels; further; higher

B.

1) GCSE stand for the General Certificate of Secondary Education. It is normally take at the age of sixteen.

2) Students usually study form 8 to 12 subjects over two years.

3) Some subjects take account of the work students do throughout the year, while others are assessed entirely by examination.

【原文】

Education in the United Kingdom is compulsory for everyone between the ages of five and sixteen, and is provided by two kinds of schools: state-funded schools and independent (fee-charging) schools.

Children education

Pre-school or pre-preparatory education: pre-school education is available in both the independent and the state systems. Many children start their education at the age of three or four at a nursery school or in the nursery class at a primary school.

Preparatory education: in the independent system, preparatory (or primary) education is available for children aged 5 to 13.

Primary education: most children in the United Kingdom enter the state education system

when they go to primary school at the age of five and generally move to secondary school or college at the age of 11.

Secondary education (including the General Certificate of Secondary Education and equivalents)

Most pupils enter independent boarding schools at the age of 7, 11, 13 or 16. To gain admission at 11 or 13, some pupils sit an exam called the Common Entrance Examination. At 16, they enter the school to study in its sixth form (for A-levels and equivalent qualifications).

All UK secondary schools, both state and independent, teach pupils at least until the age of sixteen and prepare them for the General Certificate of Secondary Education (GCSE) or equivalent qualifications. Significant numbers of international students enter the UK secondary education system when they are either eleven or thirteen. Many attend independent boarding schools.

GCSEs in vocational subjects are normally taken at the age of 16. Following these, students can do one further year of academic study before taking Advanced Supplementary examinations (AS-levels).

Alternatively, there are career-based qualifications, such as General National Vocational Qualifications (GNVQs) or vocational A-levels, which can be taken after one or two years of study. All these courses give access to university or further study.

Students usually study from 8 to 12 GCSE subjects over two years. Most students study a core of statutory subjects and choose additional subjects from a list.

On any GCSE course, you receive formal tuition in the classroom and laboratory but are also encouraged to work independently and undertake research for projects, often outside school hours. Educational visits, either on your own or as part of a small group, are often part of the timetable. Some subjects take account of the work you do throughout the year, while others are assessed entirely by examination. Examinations are independently marked and graded. GCSE grades range from A (the highest) to G.

New GCSEs in vocational subjects are a career-based version of the GCSE. Eight subjects are available: Art and Design, Business, Engineering, Health and Social Care, Information and Communications Technology (ICT), Leisure and Tourism, Manufacturing, and Science. One vocational GCSE is equivalent to two conventional GCSEs. As with other GCSEs, grades range from A (the highest) to G.

Sixth-formers usually finish their secondary education at the age of eighteen with A-levels or equivalent qualifications, then go on to study at either further or higher education level.

Task 4

【答案】

A.

Topic of This Discussion: Corporal Punishment

Interviewees Position

Arguments/Reasons

on This Topic

For/Against

Kate For It’s difficult to teach children these days, when

many of them know they won’t get jobs. It’s

hard to control the class if you can’t punish

them. Some children need discipline.

Rolf Against It always has been difficult to be a teacher. But

you don’t have to use violence. It’s impossible

to teach students about nonviolence and being

good citizens when you are violent yourself. Jane Against

Raoul For Its’ impossible to teach the rest of the class of

you have one student who constantly

misbehaves. It’s bad for the others.

B.

1) F 2) F

【原文】

Kate: Yes, it's difficult to teach children these days, when many of them know they won't get jobs.

It's hard to control the class if you can't punish them. I often hit them with a ruler. Of

course, in my part of Scotland we're allowed to hit them, and I think it's necessary —

some children need discipline.

Interviewer: What do you think, Rolf? I know you feel very strongly about corporal punishment.

Rolf: I don't agree with Kate. I know it's difficult to be a teacher, but I think it always has been. But you don't have to use violence. It's impossible to teach students about

non-violence and being good citizens when you are violent yourself. Interviewer: What do the Welsh think, Jane? Rolf thinks corporal punishment is wrong.

Jane: Yes, I think so too.

Interviewer: And Raoul?

Raoul: Well, I think it's sometimes necessary. When one child constantly disobeys, you have to beat him, or else send him away — maybe to a special school. It's impossible to

teach the rest of the class if you have one student who constantly misbehaves. It's

bad for the others.

Interviewer: Did anyone beat you when you were at school?

Raoul: Well...

Task 5

【答案】

A.

1) Because the television program by that name can now be seen in many parts of the world.

2) This program is very popular among children. Some educators object to certain elements in the program. Parents praise it highly. Many teachers also consider it a great help, though some teachers find that problems arise when first graders who have learned from “Sesame Street”are in the same class with children who have not watched the program.

3) In order to increase the number of children who can watch it regularly.

4)

1. The reasons may include the educational theories of its creators, the support by both

government and private businesses, and the skillful use of a variety of TV tricks

2. Perhaps an equally important reason is that mothers watch “Sesame Street” along with their

children. This is partly because famous adult stars often appear on “Sesame Street”.

3. The best reason for the success of the program may be that it makes every child watching it feel able to learn. The child finds himself learning, and he wants to learn more.

B.

1) six million; regularly; half; economic; racial; geographical

2) fifty; Spanish; Portuguese; German; one hundred thousand; English; every two weeks

3) songs; stories; jokes; pictures; numbers; letters; human relationships

【原文】

Sesame Street" has been called "the longest street in the world. That is because the television program by that name can now be seen in so many parts of the world. That program became one of America’s exports soon after it went on the air in New York in 1969.

In the United States more than six million children watch the program regularly. The viewers include more than half the nation’s pre-school children, from every kind of economic, racial, and geographical group.

Although some educators object to certain elements in the program, parents praise it highly. Many teachers consider it a great help, though some teachers find that problems arise when first graders who have learned from “Sesame Street” are in the same class with chi ldren who have not watched the program.

Tests have shown that children from all racial, geographical, and economic backgrounds have benefited from watching "Sesame Street". Those who watch it five times a week learn more than the occasional viewers. In the United States the program is shown at different hours during the week in order to increase the number of children who can watch it regularly.

In its American form "Sesame Street" is shown in nearly fifty countries. Three foreign shows based on "Sesame Street" have also appeared in Spanish, Portuguese, and German. Viewers of the show in Japan buy one hundred thousand booklets with translations of the English sound track every two weeks.

The program uses songs, stories, jokes and pictures to give children a basic understanding of numbers, letters and human relations. But there are some differences. For example, the Spanish program, produced in Mexico City, devotes more time to teaching whole words than to teaching separate letters.

Why has "Sesame Street" been so much more successful than other children's shows? Many reasons have been suggested. People mention the educational theories of its creators, the support by the government and private businesses, and the skillful use of a variety of TV tricks. Perhaps an equally important reason is that mothers watch "Sesame Street" along with their children. This is partly because famous adult stars often appear on "Sesame Street". But the best reason for the success of the program may be that it makes every child watching it feel able to learn. The child finds himself learning, and he wants to learn more.

Task 6

【答案】

A.

1) It is to have all public schools connected to the Internet computer system and have computers

available for all students.

2) Its web site provides information about the school, the teacher and their mail addresses. It

also lists student events and organizations.

3) They learn numbers and letters. They also learn how to use the computers they will need later

in their education.

B.

1) 1994; 35%; Last year; 89%

2) universities; colleges; urge; require

【原文】

One of the goals of American education officials is to have all public schools connected to the Internet computer system and have computers for all students. Government studies show that in 1994 only 35 percent of American public schools were connected to the Internet. Last year, that number reached 89 percent.

Virginia Polytechnic Institute and State University is a large university in the southern state of Virginia. Officials at Virginia Tech say computers are very important to a student's education. All students at Virginia Tech have been required to have a computer since 1998.

Each student's living area at Virginia Tech has the necessary wires to link a computer to the Internet. The students can send and receive electronic mail, use the World Wide Web part of the Internet and link with other universities, all without leaving their rooms. They can also use their computers to send electronic copies of their school work to their teachers. And they can search for books in the school's huge library.

Most major American universities and colleges strongly urge or require new students to have a computer. Most colleges and universities also have large rooms where students can use computers for classwork.

American high schools also have computers. Many have their own areas on the World Wide Web. If you have a computer you can learn about Fremont Union High School in Sunnyvale, California, for example. Its web site provides information about the school, the teachers and their electronic mail addresses. It also lists student events and organizations.

Young children also use computers in school. Smoketree Elementary School, in Lake Havasu, Arizona is a good example. The school also has a World Wide Web site. It tells about the school and the teachers and has an area for young children. These young children use computers in school to learn numbers and letters. They also learn how to use the computers they will need later in their education.

Task 7

【答案】

A.

I. spoken; written

A. saying poetry aloud; giving speeches

B. advanced degrees; field of study; custom; candidates; doctor’s degree

II. written

A. nineteenth

B. the great increase in population; the development of modern industry

C.

1. objective; personal opinions; memory of facts and details; range of knowledge; a fairer chance; easier; quicker; learning

2. essay; ling answers; broad general questions; the element of luck; put facts together into a meaningful whole; really knowing much about the subject; have trouble expressing their ideas in essay form; examiner’s feelings at the time of reading the answer.

III.

unsatisfactory; along with

B.

b

【原文】

In ancient time the most important examinations were spoken, not written. In the schools of ancient Greece and Rome , testing usually consisted of saying poetry aloud or giving speeches.

In the European universities of the Middle Ages, students who were working for advanced degrees had to discuss questions in their field of study with people who had made a special study of the subject. This custom exists today as part of the process of testing candidates for the doctor's degree.

Generally, however, modern examinations are written. The written examination, where all students are tested on the same question, was probably not known until the nineteenth century. Perhaps it came into existence with the great increase in population and the development of modern industry. A room full of candidates for a state examination, timed exactly by electric clocks and carefully watched over by managers, resembles a group of workers at an automobile factory. Certainly, during examinations teachers and students are expected to act like machines. There is nothing very human about the examination process.

Two types of tests are commonly used in modern schools. The first type sometimes called an “objective” test. It is intended to deal with facts., not personal opinions. To make up an objective test the teacher writes a series of questions, each of which has only one correct answer. Along with each question the teacher writes the correct answer and also three statements that look like answers to students who have not learned the material properly.

For testing a student's memory of facts and details, the objective test has advantages. It can be scored very quickly by the teacher or even by a machine. In a short time the teacher can find out a great deal about the student's range of knowledge.

For testing some kinds of learning, however, such a test is not very satisfactory. A lucky student may guess the correct answer without really knowing the material. For a clearer picture of what the students knows, most teachers use another kind of examination in addition to objective tests. They use “essay” tes ts, which require students to write long answer to broad general questions.

One advantage of the essay test is that it reduces the element of luck. The student cannot get a high score just by making a lucky guess. Another advantage is that it shows the examiner more about the student’s ability to put facts together into a meaningful whole. It should show how deeply he has thought about the subject. Sometimes, though, essay tests have disadvantages, too. Some students are able to write rather good answers without really knowing much about the subject, while other students who actually know the material have trouble expressing their ideas in the essay form.

Besides, on an essay test the student's score may depend upon the examiner's feelings at the time of reading the answer. If he is feeling tired or bored, the student may receive a lower score than he should. Another examiner reading the same answer might give it a much higher mark. From this standpoint the objective test gives each student a fairer chance, and of course it is easier and quicker to score.

Most teachers and students would probably agree that examinations are unsatisfactory. Whether an objective test or an essay test is used, problems arise. When some objective questions are used along with some essay questions, however, a fairly clear picture of the

student's knowledge can usually be obtained.

Task 8

Americans know that higher education is the key to the growth they need to lift their country, and today that is more true than ever. Just listen to these facts. Over half the new jobs created in the last three years have been managerial and professional jobs. The new jobs require a higher level of skills.

Fifteen years ago the typical worker with a college degree made 38 percent more than a worker with a high school diploma. Today that figure is 73 percent more. Two years of college means a 20 percent increase annual earnings. People who finish two years of college earn a quarter of a million dollars more tan their high school counterparts over a lifetime.

Unit 6

Task 1

【答案】

A.

[d]—[b]—[a]—[e]—[c]

B.

a

【原文】

Laura usually leaves the offices of Quest Productions at about 5 o'clock, but last Monday she left at 5:30. She wanted to get home by 6:30 and she ran to the bus stop but she couldn't get on a bus. There were too many people and not enough buses. Laura was desperate to get home so she decided to go by tube.

In the station she went to one of the automatic ticket machines but she didn't have enough change, so she had to join the queue at the ticket window. She bought her ticket and ran to the escalator. Laura went to the platform and waited for the tube. It arrived and the crowd moved forward.

Laura was pushed into the train. It was almost full but she was given a seat by a man with a moustache. Laura thanked him and sat down. She started to read her newspaper. In the tunnel the train stopped suddenly and Laura was thrown to the floor together with the man with the moustache. Somebody screamed. The lights went out. It was quarter past 6 on a cold, wet December evening.

Task 2

【答案】

A.

1) a 2) b 3) d 4) c

B.

1) T 2) T 3) F

C.

wondered; television plays; exciting; every cigarette lighter; tape recorder; held in a certain way; the touch of a gold ring against the hand of; reveal; How wrong they were

【原文】

X was a secret agent. He had rented a furnished room in a provincial town not far from the public park and had been there two weeks. He was standing at the window looking out at the dull beds of geraniums, the park gates and the cold, uninviting statue of Queen Victoria that stood across the street from him, It was raining hard and the few people who passed by looked wet and miserable. X was miserable, too. How, he wondered, could anybody think there was anything interesting about the life of a secret agent? He knew it was because people had seen so many television plays about glamorous spies that they thought the life of a secret agent was exciting. They were convinced that every cigarette lighter concealed a secret tape recorder; that a fountain pen held in a certain way would open a locked door, that the touch of a gold ring against the hand of an enemy would make him reveal all his secrets. How wrong they were! He looked round his room. The wallpaper was in the worst possible taste, the pictures horrible, the carpet worn, dirty and faded; and he was cold. This was the third Monday he had come to the window to look out. He prayed it would be the last.

As if in answer to his prayer, a certain meeting he had been sent to investigate was about to take place. He took out his camera. Just beneath the statue two women had stopped to speak. He knew one of them, and it was she who pointed in his direction. The other woman looked up towards him and in that brief moment he photographed her.

Task 3

【答案】

A.

Names Ideal Careers

Harry Sailor

Nora Farmer(if she were a man)

Robert Civil engineer

Peter Racing driver or explorer

B.

1) a 2) b 3) c 4) b 5) d

【原文】

Harry: Well, Robert, have you made up your mind yet what you want to do when you leave college?

Nora: Oh Harry. Surely he's a bit young to decide on his career. He hasn't even got to college yet. Harry: Not at all, Nora. It's wisest to decide in good time. Look at me, for example. I really wanted to be a sailor, but now I spend my days sitting at a desk in an office. Yes, it's silly to train for the wrong job. And after all, Robert will be going to college soon.

Nora: Now if I were a man I'd be a farmer. To see the crops growing--that's my idea of a good life.

Harry: Yes, and to see the money rolling in is more important still.

Robert: Well, that's not the way I look at it, Dad. It's the job I care about, not the money. Harry: Maybe not; but you'll learn to care about the money too, when you've got a family to keep.

Nora: And of course Peter — well, he's keen to be a racing driver, or else an explorer. Robert: Oh, Peter's not old enough to make up his mind about such things.

Harry: You haven't answered my question yet, Robert. What would you like to do?

Nora: Are you sure you don't want to be a farmer, Robert? Or a market gardener?

Robert: No, I'm sorry Mum, but I don't want to at all. I'd rather be a civil engineer. I want to build roads and bridges.

Harry: Not ships? Isn't it better to be a shipbuilding engineer?

Robert: Look here, is it my career we're planning, or yours?

Harry: All fight, all right, there's no need to lose your temper. But you'd better win that scholarship first.

Task 4

【答案】

I. correspondents; columnist

A. may not need either

B. to go to places where events take place and write stories about them

II. first; bigger; better; who will soon leave to work for other people

III. working hours; free time; work long hours to begin with

【原文】

Here are some of the things a young man or woman should not do when he first asks an editor for a job:

He should not tell the editor that he wants to be a foreign correspondent or a columnist. Very probably the editor does not need either. He wants a reporter who will go to such places as government offices and police stations and write a true story of what is happening there. Being a foreign correspondent or a columnist will come later.

A young person should not tell tile editor that newspaper work is only the first step on the way to bigger and better jobs, such as those in government. The editor must take a lot of time and trouble teaching someone to be a good newspaperman or woman. He does not like the idea of teaching people who are soon going to leave him to work for someone else.

A young journalist should accept the working hours and free time the editor gives him. As a new journalist, it is very probable that he will work longer hours than others and work on weekends. The editor did the same when he was a young newspaperman with no experience. He expects a journalist to understand how things are on a newspaper.

Task 5

【答案】

A.

1) acd 2) abe

B.

1) she is the wrong sex 2) she wears the wrong clothes

【原文】

SYLVIA: We've got a new manager in our department.

LARRY: Oh? You hoped to get that job, didn't you?

SYLVIA: Yes, I did.

LARRY: I'm sorry. That's too bad. Who is it? Who got the job, I mean?

SYLVIA: Someone called Drexler. Carl Drexler. He's been with the company only two years. I've been here longer. And I know more about the job, too!

LARRY: Hmm. Why do you think they gave it to him and not to you?

SYLVIA: Because I'm the wrong sex, of course !

LARRY: You mean you didn't get the job because you're a woman?

SYLVIA: Yes, that was probably it! It isn't fair.

LARRY: What sort of clothes does he wear?

SYLVTA: A dark suit. White shirt. A tie. Why?

LARRY: Perhaps that had something to do with it.

SYLVIA: You mean you think I didn't get the job because I come to work in jeans and a sweater?

LARRY: It's possible, isn't it?

SYLVIA: Do you really think I should wear different clothes?

LARRY: Well. . . perhaps you should think about it.

SYLVTA: Why should I wear a skirt? Or a dress?

LARRY: I'm not saying you should. I'm saying you should think about it. That's all!

SYLVIA: Why should I do that? I'm good at my job! That's the only important thing!

LARRY: Hmm. Perhaps it should be the only important thing. But it isn't. Not in this company.

Task 6

【答案】

A.

Former Jobs When Laid-off Why Laid-off

1st man Car salesman Recently Low sales, due to the

increase of interest

rates

2nd man Worker at a vacuum

cleaner plant 10 months ago Plant moved to

Singapore where

workers are paid

much less

B.

1st speaker(bcd) 2nd speaker(ae)

C.

1) F 2) F

【原文】

Al: Is this the right line to file a claim?

Bob: Yeah. It's the same line for everything. You just stand here and wait.

Al: Oh. Is there always such a long line?

Bob: Every week. Sometimes longer. Is this your first time here?

Al: Yes.

Bob: What happened? Your plant closed down?

Al: No. I'm a car salesman, or, I was a car salesman. But we just aren't selling cars. It's the interest rates. Two years ago, I averaged ten new cars a month. Do you know how many cars

I sold last month? One. One car to a lady who had the cash. But the interest rates are up

again. The boss let three of us go. How about you?

Bob: I worked at a vacuum cleaner plant with about fifty workers. We put in a good day's work.

But the machinery was getting old. As a matter of fact, the whole plant was old. So the management decided to build a new plant. You know where? In Singapore. The workers here made about seven dollars an hour, a couple of people made eight or nine an hour. You know how much they're paying the workers in Singapore? $2.50 an hour! Anyway, all fifty of us got laid off.

Al: How long ago was that?

Bob: They closed down ten months ago.

Al: Any luck finding another job?

Bob: Nothing. I have one, sometimes two, interviews a week. Last week I thought I had something. They liked my experience with machines. But I never heard from them again. Al: At least you know something about machines. All I can do is talk.

Bob: Maybe you'll talk yourself into another job. Good luck. I'll see you here next week.

Al: I hope not. I hope I'll have something by then.

Task 7

【答案】

A.

1) F 2) F 3) T 4) F 5) T 6) F

B.

1) According to the first speaker, it is frustrating because the teacher cannot see clearly the results of his efforts.

2) According to the second speaker, English language teaching is a good job, because it guarantees a stable income and regular working hours and means less pressure. He also likes the way elderly teacher are.

【原文】

Interviewer: Do you prefer what you're doing to teaching?

John Smith: Yes, one of the things I found a bit frustrating about teaching was that it was rather, very intangible than um, especially if you're teaching in England and most of the students know quite a lot of English before they arrive. They learn a lot of English outside the classroom, in pubs or coffee shops or other places, with the families they're living with. It's very difficult to pin down how much they learn from your actual lesson, whereas in marketing um, again there are lots of areas that are gray rather than black or white, but there are quite a few other areas where one can see quite clearly the results of one's efforts.

Interviewer: What did you do after you quit your job in advertising?

Second Man: In fact, I became a journalist and I worked as a freelance. I didn't have a full-time job with any newspaper. I just had to contribute things as they came along and 1

wrote for magazines, and I did quite a lot of broadcasting for the VOA. Well, this

was in a way the opposite of advertising because I enjoyed it a lot but I found it very

hard to earn enough money to live on.

Interviewer: And then you decided to be a teacher?

Second Man: Well, and so I thought. Well, I must do something which produces an income that I can be sure of. While I was working as a journalist I had done an article for a

magazine about the English language teaching world and m fact I had come to the

school where I now teach as a journalist and interviewed a lot of the people. And I

thought it seemed a very nice place and I thought that the classes I visited had a

very, very nice feeling about them, and so I thought, well, I'll see if they'll have me. Interviewer: Why do you prefer teaching to advertising?

Second Man: Well, partly because in teaching you work regular hours. It I advertising you just had to stay at the office until the work was finished [I see.] and it could be three o'clock

in the morning. [Oh, dean] Also you were very often made to work at weekends.

Often some job would come up that was very important and they said it had to be

finished — it had to go into the newspapers next week.

Interviewer: So there was a lot mom pressure.

Second Man: There was a lot more pressure in advertising. Also, the people I worked with when I was first in advertising were young hopeful people like myself. By the end I was

working with a lot of old people who quite honestly were awful. And I kept looking

at them and saying, "Am I going to be like that?" And I thought if I am I'd better get

out, whereas the English language teachers I saw, who were older people I thought,

well, they seemed quite nice. And I wouldn't mind being like that myself.

Task 8

【答案】

The interview with Michale:

Does he work? No.

Why or why not? The work he used to do was not what

interested him and what he likes to do cannot

earn him enough money to support himself.

What are the advantages of not having to work? 1) You do not have to get up it you don’t feel like it.

2) You can spend your time on the things you want to do.

Why does he feel justified in not working? He believes he does things which are enjoyable

for him and useful to people and the

community.

The interview with Chris:

What is the value of work in the current society? Very little value other than supporting oneself and ones family.

What are the two main aspects of work? 1) It is a bread-winning process.

2) The activities in it can be valuable to society.

What does he think of the work of a car factory worker? He thinks it harmful to both the environment and the society, for cars add to pollution and consume the scarce resources.

What does he think of the work of a doctor? He thinks it a valuable job in any society. What kind of job does he do? He is perhaps a university teacher.

What does he think of his work? He regarded his job a “white collar” job, which

he does with his mind and receives mental

satisfaction from it.

【原文】

Matthew: Michael, do you go out to work?

Michael: Not regularly, no. I... I used to; I used to have a job in a publishing company, but I decided it wasn't really what I wanted to do and that what I wanted to do wouldn't earn me much money, so I gave up working and luckily I had a private income from my family to support me and now I do the things I want to do. Some of them get paid like lecturing and teaching, and others don't.

Matthew: What are the advantages of not having to go to work from nine till five? Michael: Ah... there' re two advantages really. One is that if you feel tired you don't have to get up, and the other is that you can spend your time doing things you want to do rather than being forced to do the same thing all the time.

Matthew: But surely that's in a sense very self-indulgent and very lucky because most of us have to go out and earn our livings. Do you feel justified in having this privileged position? Michael: Yes, because I think I use it well. I do things which I think are useful to people and the community and which I enjoy doing.

Matthew: Chris, what do you think the value of work is?

Chris: Well, I think in our present-day society, for most people, work has very little value at all.

Most of us go out to work for about eight to nine hours of our working day. We do things which are either totally futile and totally useless or have very little justification whatsoever, and for most of us the only reason for working is that we need to keep ourselves alive, to pay for somewhere to live, to pay to feed our children.

Matthew: But surely people wouldn't know what to do if they didn't have to go to work? Chris: Well, again this raises the sort of two main aspects of work. Should we think of 'work only as a sort of bread-winning process, and this is very much the role it has in current society, or should we take a much wider perspective on work and think of all the possible sort of activities that human beings could be doing during the day? I think the sort of distinction currently is between say, someone who works in a car factory and who produces cars which are just adding to pollution, to over-consumption of vital resources, who is doing something which is very harmful, both to our environment and to, probably society, to contrast his work with someone perhaps like a doctor, who I think in any society could be justified as doing a very valuable job and one which incidentally is satisfying to the person who is doing it.

Matthew: What do you do? Is your job just a breadwinning process or do you get some satisfaction out of doing it?

Chris: Well, in the job I do find that most of the satisfaction is a mental one; it's coming to grips with the problems of my subject and with the problems of teaching in the University.

Clearly this is the type of satisfaction that most people doing what we call in England "white-collar" jobs. This is quite different from the sort of craftsman, who is either working that his hands or with his skills on a machine, or from people perhaps who are using artistic skills, which are of a quite different character. Certainly it's becoming a phenomena that people who do "white-collar jobs during the day, who work with their minds to some extent, people who work on computers, people who are office clerks, bank employees, these people have fairly soul-destroying jobs which nevertheless don't involve much physical effort, that they tend to come home and do "do-it-yourself" activities at home. They make cupboard, paint their houses, repair their cars, which somehow provide

the sort of physical job satisfaction that they're denied in their working day.

Task 9

【答案】

A.

Interviewees Like their jobs

(percent)Dislike their jobs

(percent)

Like jobs in part

(percent)

Men91 5 4

Women84124

Men/Women 18-2470 20 6

Men/Women 25-2988 9 3

Men/Women 30-3992 8 0

White-collar workers87 8 4

Blue-collar workers91 5 3

B.

1) No major change. For som e→“less paperwork”

Some:→less working hours

Others:→earn more money.

2) Most adults→would go on working.

Esp. young adults (18 to 24)→9 out of 10 would go on working

【原文】

Are most workers today feeling bored and dissatisfied with their jobs? It is often claimed that they are. Yet a study conducted by Parade magazine more than 20 years ago showed that people at that time felt the opposite.

Parade asked questions of a representative sampling of adult Americans from coast to coast. The sampling included different sexes, age groups, and occupations.

The interviewees were asked to make a choice from one of the following three to describe their feelings towards their work.

A. Like their jobs.

B. Dislike their jobs.

C. Like their jobs in part,

Results showed that 91 percent of the male interviewees and 84 percent of the females chose A, while only 5 percent men and 12 percent women interviewed chose B. The rest said that they liked their jobs in part and they comprised a very tow percentage.

In all the three age groups — from 18 to 24, from 25 to 29 and 30 to 39 — those who liked their

jobs made up the majority. 70 percent, 88 percent and 92 percent respectively choose A. Those choosing B accounted for 20 percent, 9 percent and 8 percent of different age groups. And the rest, 6 percent, 3 percent and 0 percent respectively claimed that they only liked their jobs in part.

The difference in responses among people with different occupations is small. Among the white-collar employees, those choosing A, B and C are 87 percent, 8 percent and 4 percent of the total. And for the blue-collar employees, 91 percent, 5 percent and 3 percent choose A, B and C respectively.

It is interesting to note that there are few differences in attitude between men and women, professionals and factory workers. In each group, the largest number reported that they liked their jobs.

Next, Parade asked, "If there were one thing you could change about your job, what would it be?" It was expected that many would wish to make their jobs less boring, but very few gave this reply. No major changes were reported. Some wished for "less paperwork"; many would shorten their working hours, but others would like more hours in order to earn more money. No serious complaints were made.

Most people have to work in order to live. But what would happen if someone had enough money to stop working? Parade asked, "If you inherited a million dollars, would you go on working — either at your present job or something you liked better--or would you quit work?" The answers showed that most adults would prefer to work, even if they didn't have to. This is true especially of the younger adults aged 18-24. Of these, nine out often said they would go on working, even if they suddenly became millionaires.

Task 10

【答案】

A.

According to Mother According

to Cathy

Intelligence very bright reasonably intelligent Interests music and dancing tennis and swimming, talking to

people

Career inclination teacher or vet hairdresser

B.

1) F 2) T

C.

1) b 2) a

D.

1. She really enjoyed meeting new people.

2. She had good qualifications in English and Maths.

3. She did not mind hard work, even if it was not always pleasant.

4. She liked living away form home.

【原文】

Officer: Come in, please take a seat. I'm the careers officer. You're Cathy, aren't you?

Mother: That's right. This is Catherine Hunt, and I'm her mother.

Officer: How do you do, Mrs. Hunt? Hello, Catherine.

Cathy: Hello. Pleased to meet you.

Officer: And you'd like some advice about choosing a career?-

Mother: Yes, she would. Wouldn't you, Catherine?

Cathy: Yes, please.

Officer: Well, just let me ask a few questions to begin with. How old are you, Catherine? Mother: She's nineteen. Well, she's almost nineteen.

Officer: And what qualifications have you got?

Mother: Well, qualifications from school, of course. Very good results she got. And she got

certificates for ballet and for playing the piano.

Officer: Is that what you're interested in, Catherine, dancing and music?

Cathy: Well...

Mother: Ever since she was a little girl, she's been very keen on music and dancing. She ought to be a music teacher or something. She's quite willing to train for a few more years to get the right job, aren't you, Catherine?

Cathy: Well, if it's a good idea.

Mother: There you are, you see. She's a good girl really, a bit lazy and disorganized sometimes, but she's very bright. I'm sure the careers officer will have lots of jobs for you. Officer: Well, I'm afraid it's not as easy as that. There are many young people these days who can't

find the job they want.

Mother: I told you, Catherine. I told you, you shouldn't wear that dress. You have to look smart to get a job these days.

Officer: I think she looks very nice. Mrs. Hunt, will you come into the other office for a moment and look at some of the information we have there. I'm sure you'd like to see how we can help young people.

Mother: Yes, I'd love to. Mind you, I think Catherine would be a nice teacher. She could work with young children. She'd like that. Or she could be a vet. She's always looking after sick animals.

Officer: I'm afraid there's a lot of competition. You need very good results to be a vet. This way, Mrs. Hunt. Just wait a minute, Catherine.

(The mother exits.)

Officer: There are just one or two more things, Catherine.

Cathy: Do call me Cathy.

Officer: OK, Cathy. Are you really interested in being a vet?

Cathy: Not really. Anyway, I'm not bright enough. I'm reasonably intelligent, but I'm not brilliant.

I'm afraid my mother is a bit over-optimistic.

Officer: Yes, I guessed that. She's a bit overpowering, isn't she, your mum?

Cathy: A bit. But she's very kind.

Officer: I'm sure she is. So, you're interested in ballet and music, are you?

Cathy: Not really. My mother sent me to lessons when I was six, so I'm quite good, I suppose. But

I don't think I want to do that for the rest of my life, especially music. It's so lonely. Officer: What do you enjoy doing?

Cathy: Well, I like playing tennis, and swimming. Oh, I went to France with the school choir last year. I really enjoyed that. And I like talking to people. But I suppose you mean real interests — things that would help me to get a job?

Officer: No. I'm more interested in what you really want to do. You like talking to people, do you? Cathy: Oh yes, I really enjoy meeting new people.

Officer: Do you think you would enjoy teaching?

Cathy: No, no, I don't really. I was never very interested in school work, and I'd like to do something different. Anyway, there's a teacher training college very near us. It would be just like going to school again.

Officer: So you don't want to go on training?

Cathy: Oh, I wouldn't mind at all, not for something useful. I wondered about being a hairdresser — you meet lots of people, and you learn to do something properly—but I don't know. It doesn't seem very worthwhile.

Officer: What about nursing?

Cathy: Nursing? In a hospital? Oh, I couldn't do that, I'm not good enough.

Officer: Yes, you are. You've got good qualifications in English and Maths. But it is very hard work. Cathy: Oh, I don't mind that.

Officer: And it's not very pleasant sometimes.

Cathy: That doesn't worry me either. Mum's right. I do look after sick animals. I looked after our dog when it was run over by a car. My mother was sick, but I didn't mind. I was too worried about the dog. Do you really think I could be a nurse?

Officer: I think you could be a very good nurse. You'd have to leave home, of course.

Cathy: I rather think I should enjoy that.

Officer: Well, don't decide all at once. Here's some information about one or two other things which might suit you. Have a look through it before you make up your mind.

Task 11

【原文】

I began my career during college, reporting on news stories at a Toronto radio station. The station’s program manager was also a professor who taught one of my classes. I convinced him that she needed a youth reporter because that year was International Youth Year. After graduation, I took a job as a television news reporter and later, news anchor. But sports reporting was something different, so I decided to try it. Figure skating was my first assignment.

I had two months until my new job began. It was like waiting an entire summer for school to start. I spent those two months talking to figure skating coaches and judges. I read boring rule books. I drove to the rinks where the skaters trained, and made notes about our conversations. I even took a lesson, which made some of the skaters laugh.

Unit 7

Task 1

【答案】

1) Because he wrote an astonishing number of books.

2) Mankind would have to create a world state.

3) No.

4) Cities were destroyed by bombs dropped from aeroplanes.

5) Any two of the following: The War in the Air, The First Men in the Moon, The Time Machine, and The Invisible Man.

6) Events forecast in Well’s books might come true.

【原文】

H. G. Wells was born in 1866. His energy must have been enormous, for he wrote an astonishing number of books. Many of the later ones were concerned with his idea that mankind would have to create a world state, if it was not to end up by destroying itself.

There we're novels like Kipps, Love and Mr. Lewisham and The History of Mr. Polly. The best

of these are now recognized as classics. But in addition, this incredible man somehow found the time and inspiration to write the stories forecasting future events that entitle him to be known as the father of science fiction.

When The War in the Air appeared in 1908, how many people could have foreseen that within thirty years great cities were going to be destroyed by bombs dropped from aeroplanes? The First Men in the Moon was published in 1901. How many of those who read it realized that men really were going to walk on the moon within their lifetime?

And what about The Time Machine and The Invisible Man? Are we going to wake up one morning and find that here too Wells was forecasting events which were going to come true?

Task 2

【答案】

A.

1) b 2) c 3) c 4) a

B.

1) tall; narrow; tousled 2) surveyed; half-closed 3) taking a long stride

4) capable; flexible; still life 5) faded; frayed

6) tilted his head; smiled; walked forward; with a flourish

【原文】

If you came into his studio in the evening as the sun was setting you could see him. You would notice how the soft light coming through the long windows fell on his left profile as he stood in front of his easel. He was tall; his shoulders were narrow; his head was large with an abundance of dark, tousled hair.

He surveyed the canvas in front of him and half-closed his eyes. His cheek bones were high and prominent, and accentuated the line of the jaw. This in turn set off his long neck. He stepped back, taking a long stride, and remained with one foot in front of the other. He wore sandals without socks and you could see that a big toe had developed a blister where a leather strap cut across it. He had short, strong, capable fingers and he used his broad, flexible thumb to smooth some of the paint on the still life he was busy finishing. The jeans he wore were faded and frayed; paint rags hung from each pocket. His shirt was a checked one of many colors, mainly purple, blue and yellow. It contrasted peculiarly with the ephemeral colors on the canvas. He tilted his head to one side, smiled, walked forward and brought his brush slowly towards the bottom of the canvas, and with a flourish signed his name.

Task 3

【答案】

A.

1) F 2) T 3) F 4) F 5) F 6) T 7) F 8) T

B.

1) dramatic sunsets and sunrises 2) 1930s; 1840s; impressionistic

3) reds; oranges; 1820

【原文】

Joseph Turner (1775—1851) is one of the two greatest English landscape painters of his age. He is especially noted for his imaginative water colours and oil paintings, which often show dramatic sunsets and sunrises, done in a brilliant kaleidoscope of colours. His painting Burning of the Houses of Parliament appears in colour in the Painting article. During the 1830s and 1840s,

the method he used became more and more impressionistic. His work influenced the impressionist movement in France led by Claude Monet in the 1870s. Turner is also known for his landscape drawings, especially the book of drawings called Liber Studiorum, which he produced between 1807 and 1819.

Turner was influenced at first by Rembrandt and later by Claude. He began to use bright colours in his paintings, especially the reds and oranges for which he is known, after about 1820. Some of his most famous paintings are Childe Harold's Pilgrimage, Ulysses Deriding Polyphemus, Bay of Baiae, and View of Orvieto.

Turner was born in London, the son of a barber. He was' something of a boy genius, and exhibited at the Royal Academy at the age of 15. He traveled widely, first in England and Scotland, and after 1800 in France, Italy, and Germany. Turner drew and painted wherever he went, working incessantly and producing hundreds of paintings and thousands of drawings, many of which he left to the nation. During his lifetime Turner was said to be a miser, and towards the end of his life, he became slovenly, solitary, and secretive. Many people did not like his work until John Ruskin championed him in 1843, but Turner died wealthy and was buried in St. Paul's Cathedral, London. He left his money to a charity for poor English artists.

Task 4

【答案】

1) A natural curiosity./A good interviewer is one who likes meeting people and wants to find out about them.

2) A curious kind of affinity with people, and an ability to get on will with people.

3) Because television depends a lot on the director getting the right shot.

4) By research./By knowing more about the guest than they’ve forgotten about themselves.

5) All./Every ounce of research.

6) Because Mitchum rarely said anything.

7) Because very often the interviewees spin off into areas that the interviewer has never thought about and sometimes it’s worth pursing.

8) A traffic cop.

9) Talent, ambition and energy.

【原文】

Interviewer: With all your experience of interviewing, Michael, how can you tell if somebody is going to make a good interviewer?

Michael: Oh, I say, what a question! I've never been asked that before. I think that the prerequisite obviously is curiosity. I think that's a natural one, not an assumed one. I

think the people who have done my job, and the graveyard of the BBC is littered with

them, their tombstones are there, you know; who failed, have been because

basically they've not been journalists. My training was in journalism. I've been 26

years a journalist and, to be a journalist argues that you like meeting people to start

with, and also you want to find out about them. So that's the prerequisite. After that,

I think there's something else comes into it, into play, and I think again, most

successful journalists have it: It's a curious kind of affinity with people; it's an ability

to get on with people; it's a kind of body warmth, if you like. If you knew the secret

of it and could bottle it and sell it, you'd make a fortune.

Interviewer: When you've done an interview yourself, how do you feel whether it's been a good