朗文英语听说教程1 Unit 2听力原文
(完整word版)朗文英语听说教程一
Unit 1 happinessP：let us get start，Lots people in society think the more money they have, the more happiness they will obtain Assume that you are a lottery winner, 5 million dollars, do you feel happy? S：Maybe a little, but this is not the major reasonP：So, what makes some people happier than other?S：Psychologists find that there are more important personality factors make people happy.what`s your opinion?P：in my view，happy people are satisfied with themselves,Maybe they are a little bit fat, overweigh t or may not have the best job ,not live in a fancy house ,but they do not want to change these things, the feeling of happiness comes from the inside, not the outside. What do you think？S：I deem happy people are optimistic and unhappy people always are of negative attitude. They think that things will get worse.By the way,happy people have good relationship with other people.P:They spend time on building the relationship with family and friends.Pour out your heart, your fears, your woes - share these with Him，you can obtain purification of your mind. S:So，the money can not bring us happiness. Generally，Regardless Of the money,self-content，optimistic and Excellent interpersonal communication Skills are the best way to make us happy.P:there are some proverbs there:You are never be happy if you make others unhappy , originate from China.w here there is love , there is happiness , originate from Poland. which one do you prefer?S:First one impressed me a lot.P: Why?S:because if you keep in touch with the people around you, you will benefit pretty much from them.P：you mean Do it for us, do it for one another, do it for you, and do it for each other then you feel happy.Unit 2 New kind of foodP: china is doing research on genetically modified foods and is considering it.S：I heard that US is for using G.M. foods, but Europe is against it .P：I see, oh right,S：So what do you think?P：I think it`s a great ideal have GM foods.S：oh,Do you think human can benefit from GM foods?P：1 may fewer pesticide than normal food example corn will kill the insects that eat the plant2 grow better than normal plants example strawberry grow in cold weather3.stay fresh longer after they are harvest example tomato stays fresh for two months S：I don`t think so，I am worried more that there haven't been enough tests on genetically modified foods, that there might be side effects that could lead to cancer, or could ruin the naturally life cycle of the plant s.1dominate other wild plants in the environment causing other plants to die2hurt the insects and animal in the environment corn kill the butterflies3harmful to the people who consume the food put the genes from animals into plant such as that scientists took a gene from a kind of fish – a gene help the fish live in cold waterP：Uh,definitely,I think there is lots of resons to be concerened.S：then scientists are going to have to continue with the research.P：the fact is the population is growing and these people are going to have to eat food,so if GM foods can help people to eat and survive and for the human population to survive.As we know, in biology, cloning is the process of producing similar population of genetically identical individuals that occurs unnaturally.S：when organism such as bacteria insects or plants reproduce asexually, cloning in biotechnology refers to processes to create copies of DNA fragments, cell or organisms.1pros reproductive cloning 、organ replacement 、genetic research 2cons lack of diversity 、faster aging 、securityP：In short, there are both advantages and disadvantages about GM foodUnit 5 violence on TVP：TV is one of the prevalent media influences in kid’s lives According to some reports , youth ages 6-19 average about 6 hours of screen time per day.On the one hand children can get some useful information easily from TV not only the voice but also the colorful pictures, which can greatly arouse interesting of the children.S：On the contary ,I think TV have negative influences on children.1 increase fear violence on TV2 ignore to real- life violence they imitate what they see on tv everyday ugly language and attitude aggressive behaviors3 activities are crucial for adolescent to healthy mental and physical TV is harmful to their eyes stomach intestinesP:you know,Almost 98% American families have a TV。
英语专业听力教材第一册 Unit 2文本
Unit 2Section One T actics for ListeningPart 1: Phoneticskeys: make up; W ould you; will it; It’ll; I’ll; Shall I; Later’llPart 2: Listening and Note-takingMan: Excuse me. How can I get to the station please?Woman: The station, the station, the station…let me see. Ah, yes. Y ou can go down …no. Go straight on until you come to a cinema. Let’s see now ---that’s the second turning on your right. The cinema’s on the corner. Turnright at the cinema and you’ll be in Bridge street. I think it’s Bridge Street.Go along Bridge Street for a few minutes and then take the second --- no,not the second, the first, that’s right, the first turning on your left. Thestation is straight ahead, right in front of you.Man: So that’s second right and first left. Thank you very much. That’s very kind of you.Woman: Don’t mention it.Keys:①④⑦⑧Section T wo Listening ComprehensionPart 1 DialogueDialogue 1Interviewer: Y ou say you moved out of London five years ago?Alistair: Y es, I did. I lived in Hampstead.Interviewer: That’s very close to the centre, isn’t?Alistair: Y es, quite close. I went to work by bicycle --- I worked in Oxford Street.It took about half an hour.Interviewer: And why did you move? Did you change jobs?Alistair: Well, yes, I did. I worked for an advertising agency then. Now I work fora newspaper. But that isn’t the reason. I moved because London is so dirtyand there’s so much stress …Interviewer: And now you live in…Alistair: Oh, right in the country. The nearest station is rather far, about 15 miles away, but the village is fairly close to London, about 40 miles. I still workin London.Interviewer: So how long does it take you to get to work?Alistair: Oh, less than an hour and a half, door to door.Keys : A: F T FB: 1. Because he finds that London is so dirty and there’s so much stress.2. He lives in a village in the country, about 40 miles away from London.3. He used to go to work by bicycle.4. Most likely he goes to work by car now because he said that it takeshim less than an hour and a half, door to door, to get to work.5. He works for a newspaper now.Dialogue 2 Have Y ou Ever Lived Abroad?Interviewer: Have you ever lived abroad, Phyllis.Phyllis: Y es, I have actually. What about you?Interviewer: No, unfortunately I haven’t.Phyllis: Oh, what a shame!Interviewer: Where did you live when you were abroad?Phyllis: I lived in Australia.Interviewer: Really? That’s a long way away.Phyllis: Uhm, uhm, yes!Interviewer: How long were you there for?Phyllis: I was there for twelve years.Interviewer: Oh! What a long time!Phyllis: Y es. It is rather.Interviewer: Erm, so how long have you been back in the UK?Phyllis: I’ve been back about, erm, ten years now.Interviewer: Uhm. When you were in Australia, did you think of it as your home?Phyllis: Well, it depends on what you mean by home. When I was … home to me is being near the people you’re fond of.Interviewer: Uhm, yeah. So does that mean that your family were with you in Australia?Phyllis: Y es, they were there with me.Interviewer: And presumably they’ve … they came back to the UK?Phyllis: Y es, they did. They came back with me.Interviewer: Uhm. If you had a choice, where do you think you’d be living now?Phyllis: Oh, I would really like to go back to Australia.Interviewer: Oh, yeah? Why’s that?Phyllis: Well, for one thing, it’s the climate.Interviewer: Uhm.Phyllis: And, er, secondly, it’s … very relaxed.Interviewer: In what way?Phyllis: Well, the way of life, nobody hurries.Interviewer: Uhm. Is that at work as well as socially?Phyllis: That’s right, everything.Keys: Phyllis; British; yes; Australia; 12 years; They were withher.; good climate; relaxed at work as well as socially; ten years agoPart 2 PassageWelcome to London!Welcome to London! Y ou and seven million other tourists will fill Britain’s capital city this season, jostling each other along Oxford Street, getting lost on the Underground, staring at Buckingham Palace, and complaining about the food and the weather.What can you do when you’re here? There are the obvious tourist attractions of royal London, the London of pageantry and soldiers in fancy uniforms. There is historical London, with the ancient buildings and magnificent churches. A good introduction to all this can be found in the London Museum in the Barbican.Y ou can spend a lot of money, in shops from aristocratic Knightsbridge to democratic Marks and Spencer, all of them anxious to receive travellers’cheques in almost any currency. There are many hotels at your service, and your chambermaid may well be able to talk to you in your own language --- though probably not in English. Restaurants are here by the hundred. Y ou can eat your way round the world in London, from China to Argentina, through you may have a bit of a job finding good English food.Keys: 1--4 A A D D 5--8 B C A BPart 3 NewsNews Item 1New research says thirty-five percent of all child deaths worldwide are caused by underuntrition ---hunger. The Lancet, the British medical magazine, just published a series of five studies. The answer, they suggest, is greater inverstment in nutritional services and improvements to health systems.The research involved poor to middle-income countries in Africa, Asia and Latin America.Robert Black from the Bloomberg School of Public Health at Johns Hopkins University in Maryland was the lead author of the series. He says more than three and a half million mothers and children under five die in poor countries each year because of undernutrition.Keys: A: a new research which says thirty-five percent of all child deaths worldwide are caused by undernutrition --- hunger.B: the British medical magazine;undernutrition --- hunger;Greater investment in nutritional services and improvements to healthsystems;Poor to middle-income countries in Africa, Asia and Latin America;More than three and a half million mothers and children under five diein poor countries each year because of undernutrition.News Item 2Last week, Bill Gates retired from full-time work at the world’s biggest computer software company, Microsoft. He will remain chairman of the company he established with Paul Allen in 1975.Mr. Gates left Microsoft at a time of change in the computing industry. Early on, Microsoft understood the importance of the “network effect.”That is, software is the kind of product that increases in value as more people buy and use it.At fifty-two years old, Bill Gates is currently the third richest man in the world. He is worth about fifty-eight billion dollars. Mr. Gates will now spend most of his time working at his charity organization, the Bill and Melinda Gates Foundation. The foundation is the world’s largest charity with over thirty-seven billion dollars. It provides money for health, education and other projects, mostly in developing countries.Keys : A: the retirement of Bill Gates as the head of world’s biggest computer software company, Microsoft.B: 1. last week, Bill Gates retired from full-time work at the world’s biggest computer software company, Microsoft.2. It was established in 1975.3. Software is the kind of product that increase in value as more peoplebuy and use it.4. Mr. Gates will now spend most of his time working at his charityorganization, the Bill and Melinda Gates Foundation.5. The foundation is the world’largest charity with over thirty-sevenbillion dollars.6. It provides money for health, education and other project, mostly indeveloping countries.News Item 3The competition between Microsoft and Google took a new turn on February first. Microsoft made a public offer to buy the Internet company Y ahoo. Microsoft says the combined companies would be in a better position to compete against Google in the online services market.This week, Y ahoo rejected the offer. Its board of directors said the price undervalued the company. The offer was worth almost forty-five billion dollars in cash and stock, or thirty-one dollars per Y ahoo share. Yahoo is said to want forty dollars a share.Microsoft says it offered a full and fair price. It says moving forward quickly with the deal would be in the best interest of shareholders. Y et since February first, the value of Microsoft’s offer has fallen to twenty-nine dollars a share because of a drop in its stock.Microsoft thinks it could better compete against Google with Y ahoo’s expertKnowledge. Microsoft could attempt a hostile takeover. But that is not the way it normally does business, and there is risk of angering Y ahoo’s employees.Keys: A: Microsoft’s plan to purchase Y ahoo to compete with Google.B:T F T F TSection Three Oral WorkPart 1 Questions and answersMan: Are you ready to order?Woman: Er, yes, please. I’ll have the roast beef.Man: Uhm. Would you like a starter?Woman: No, thanks … oh, why not? I’ll have the garlic mushrooms, please.Man: And would you like salad or vegetables with your roast beef?Woman: Er, what vegetables you have got?Man: Cauliflower and carrots.Woman: Er, have you got any cabbage?Man: No. I’m afraid not.Woman: Oh, well, never mind, I’ll have the carrots.Man: Carrots. Can I get you anything to drink?Woman: Er, just a glass of water.Man: And would you like anything for dessert?Woman: No, thanks.…Woman: Excuse me?Man: Y es?Woman: I’m afraid this bread is stale.Man: Oh, I’m terribly sorry, I’ll get you some fresh, madam.Keys:1. She ordered the roast beef.2. She would like to have the garlic mushrooms.3. It offers cauliflower and carrots.4. She ordered carrots.5. She ordered a glass of water.6. No, she did not order any dessert.7. No, she didn’t like it.8. Because it was stale/ not fresh.Part 2 RetellingIt was Monday morning. Betty left home early that day because she was going to start work at an office. She was only sixteen and this was her first job. Unfortunately, the traffic was so dense that she was a few minutes late when she arrived at the office.When she entered the office, she saw Mr. Crump, her boss, speaking to the people in an angry voice. She was very afraid and didn’t dare to say anything.Later that day, she found out what had happened. As a rule, Mr Cru,p came to the office at about 9:30, because he lived a long way out in the country and came up by train every day. That morning, however, he happened to catch an earlier train, and when he arrived at the office, he was greatly annoyed to see that no one was working. All the clerks were standing around, smoking. Laughing and telling jokes.Section Four Supplementary ExercisesPart 1 Listening ComprehensionPassage 1 Entertainments in LondonY ou come, of course, from all over the world, attracted by the comparative cheapness of London and its relatively new reputation as a good place to have fun ---- a reputation which rally only dates from the mid 1960s, that era of “Swinging London,”of pop stars and fashion photographers and dress designers.There’s certainly no lack of entertainment. The British Theatre is world-famous, and offers everything from Shakespeare to West End comedy. There’s a large number of cinemas presenting films from all over the world. Every night of the week there are concerts. Classical or pop, take your choice. And of course nightclubs will be happy to take large quantities of cash from you in return for the illusion of being sophisticated and perhaps slightly wicked. When it rains (and it will rain) there are museums and art galleries to give you shelter --- and they’re free! When it’s fine, take a boat trip along the River Thames, downstream to Greenwich or upstream to Hampton Court.Y ou may be exhausted by London; you may be cheated in London; you may not be able to get a drink when you want one, thanks to the ridiculous licensing laws; you may get wet and catch a cold; but you’re not likely to be bored.Keys: 1—4 C A D B 5---8 D C B DPassage 2 Health InsuranceMost full-time students at American universities must have health insurance. This is because health costs in the United States are high. Colleges are not able to pay the costs if students suffer serious accidents or sickness.Many American colleges have health centers where doctors and nurses treat students’medical problems. This service may be included in the cost of attending college. Health insurance is usually needed for extra services.Students may already be protected under their parents’health insurance policies. If not, many colleges offer their own insurance plans. For example, students at the University of Michigan in Ann Arbor are treated without charge for minor medical problems at the university health center. But the university suggests that students buy its health insurance plan. It costs about 800 dollars a year. the insurance pays for hospital services, emergency room care and visits to doctors. It also pays forlaboratory tests and x-rays. And it pays ninety percent of the cost of drugs prescribed by a doctor. The plan does not pay for birth control, care of the teeth or eyeglasses. And it does not pay for preventive care such as injections that prevent disease.Students at Boston College in Massachusetts are required to have their own health insurance plan or to buy the college accident and sickness insurance. The college plan costs about 500 dollars a year. it pays for any medical care needed within a time period. It does not pay for eyeglasses, hearing aids, or dental treatment.Students can also buy independent insurance policies from insurance companies. The details of such policies are different, depending on where the student lives. Usually, these policies pay for doctor visits, treatment of injuries and hospital costs. Sometimes foreign students do not understand the need for health insurance, especially if they do not need such insurance in their own countries. However, people in the United States are responsible for their own medical costs. These can be extremely high in cases of serious illness or accidents. The purpose of health insurance is to make sure that these costs will be paid for.Keys : A: 1. health costs in the United States are high.2. health centers3. $ 800 a year4. accident ad sickness insurance; $ 500 a year.B: √，×；√，√；√，×；×，√；×，√；Part 2 Oral workFrances Whitbread lived in children’s homes until she was 13 because her mother was unable to look after her.When Frances was 12 she took part in a game of netball. The referee, whose name was Margaret Whitbread, noticed the young girl because she argued with so many of her decisions. A few weeks later they met again at a local sports ground. Frances asked Margaret to show her how to throw the javelin and Margaret soon discovered that although Frances was a difficult child, she was a very promising young athlete.When Frances was 13, the Whitbreads adopted her. Family life suited Frances and as she became bigger and stronger, her javelin throwing improved until she became one of Britain’s top athletes.。
朗文英语听说教程1听力材料
朗文英语听说教程1听力材料朗文英语听说教程1是一本以听力和口语训练为主的教材。
以下是一部分听力材料的参考内容。
Unit 1Title: IntroductionsFirst Section:- Speaker 1: Hello, my name is Alice. What's your name?- Speaker 2: Hi Alice, my name is John.- Speaker 3: Nice to meet both of you. I'm Mary.Second Section:- Speaker 1: Excuse me, are you from around here?- Speaker 2: No, I'm actually visiting. I'm from Canada.- Speaker 1: That's interesting. I'm from the UK.Unit 2Title: Daily RoutineFirst Section:- Speaker 1: What time do you usually wake up?- Speaker 2: I usually wake up at around 7 am.- Speaker 3: I'm more of a night owl. I usually sleep until 10 am. Second Section:- Speaker 1: Do you have any morning rituals?- Speaker 2: Yes, I always have a cup of coffee and read the news. - Speaker 3: I like to go for a run every morning to start my day. Unit 3Title: Hobbies and InterestsFirst Section:- Speaker 1: What do you do in your free time?- Speaker 2: I enjoy playing the guitar. It's my favorite hobby.- Speaker 3: I love painting. I find it very relaxing.Second Section:- Speaker 1: Have you ever tried any extreme sports?- Speaker 2: Yes, I've been skydiving before. It was an amazing experience.- Speaker 3: I prefer more low-key activities like hiking and camping.Unit 4Title: TravelFirst Section:- Speaker 1: Have you ever been to Paris?- Speaker 2: Yes, I went there last summer. It's a beautiful city.- Speaker 3: I've always wanted to visit. What was your favorite part?Second Section:- Speaker 1: How do you usually plan your trips?- Speaker 2: I usually research the sights and attractions before I go. - Speaker 3: I like to have a rough itinerary, but I also leave some room for spontaneity.Unit 5Title: Food and DiningFirst Section:- Speaker 1: What's your favorite cuisine?- Speaker 2: I love Italian food. Pizza and pasta are my go-to dishes.- Speaker 3: I'm more of a fan of Asian cuisine. I enjoy sushi and stir-fried noodles.Second Section:- Speaker 1: Do you like cooking?- Speaker 2: Yes, I love experimenting with new recipes in the kitchen.- Speaker 3: I'm not very skilled in cooking, but I enjoy baking desserts.以上内容仅为参考，实际听力材料可能会有所不同。
朗文英语听说教程1原文翻译
朗文英语听说教程1原文翻译第一单元幸福第一部分老师：嗨，早上好。
你听说昨晚的彩票中奖者了吗？那个人赢了..什么...？两百万美元..？学生：不，三个。
老师：三百万美元？三百万。
那是一大笔钱，不是吗？你认为三百万美元会让你快乐吗？...我问你这个是因为当你问人们需要什么才能快乐时，许多人会回答“更多的钱！”我们认为金钱会让我们更快乐。
但这是真的吗？彩票中奖会帮助你获得幸福吗？今天我们将探讨幸福的概念，幸福的心理学——是什么让一些人比其他人更幸福。
我们来看看在快乐的人中发现的三个性格因素。
为了找出这些性格因素，心理学家采访了数百人。
现在，首先，他们问人们他们感觉有多幸福——你知道，从“非常幸福”到“一点也不幸福”然后他们又问了一些问题。
他们想了解人们的性格，比如他们对生活的态度等等。
他们观察了快乐的人和不快乐的人之间的差异。
他们发现了三个对获得幸福非常重要的因素。
因此...现在让我们来看看这些因素。
第一个性格因素是快乐的人...对自己满意。
这意味着他们喜欢他们自己，他们对他们所拥有的感到满意。
快乐的人可能不喜欢生活中的一切——他们可能有点超重，或者可能没有最好的工作，或者可能没有住在又大又漂亮的房子里，但他们不需要改变这些事情来变得快乐。
他们更多考虑的是自己满意的事情，而不是自己想做出的改变。
这种快乐的感觉是发自内心的，而不是来自外界的某种东西。
第二部分老师：所以。
快乐的人对自己感到满意。
另一方面，不快乐的人往往对自己不满意。
她们...哦...觉得有些事情必须改变，这样他们才能快乐。
他们认为如果他们减轻一些体重，或者得到一份更好的工作或更好的房子，他们就会快乐。
他们总是在我们身边寻找让他们开心的东西。
但问题是——他们永远也找不到它！无论他们得到什么，他们仍然不满意和不快乐。
第二个性格因素是快乐的人是乐观的——他们看待生活的积极面，而不是消极面。
现在，我们都有问题，不管我们快乐与否。
但是当快乐的人遇到问题时，他们会认为事情会有所改善。
朗文英语听说教程1-听力材料(学长整理word完整版)
Unit 1 HappinessPart 1Teacher: Hi, good morning. Did you hear about the lottery winner last night? The man won…what?… Two million dollars…?Student: No, three.Teacher: Three million dollars? Three million. That’s a lot of money isn’t it? Do you think that three million dollars would make you happy? …I’m asking you this because when you ask people what they need to be happy, many people will answer “more money!” We assume that money will make us happier. But is this true? Will winning the lottery help you achieve happiness?Today we’re going to look at the idea of happiness, at the psychology of happiness---what makes some people happier than others. We’ll look at three personality factors that we find in happy people. To find out about these personality factors, psychologists talked to hundreds of people. Now, first, they asked the people how happy they felt---you know, from “very happy”to “not happy at all.”Then they asked some more questions. They wanted to find out about people’s personalities, such as their attitudes about life, and so on. They looked at the differences between happy people and unhappy people. They found three factors that are very important for achieving happiness. So… let’s look at those factors now.The first personality factor is that happy people are… satisfied with themselves. This means that they like themselves as they are, and they’re happy with what they have. Happy people may not like everything about their lives---they may be a little bit overweight, or may not have the best job, or may not live in a big, fancy house, but they don’t need to change those things to be happy. They think more about the things they are satisfied with, not the changes they want to make. This feeling of happiness comes from the inside, not from something outside.Part 2Teacher: So…happy people feel satisfied with themselves. On the other hand, unhappy people are often dissatisfied with themselves. They…uh…feel that something must change so they can be happy. They think if they lose some weight or get a better job or a nicer house they will be happy. They are always looking for something outside themselves to make them happy. But the problem is---they never find it! No matter what they get, they’re still dissatisfied and unhappy.The second personality factor is that happy people are optimistic---they look at the positive side of life, not the negative. Now, we all have problems, whether we’re happy or not. But when happy people have problems, they assume that things will improve. They don’t worry a lot and think about all the bad things that can happen. Instead, they have a positive attitude. However, unhappy people are the opposite. They are not optimistic and don’t have a positive attitude. When they have a problem, they think about how bad everything is and assume that it’ll get worse. So they make themselves even more unhappy when think about all the bad things that might happen.Finally, the third personality factor is that happy people have good relationships with other people. They try to have close, loving relationships with friends and family. Studies show that close, loving relationships are one of the most important factors in achieving happiness. So happy people don’t spend all their time building their careers or trying to make money. They also spend time building relationships with friends and family. Now, on the other hand, unhappy people don’t have as many close relationships. They may have trouble making friends. Or they may spend all their time working and then find that they’re very lonely and unhappy. But for whatever reason, they don’t have close relationships and this makes them unhappy.So…what does this tell us? Well, if you want to be happier, don’t assume that winning the lottery will help. There are other, more important factors for achieving happiness. Now, let’s take a break, and when we come back we’ll talk more about the factors that make a person happy…Unit 2 New Kinds of FoodPart 1Teacher: Hi, everybody…how’s it going?…Good…..Has everyone turned in their homework? All right, then let’s get started. If you remember, last week we were discussing some research in the area of genetics. Today, I’d like to talk about something I’m sure you’ve all heard about---genetically modified or “GM” food. Genetically modified food is food---either a plant or animal---that has been altered in the laboratory by scientists. The scientists take something from one plant or animal, and add it to a different plant or animal to make it grow in a different way. Today, we’ll look at some of the benefits, and the possible risks, of genetically modified food.Let’s start with a discussion of some of the benefits of GM food. Genetic scientists are really trying to make food plants that are better than normal plants, to make plants that are altered in ways that make the plant grow better or taste better or be healthier to eat than normal plants.One benefit is that genetically modified plants may need fewer pesticides than normal plants. For example, there is a type of corn that is bad for insects---when the insects eat the corn plant, they die. However, the corn doesn’t hurt people. This type of corn is beneficial because farmers use fewer pesticides to grow the corn, and so there is less pollution in the environment. Also the corn is less expensive because the farmers don’t have to spend a lot of money on pesticides. So, by using fewer pesticides, the corn is cheaper and the environment is cleaner.Another benefit of genetically modified plants is that they may grow better that normal plants. One example is a type of genetically modified strawberry that can grow in cold weather. These are better than normal strawberries because farmers can plant the strawberries earlier in the spring and later in the fall, when normal strawberries usually die. So, as a result, farmers can grow many more strawberries than they used to. So that’s another benefit--- plants that grow better.Finally, a third benefit is that many genetically modified plants stay fresh longer after they are harvested. So, for example, there is a kind of tomato that stays fresh in the store for about two months, instead of one or two weeks. This means that there is more time to get the food to the stores and that stores have more time to sell the food. Less food is thrown away and wasted. So it’s a great benefit to have food that stays fresh longer---and we can consume more of the food we grow.Part 2Teacher: Now that we’ve looked at some of the benefits of genetically modified plants, let’s talk about the risks of growing this type of food. We don’t really know what the harmful effects are, but there are several things that people are worried about.One risk is that the genetically modified plants may start to dominate the other wild plants in the environment. This is a problem with some types of tomatoes, for example. The new tomato plants are stronger than normal plants, and because they are stronger and grow faster than the wild plants, the genetically modified tomatoes may start to dominate the environment, causing the wild plantsto die. So having one plant dominate all the other plants isn’t good for the environment.Another risk is that genetically modified plants will hurt wild animals and insects in the environment. For example, the genetically modified corn I mentioned earlier has already caused this problem. Now some butterflies that live near the corn are dying---butterflies that are good insects, and don’t eat the corn. It’s possible that corn is killing the butterflies somehow, but we’re not sure. We just know that more butterflies are dying than normal. But clearly there’s a risk that genetically modified foods can hurt animals and insects in the environment.But probably the most important risk is that genetically modified food may be harmful to the people who consume the food. The alterations in the plants may cause serious problems for people---we just don’t know. Scientists are trying all kinds of new things, such as putting the genes from animals into a plant. For example, to make a fruit like strawberries stay fresh longer, scientists took a gene from a fish---a gene that helps the fish live in cold water---and put that into a strawberry. Will that strawberry be harmful to people? We don’t know. But it may be.So it’s clear that there are some important benefits to genetically modified food but also some risks---risks that a lot of people aren’t willing to take. So let’s stop here and discuss any questions you have at this point…Unit 3 Public ArtPart 1Teacher: Good morning, everybody. I hope you all enjoyed our trip to the art museum last week. Today we’re going to talk…uh…more about modern art. We’ll…uh…take a look at some examples of public art---art you can only find outdoors…uh…in public places. I’ll explain the purpose of public art, and …uh…then I’ll describe some examples of public art that illustrate three common types of modern art: pop art, realism, and surrealism.But first, public art….These days public art is becoming more and more popular. Many business and city leaders are putting up art in public places---in parks and gardens, near office buildings, and so on. Cities like to put art in public places for a couple of reasons. First of all, art helps to make our cities look more beautiful and interesting. Also, when art is outdoors, many people can look at it and enjoy it every day; they don’t have to go to a museum. So having art in public places lets more people enjoy art every day.Now, I’m going to move on to some examples of public art. Here’s our first example---a silver spoon and a red cherry. This piece is huge: it’s twenty-nine feet wide and over fifty feet long! It’s made of metal---steel and aluminum. It’s painted silver and bright red to look like a spoon with a red cherry on it. The sculpture is a good example of pop art. Pop artists like to make art that shows popular things---things people see in their everyday lives. This artist likes to take common objects, like food, and make them into huge sculptures. So what do you think about it? Anyone?Student 1: I think it’s great! It’s really unusual. I like it because it’s simple and easy to understand.Teacher: Yes, that’s why many people like pop art. Any other opinions? Yes…Mark?Student 2: Well, I think it’s OK, but I …I think art that is out in public should be something important, something that’s very beautiful or that means something. It should n’t just be…just some everyday thing, like…a spoon.Teacher: Interesting point. So you can see that one problem with public art is that people interpret the purpose differently---they disagree about what it should look like or mean. And some people may like or understand a piece of art, while other people may not like it at all.Part 2Teacher: As I already mentioned, one purpose of public art is to add beauty to public places where everyone can enjoy it. But another purpose of art is to illustrate ideas or concepts---to show some kind of meaning. Instead of using words, artists can send messages through their art to people who see it. Sometimes, artists even use their art to promote their own beliefs. To give you some examples, here are a couple of sculptures that were made to promote the concept of peace. The first one is a large---about sixteen-foot tall---metal sculpture that shows a young woman on a horse. Notice how real and lifelike the features of the woman and the horse look. Because they are so realistic, we call this style of art realism. But the woman in this sculpture is actually a symbolfor peace. So in this example, the art is realistic and symbolizes a concept---the concept of peace.Any questions so far?…OK then. Let’s take a look at another sculpture that was made to promote the idea of peace. It’s also made of metal and looks like a gun. It’s a little smaller than the first example. It’s about six feet wide and thirteen feet long---huge for a gun. It looks just like a gun, until you notice that it is tied into a knot at the end. We all know that it is impossible to tie a gun into a knot, right? And so, because it’s impossible, this sculpture is a great example of surrealism. Also, as you know, a gun itself doesn’t symbolize peace. However, because the gun is tied into a knot and can’t be fired, it illustrates the concept of peace.And so, in these three examples, we can see how public art can be used to make our cities more beautiful and interesting, and we can see how public art can communicate ideas or concepts to people. Let’s take a break now, and when we come back we’ll look at some more examples of modern sculpture…Unit 4 Journey to AntarcticaPart 1Teacher: Good afternoon. Please take your seats. I have a lot to discuss today. Today I’m going to talk about one of the greatest adventures of the twentieth century---Ernest Shackleton’s trip to Antarctica. Now, there are other explorers who have been to Antarctica, but Shackleton’s trip is especially interesting because his goal was to be the first person to walk across the continent of Antarctica. Also, as you’ll find out, this trip was also special because of the problems and difficulties that Shackleton and his crew endured along the way. In fact---and this is interesting---Shackleton made his trip to Antarctica on a ship called the Endurance. It’s almost as if he somehow knew about the difficult events to come.Let’s begin in England. The Endurance left London in 1914 with a crew of twenty-nine men, sixty-nine sled dogs, and a cat. After stopping in Argentina, the ship proceeded to South Georgia, an island about 800 miles from Antarctica. Then, on December 5, 1914, the Endurance left South Georgia. And right away, the ship entered water that was filled with ice. However, despite the danger, Shackleton and his crew proceeded on their journey. Shackleton believed that they could reach the Antarctic continent despite the ice. He was wrong about this, however, and on January 18, 1915, as the Endurance approached Antarctica, it became stuck in the ice, it couldn’t go anywhere. The crew stayed on the ship, which floated along with the ice for more than ten months. During that time, the crew lived on the ship, although they could go down on the ice and walk around if it was not too cold.On October 27, 1915, Shackleton ordered the crew to leave the Endurance. They took food and other supplies (including three smaller boats) off the ship and set up camp on a large piece of floating ice. This turned out to be a good decision, because just a month later, they watched as their ship was crushed by the ice and sank under the water.Part 2Teacher: So…is everyone with me so far? Any questions? …OK, then let’s continue. For the next six months, the crew of the Endurance lived on the ice floating around the edge of Antarctica. They ate the food from the ship, but when that was gone, they hunted animals in the area and finally killed and ate their dogs. Finally, in April of 1916, the crew saw land. It was Elephant Island, which was about 100 miles away. They knew that the ice below them was getting thinner and might break at any time, so they decided to proceed to the island.So, on April 9, 1916, Shackleton and his crew got into the three small boats they rescued from the Endurance before it sank. They put all their supplies in the boats and began the journey to Elephant Island. It took them seven days to get there. The journey was terrible and they all almost died.So now the crew was on land, but there was no hope that they would be rescued form Elephant Island. It was too far away from anything. The nearest people were on South Georgia Island, over800 miles away. Despite the danger, Shackleton decided to go to South Georgia. He knew it was their only hope for rescue. So on April 24, 1916, Shackleton and five men left in one of the small boats to try to get to South Georgia. Twenty men stayed on Elephant Island.After seventeen days in stormy seas, Shackleton and his men reached South Georgia. But they weren’t finished yet---they had to walk for thirty-six hours to reach the whaling station. Finally, on May 20, they reached the whalers. But remember---Shackleton still had to rescue his men on Elephant Island. This took more than three months. Three ships tried to get to Elephant Island, but they couldn’t get there because of all the ice.Finally, on August 30,1916---twenty-two months after they left on their journey---Shackleton rescued his men. Amazingly, everyone on the island was alive and they were all rescued. It’s hard to believe, is n’t it? So, as you see, this is an important and interesting example of exploration from the last century.Now let’s take a look at some other famous explorers of the twentieth century…Unit 5 Violence on TelevisionPart 1Teacher: Hello, everyone. Are you ready to get started? …OK, today I’d like to continue our discussion of violence in the media by focusing on television---on TV violence and its impact on children. First I’ll discuss how much violence is on TV, and then we’ll talk about the impact of TV violence on children. There’s a lot of debate about this issue today because children watch a lot of TV, right?TV has a huge impact on children; kids today watch a lot of TV. In the U.S., almost all families have a TV---ninety-eight percent. Many families have more than one TV. Fifty-two percent of children have televisions in their bedrooms, so they can watch TV whenever they want. And how much TV does the average child watch each day? Can anyone guess?Student 1: Two hours?Teacher: OK, tha t’s one guess. Anyone else?Student 2: Four?Teacher: Yes. It’s about…about three to four hours of TV every day, or almost 1,500 hours a year. Now, compare that to the amount of time that kids spend in school each year, about 900 hours, and you can see that TV must have a big impact.Now, many people feel that children shows, such as cartoons, are much too violent. Some people even feel that the violence on television is teaching kids to be more violent. But is this true? Is there a link between the violence children see on TV and real violence? To answer this question, I want to focus on some of the research---research that has been done to assess the violence on television and how it affects children.To assess how much violence is on TV, research has focused on counting the number of acts of violence on TV in an average day. Now, this includes any act that could hurt or kill people in real life. Surprisingly, cartoons for children have the most violence---more than many shows for adults. Cartoons have an average of thirty-two violent acts per hour. So, thirty-two times every hour, one cartoon character hurts another character in some way. Well, you’ve seen this in cartoons, I’m sure. The characters hit each other on the head, or shoot each other---many different violent acts.Other kids shows have a lot of violence as well. For example, many kids shows have characters that fight each other---hit and kick and punch each other---so those are very violent as well.Part 2Teacher: So, by counting all these acts of violence, we can estimate that by the time a child istwelve, he or she will have seen an average of about 100,000 acts of violence on television. That’s about thirty violent acts per day! But does the violence really cause children to act more violently? Well, that leads us to our second question: how do we assess the impact of TV violence on children?First, we’ll focus on some immediate effects of watching TV violence---what happens immediately after a child watches something violent on TV. In the first study we’ll look at today, a group of children saw a TV show of a child hitting and kicking a doll. Then, after they watched the video, each child was left alone in a room with the same type of doll. And guess what? All the children in this study---100 percent---hit and kicked the doll, just like they saw on TV. So the link here between what kids see and what they do seems quite strong.Another way to assess the effects of TV violence on children is to focus on the long-term effects---what happens many years after a child watches violent TV. Now let’s talk about the second study. In 1960, researchers studied eight-year-old children in a typical American city. They studied how much violent TV the children watched and whether the children acted violently at home or at school. Then, ten years later, they studied the same children at age eighteen. The researchers found that children who watched a lot of violent TV at age eight were more violent at age eighteen. Children who watched less violent TV were less violent at age eighteen. So this study suggests that there is a link between TV violence and real violence---that watching violent TV has long-term impact on these kids.So do these studies prove that TV violence causes children to be violent? Even with the research, many people still disagree about that. So, when we come back, we’ll talk more about the impact of TV violence…Unit 6 Too Old to Learn?Part 1Teacher: OK, everybody. Let’s get started. Today we’re going to talk about the critical period in language learning. But first I’d like to ask you a question: how many of you have tried to learn a new language as a teenager or as an adult?…Ah, I see, quite a few of you. Well, then I’m sure you agree that it’s much more difficult to learn a new language when we are grown than it was to learn your first language as a child, right? But do you know why it’s so much harder?…no idea? Well, linguists believe it’s because of the critical period of language development.The critical period is a theory that explains why it is easier for children to learn languages than for adults. That’s what I’d like to discuss today. But first, I’d like to start by defining the critical period…and I’ll give you some examples of a critical period in animals---in songbirds and cats. Then I’ll talk about evidence for a critical period for language learning in humans.So what exactly is a critical period? The idea of a critical period comes from the study of animals. We say that there’s a critical period---the only time---when the animal can learn a new skill. Now, the critical period starts in the first weeks or months of an animal’s life. During this time its brain is ready to learn new things. However, when the animal gets older, the critical period ends; it cannot learn any more. So there are skills that must be learned when the animal is young; if not, they can’t learn them as adults.Now, I’m going to move on to some examples. First, let’s take songbirds. A songbird learns to sing the first few months after it’s born by listening to its parents’ song and repeating it. The bird can only learn to do this when it’s a baby. An adult bird cannot learn to sing. So, if you remove the baby bird from its parents---so that it doesn’t hear the song---the bird just won’t learn to sing when it’s older. So there is a perfect example of a critical period.Take another example---cats. A kitten must learn to use its eyes in the first few weeks of its life. At first, the cat can’t see very well. But over time, it begins to use its eyes. However, if you remove all the light in the room so the cat grows up in the dark, it won’t be able to use its eyes. When the cat is an adult, it won’t be able to see well. So there is another critical period---when a cat must learn to see.Part 2Teacher: Now let’s look at the critical period for learning languages in humans. As you’ve probably noticed, children learn new languages much more easily and quickly than adults. But we don’t really know why.One theory is that there is a critical period for language learning. The theory is that people’s brains change when they’re adolescents and that these changes make it more difficult for adults to learn a new language than for children.Of course, adults can learn---many adults learn to speak a new language. They may not speak itperfectly, but they speak it very well, well enough to use the new language for daily life. So we’re not like adult songbirds, who can’t ever learn a new song. We can learn.That said, however, there is evidence for a critical period for learning to speak with a native accent. Somehow children can hear the different sounds better, and their mouth muscles can make the new sounds. In many cases, a child will speak a new language with no foreign accent at all.But generally, adults who learn a new language after adolescence speak with a foreign accent. They never learn to speak with a native accent, no matter how hard they try. It can be very frustrating. We may be able to hear the correct accent, but our mouths just can’t pronounce the sounds correctly. Have you ever felt this way? So, unfortunately, this shows that there may be a critical period when humans must learn to speak with a native accent.So we can conclude that there is a critical period when both animals and humans can learn certain things. For animals like birds and cats, they must learn to do things when they are still very young. Humans, on the other hand, can still learn some new things as adults, like languages, but it’s more difficult. Adult humans have a critical period for learning new accents.So that’s all for now. Let’s get into our discussion groups. Does everyone have a copy of the handout?Unit 7 Are We Alone?Part 1teacher: Hello, everyone. Is everyone here? Well, let’s get started. We were talking last time about the possibility of other intelligent life in the universe. So that’s where I want to pick up today. Today we’ll look at the SETI project---that’s the Search for Extraterrestrial Intelligence. This is a project to look for signs of intelligent life on other planets in the universe.So,…first, why do we think there may be other intelligent life in the universe? Well, it’s because there are many, many other galaxies in the universe that could support life. We on earth, we are one planet going around one star. But our galaxy has approximately 400 billion other stars---stars that may have other planets where intelligent beings could live.And, throughout the universe, there are at least 100 billion—that’s 100 billion---other galaxies. So most scientists think that somewhere in these 100 billion galaxies, there must be other planets that are similar to our earth and that at least one of those planets has other intelligent beings. We just have to locate them.Now how does the SETI project search for life? The SETI project searches for life using large radio telescopes. These radio telescopes search for radio signals in space. They’re looking for signals that could be from other intelligent beings. We hope that somewhere there are intelligent beings who are looking for us, who are sending out a signal. Perhaps they are asking the same questions we ask: Are we alone? Is there anyone else out there?Now, in my opinion, this is some of the most exciting scientific research being done today. Why…why is it so exciting? Well, I think that locating other intelligent life—if and when this happens—will completely change how we think about ourselves and about the universe. Just imagine—knowing that there are other beings out there, that we are not alone. So I think this is one of the most interesting areas to investigate.Part 2Teacher: so the SERI project tries to locate intelligent beings in the universe by searching for radio signals from space. But why radio signals? Well, there are two reasons radio signals are better. First, they travel very quickly. Second, they have a long range—they can go very far into space.So how fast do radio signals travel? Well, they travel very quickly, at the speed of light. So, for example, the nearest galaxy, Alpha Centauri, is approximately 4.2 light years away. Traveling at the speed of light, it takes four years for a radio signal to reach us. On the other hand, the fastest rocket only travels about ten miles per second. At that speed, it would take 60,000 years to reach the Alpha Centauri galaxy. So radio signals are definitely faster.Now what is the range of radio signals? Well, they have a very long range—they could travel through several galaxies to reach Earth. Radio signals can also travel through space dust and other。
朗文国际英语教程听力文本5篇
朗文国际英语教程听力文本5篇第一篇：朗文国际英语教程听力文本Book1 Chapter1Page1 Vocabulary Preview1.alphabetA aB bC cD dE eF fG gH hI iJ jK k L l M m N n O o P p Q q R r S s T tU u V v W w X x Y y Z z2.numbers0 1 2 3 4 5 6 7 8 9 104.address5.telephone number=phone numberM:What's your name?W:My name is Maria.M:What's your address?W:My address is 235 Main Street.M:What's your phone number?W:My phone number is 741-8906.M:Where are you from?W:I'm from Mexico City.Page 3 How do you say it?Meeting peopleM:Hello,my name is Peter Lewis.W:Hi, I'm Nancy Lee.Nice to meet you.Page 2 What's your name? listen M:Nice to meet you, too.Page 4What's your name?M:My name is David Carder.I'm American.I'm from San Francisco.W:My name is Mrs.Grant.My phone number is 549-2376.W:My name is Ms Martinez.My telephone number is(213)694-5555.My Fax number is(213)694-5557.M:My name is Peter Black.My address is 378 Main Street, Waterville，Florida.Mylicense number is 921DCG.W:My name is Susan Miller.My apartment number is 4-B.M:My name is Mr.Santini.My e-mail address is ***********************.M:My name is William Chen.My address is 294 River Street, Brooklyn, New York.My telephone number is 469-7750.My social security number is 044-35-9862.Page5 LISTENING1.a.Mary Blackb.Mrs.Grant2.a.265 River Streetb.265 Main Street3.a.5-Cb.9-D4.a.295-4870b.259-40875.a.032-98-6175b.032-89-6179******************************************INTERVIEW Spelling NameWhat’s y our last name?KellyHow do you spell that?K-E-L-L-Y.What’s your first name?Sarah.How do you spell that?S-A-R-A-H.P6 PRONUNCIATION Linked SoundsListen Then say it.My name is Maria.My address is 10 Main Street.My apartment number is 3B.Say it.Then listen.My name is David.My address is 9 River Street.My phone number is 941-2238. 第二篇：朗文国际英语教程《朗文国际英语教程》(Side by Side)是一套面向青少年学生的初级至中高级英语教材。
研究生英语朗文听说教程听力+答案
Unit 2 English: a global languageToday's topic is English as a global language. I know many of you who speak English as a second language,right? How about you, H~? Is English your first language?H:No. My first language is Japnese. English is my second language.And how about you, P~?P: English is my second language,too. My first language is Spanish.See, many of you use English as a second language, even as a global language to communicate with other people who speak English as a second language.Today I want to give you two cantrasting points of view on whether or not English is a global language. First is that English is obvious a glabal language, people who support this point of view believe English is the language of people all over the world used to communicate, and that it is gradually replacing other languages. The second point of view is that English is not truely a global language because it is not the main language spoken by most people word wide. Suporters of this view say that even though many people speak some English world wide, English has not replaced other languages. They ackonwledge that people use English every day for many reasons, but this doesn't mean English is replacing other languages, not make English the main language spoken in the world.First,let's exam the first view. First of all, English is the dominated language of business, travel and sciences. When people need a common language, they often use English. Think about it, English is often used that touriest imformation setters, in international hotels, at airports. If you use a taxi in Rome, and you can't speak Italian, the taxi driver is more likely to use English than any other languages. It is used at business meetings and international sports events. The European Union uses English along with French at its meetings. ACN, the Asian Trade Group, uses English at its meetings. Can you think of other situation in which English is used as a common language?P: How about this class? All of us are listening to you in English.Absolutely, educational settings a great example. Any others?P:How about the chatroom on the internet? I sometimes go to chatroom, seems everyone uses English. Excellent example! The internet has creat a lot of international communities and people often use English. In fact, most people who use the internet know English. This helps to support the view English is a global language.The second major reason that people believe English is a global language is that it is the offical language of more than 75 countries. This means these countries use English in schools, banks, business and govenment. Of these 75 countries, English may be the only offical language of the country like in England, or English may be used along with other offical languages, like in Filipine, Singapore and India. In country like in India, where so many languages were spoken, you can see how using English as an offical language make it easier for people to communicate. The third reason to support the global arguement is that every year about 1 billion people study English. Why? Why are some of the reasons? P~,how about you?P: Well, now to study ,and some day, I want to be in the international business.That's a solid reason,How about you? A~?A: I'm not really sure. I just think it will help me in the future somehow.OK. There is more general reason. The point is people want and need to learn English because it offers them opportunities. To sum up, English is used everyday by many people. People all over the world coming contact with each other for many reasons. The need a common language, a languge to facilitate communication. Being proficient in English give someone an advantage in these situations.OK, I have given you many examples of how English is used in a variety of situations. Nevertheless, does this mean that English is a global language? lets look at why some people don't believe English has replaced other languages.First, there are about 3 times as many people who speak Chinese as their first language as those who speak English as their first language. As in many coutries, where some people use English for work each day, they don't use Enlish anywhere else. Even in an English speaking country, there are millions of people who perfer to speak a language other than english at home with friends or at work.Second, I mentioned before,that 75 countries had English as their offcial language. This doesn't mean all or even most of the people in these countries can speak English. e.g, In India, most (s ) agree that only about 5% of the population speak English. That's a small persentage. Third, how much English does a person need to know to be called an English speaker? People may learn some English for specific situation, such as the taxi driverd I mentioned ealier. However, I think you would all agree with me that a taxi driver who knows a few phrases like "where are you going" or "what is the name of your hotel" isn't really a proficient English speaker. Another example is, Airspeak, the English that is used by aircraft controll in pilots, a pilot from their lines or aircraft control need to know airspeak ,but they may only learn the words they need for these jobs ,and therefore they cannot be considered as English speakers. The point here is that people all over the world may use English for work or other situations, nevertheless, this doesn't mean they are fluent in English. They still use their first language for daily communication, English is not their main language. So, what does this all mean? I think it's safe to say that English will continue to be the main language used in many international settings because as I said earlier, people all over the world need a common language. And for now, English is that language. But English would replace other languages for most daily communication, and this to me is what a global language really is. One that replaces others for most everyday communication. Some people are afraid of this. They worry that as people use English more and more, their ability in their fist language will decline, I think people will use English along with other languages. We are moving into a global culture, and as this continues, I think people from non-English speaking countries will want to maintain their culture including their first language, they may still want to learn English, but I don't see them to give up their own language for English. What do you think? I'm gonna stop there. I know that's a lot of imformation to digest. we'll continue talking about some of the diffrences in English words used in vary countries in Austrilia,Singapore and Filipine.Unit 3 High Anxiety: Phobiasgood afternoon! Today we are going to turn to a new topic in psychology and start looking at some specific psychological problems. There are a variety of mental problems that can affect us in our daily lifes. some are serious, like a fear of cats, or of insects, others are more serious. Now, as a psychologist, we try to study this different problems and find ways to help people.I want to start the discussion by talking about faily very common psychological problem, a phobia. that's P-H-O-B-I-A. First, I'll explain what phobia is and then I'll talk about some theories on why people have phobias. As you probobly know, a phobia is a fear. So do any of you have phobias? Oh,come on, you can tell me, I'm a psychologist. Yes, Monica.(M) I have a fear of swimming. I don't like to go near the ocean.Ok. That's not an usual phobia. Any one else?Ali?(A) I hate dogs. I mean I just unlike them. When I see a big dog, actually any dog, I just get nervous, so I avoid them.OK. that's another common phobia. Thanks for sharing those examples of phobias. A phobia is not a normal fear, it is an extreme fear, a very strong fear. e.g, my brother, who is a sucessful artist, had computer phobia. he didn't simply dislike using computers, he used to have very strong fear of using them. Psychologist just come up with 3 characteristics of a phobia. People display these 3 characterisitics, if they have a phobia, not just a normal fear.Now, first, a phobia is not a rational response. It's a very strong reaction, too strong for the situation. for my brother, this meant he has very strong physical reaction if someone ask him to use a computer. he started shaking violated, had trouble breathing, once he even started choking. Physical recations like this are common.Second, a phobia often last for a long time, for months or even years. In my brother's case, it lasts several years.Third, the reaction is too strong for a person to control. e.g, even my brother told himself to not to be afraid of computer, it didn't help. He still felt very afraid. Usually, people avoid whatever it is they are afraid of. so, in my brother's case, he avioded using a computer. OK, so those are the 3 characteristics of phobias. It's an extreme unrational response, it's long-lasting,and it's uncontrollable.(M) so 'uncontrollable' means even you try to control it, you can't?yes, it means you can't control it by try to deny you fear of phobia. There are ways to treat phobias, and we will talk about it in a minute.Yes!(A) what happened to your brother, did he get over of it?Yes, he did. The main thing was that he decided that he wanted to get over it.and he was treated by a psychologist. now, he uses computers all the time.OK.let's spend a minute going over some classifications of phobias. Phobias are classified by the thing or situation that the person fears. Greek or Latin are usually used to describe the fears. here are examples: Hypno, H-Y-P-N-O means sleep, so, fear of sleep is hypnophobia. cyno, C-Y-N-O means dog, so a fear of dog is cynophobia, right? Here is another example, aerophobia, listen to the first part, aero, what's the fear? aero, as in airplane, aerophobia is fear flying. Let turn out to the causes of phobias.One theory is that phobia is learned. This means something happens that causes someone or in a sence, teach someone to fear afraid. e.g, Ali ,could have learn to be afraid of dogs, if he was attacked or injured by a dog when he was a child. people can also learn phobias by watching how other people react. In fact, I just find that phobias tend to run in families. e.g, let's image that Ali's mother has always been afraid of dogs, whenever Ali and his mother were together and so a dog, his mother got very scared, very nervous, when Ali saw how his mother reacted, he would then gradually became very scared, too. He would then, have developed cynophobia from watching his mother. So you can see that there are two ways learning can be involved in phobias. So the 1st theory is that phobia is learned either by directed experiences or by watching thereactions of others. The 2nd theory says that a phobia is only a sign of a deeper problem. This means that the phobia isn't the whole problem. Let's take another example, I once treated a teenage who was very afraid of dark, he couldn't be in a dark room by himself, he was terrified to go outside at night, and so on. According to this theory, when he acted afraid of the dark, he was really showing his fear of sth else. In theopy he reviewed ,he was afraid of his father. His father was very strict when he was young, and once his father made him sit in a dark room when he did sth bad. According to this theory, his fear of dark was a sign of this deeper, real fear of his father. Yes, question.(A)so what did you do? did you talk to his father?Well, no, we couldn't do that. But recongnizing that he was really afraid of his father, and not the dark, was the key-step of the treatment. Now he is cured, no more fear of the dark. Ok,let's think about these 2 theories, and about the main difference between them.The 1st theory says that the phobia is the problem itself, right? And the 2nd theory says the phobia is a sign of deeper problem a person has. Why is the difference important? The most improtant in deciding how to treat the person.According to the 1st theory, if a phobia is learned, perhaps, it can be unlearned. A psychologist who follow this theory would try to teach someone to react differently to behave differently when he or she feels afraid. Changing the person's behavior is the goal. On the other hand, the psychologist who believes the 2nd theory may start by try to teach the person to react differently, but the doctor was interersted in more than that. The doctor's objective or goal is to help the patient reveal the deeper psychological problem because it will be easier to treat the phobia if the deeper problem is identified and work down as well. I want you to think for a minute, about the significance of having these 2 theories or any competing thoeries. What is it mean?I t tells us that phychologist like any scientist have to continue to do research to learn and to test treatments we believe to affect based on research. Treatments improve the more we learn.Unit 4:TV-What we watch?Good morning. Who watched TV last night? Ha, most of you. OK, today we're going to talk about an important part of the media-TV. Specifically, TV viewing and TV dramas. Now, first, I'll give you some background, then we'll discuss what make this type of programming -dramas so popular worldwide? OK, let's get started. Most of you would agree that watching TV is part of most people's lifes. Now, statistic varies on how much people watch TV, but research shows that quiet a few Americans on average exceed 6 hours of TV per day. An English professor name Ceceila Tichi has studied TV for many years. In her book "Electronic Hearth" creating an American television culture, she discusses how the TV has become the centre of activity at home. We walk to a room, turn on the TV, and suddenly, the outside world becomes less important. People use TV to tune out or forget about the outside world. We are safe to relax and join the world of the TV shows. Do you ever feel this way about TV? Yes, many of you are nodding. She also seem out culture has also defined by TV. Now, by this, she means that TV has a huge influence on our attitudes on what we like to eat, on what we like to wear or what we like to talk about. E.g., popular TV shows are discussed at work, at school, and coffee shops. We even children 4 or 5 years old do this with their favorite shows. This shows that we lived in a TV culture. Improved technology has contributed it further to our TV culture. Satellites services in particular have expanded the TV program in many parts of the world. There are now hundreds of TV channels people can watch, and the options continue to expand. Game shows, sports, news, talk shows, comedies, TV dramas, movies, man with cable and satellite, there are a lot of choices. Nielsen Media Research studiedpeople's TV viewer habits in the US. They monitor which shows are popular and with whom. e.g., popular shows have included the game show “Who want to be a Millionaire", and the reality TV show "Survivor", They were very very popular and watched by millions of people of all age groups. Now, all of this is really background. What I want to focus on today is one form of a popular TV show that is popular with many people of many age groups. This is TV dramas, specifically, TV dramas known as soap operas or in Spanish telenovelas. Some of you might be familiar with telenovelas. Telenovelas and soap opera in the US are similar, but have one big difference: the number of episodes they have. Telenovelas and TV series end after about 200 episodes, the story eventually ends. Soap operas in the U.S., however, continue day after day for many years and may never end. For example, the Guiding light has been on for more than 12,000 episodes and on it goes. Can you believe that more than 12,000 episodes? Soap operas started in the United States in 1959 with the show "the Guiding light". This TV shows were called soap operas because the main advertisers were companies that made soap. This type of programming is popular all over the world. Dozens of countries make their own soap opera shows. Mexican soap opera has been devoted the most popular TV show the year in countries such as Korea and Russia. Japanese soap operas are sent to Belgium. US soap operas are watched worldwide. The Lattern American soap opera "Betty low-fair" or "Betty the Ugly" was the huge success in the US. Brazilian telenovelas are the most widely distributed television shows in the world, and have been seen in more than 100 countries. And there are many other examples. What is it about this shows that make them popular everywhere? And why do people from very different cultures all enjoyed watching the same soap opera? Well, there are a couple of reasons. One reason suggested by Robert C. Allen who has done extensive research on television veiwing is that many soap opera deal with universal things that people all over the world understand. Themes are topics, e.g., family, love, personal struggle, money problems, marriage problems, health problems, job problems. Viewers did not need to know the culture in order to understand the family problems in the show. Now, according to E.Pillps, one of the creators of the "Guiding Light", another reason is that people identify with the characters. They feel the characters are just like them. To quote her from an interview, they, the soap operas, deal with life as we know it. Now by this, she means the family in soap operas deal with problems of everyday life. And so, as people watch everyday, day after day, a special bond or feeling develops between them and the TV family. The get to know the characters and their problems. The TV family's welfare becomes important. There is a sense of community of sharing a family. All of these things contribute to character loyalty. If any of you have watched the show regularly, you know what I mean. You watch it because you identify with the characters. Now, writers of TV shows understand that TV views want to have a group of characters to know and care about. As W.R, former exclusive producer of Generally Hospital, quoted it, the audiences want personal human connection, and when they get it ,they are devoted. This means they become very loyal to the TV characters they watch everyday. To give an interesting example from "as the World turns", some years back, the writers wanted to have to main character Bob Hughes get shot on a Friday, well, that Friday turned out to be Christmas Eve, the producer of the TV shows told the writers, " No,No,No, he can't be shot on this Friday's show. Do you know why?"Because it was too violent?"Well, no, not because it was too violent, but they didn't want him shot on the Friday before Christmas."Why? I mean, Why not?"Because the audience would worry all weekend about them, they want to know if he was alive or dead, and they would not enjoy Christmas. So, the writers had to change the story and have himshot after Christmas. I mean, the viewers really identified with these characters as if they were real people. Writers for evening TV also try to create character loyalty but not with continuing story. Instead, each week, the story begins and ends. However, each week, the same characters appear, and viewers watch because they know the characters and they care about them, like friends. A great example with this was the show “Sign field" there were four main characters, Jerry, Jodge, Crema and Len. They each had their own problems, their own personalities. Viewers got to know them and want to see what would happen to them. When you think about it, don't good writers usually do this? They develop our interesting in the characters, so they want us to keep reading, or keep watching TV. The next time you watch a soap opera, think about the things that make these shows so popular worldwide, think about as people want everyday, the get to know the characters and become a part of that TV community. OK, that's all for today, it's time for you to go home and watch some TV.Unit 5 : Learning differentlyHello, everyone! I think we can get started now. As we has studied in this class, there are many different ways of learning, and there are many different learning problems. Some people have problems with reading or math, or with expressing their ideas in words. Some people have memory problems, for example, they have difficulty remembering what they hear, or read. Other people have problems holding a pencil or pens till they can write. As educators, these are challenges that we need to understand, because everyone deserves education. And it's our job to promote learning. Today, I would like to talk about one common cause of learning problems-dyslexia. The term dyslexia that's D-Y-S-L-E-X-I-A, is from Greek. It means difficulty with words and language. In the first part of my talk, I briefly explain what dyslexia is and give you some general background about it. Then in the second part, I'll present one doctor's explanation of why people with dyslexia have learning difficulties. OK, what is dyslexia? Dyslexia means a difficult with reading or writing. Before about 1970, researchers thought dyslexia with a visual problem - a problem seeing letters and words correctly. But this theory was never confirmed to be true. Researchers have now concluded that the main problem may be the dyslexic having trouble matching sounds with letters in words because their brains work differently from other people's. That explains it. Every word is made up of sounds, right? And the sound units are called phoneme. Let's take the word 'cat', now some one has not dyslexia, will read the word cat, and be able to break it into the sounds, the phonemes,[k],[ai],[t], however, some one who has dyslexia, has trouble breaking down the word into sounds and that's the result- has trouble reading the word. There are other problems people with dyslexia may have. And not everyone with dyslexia has the same problem, that's why there is no definition of dyslexia that is accepted by everyone. We do know, however, that the dyslexic person's brain works differently from other people's. Here is a few examples of students with dyslexia and their learning problems. Anna knows the answer to a question, but says the wrong words. Toms, studies hard for spelling test, he can say how each word to spell, but he cannot write the words correctly on the test. Kert, tries to pay attention in class, but he has trouble sitting still and listening. He can't concentrate, and his teacher thinks he doesn't care about school. CEG has the trouble with the order things, such as the steps in the math problem, history lessons or even his own daily schedule. Susan has trouble following directions, she may confuse left and right. Yes, do you have a question? (Student:) I don't understand about the boy who can't stand still.The boy who can't concentrate in class?(Student:) Yes, I mean, how is that to dyslexia?Well, typicaly, the trial has trouble following spoken directions or understanding the step in a lesson. And so he becomes very nervous or upset, and can't concentrate. OK?(Student:)Oh. Okay, so the dyslexia prevencing(?) from concentrating?Right, these are some of the challenges for people with dyslexia. And as I said earlier, no two people have identical problems. Of course there are other reasons why a student may not pay attention in class, or have trouble reading, however, these are problems someone with dyslexia may have, because the dyslexic person's brain works differently from other people's. Another question, yes?(Student:) How common is dyslexia?It's estimated 10 percent of all school children are dyslexic.(Student) Waa, that's a lot. I heard that only a fact of boys, that's not true, isn't it? No, researchers have confirmed both genders can have dyslexia. Ok, so that gives you an idea of that problem. But what causes dyslexia? Researchers think there may be a genetic basis for dyslexia. There problem may inherited from their mother or their father. This is based on the fact about 85 percent of children with dyslexia have either mother or father who is dyslexic. What's interesting is well as challenge for us educator is that these kids generally score high on intelligence tests. But they usually can't read, write, or spell as the same level of their classmates. This can be a problem because other people, even their teachers often do believe that the kids are very intelligent. In addition, dyslexics often feel there are something wrong with them, because they cannot learn the same way others kids at school can. They often feel stressed and blame their selves especially when other people say they are lazy, and not trying. Many of them try very hard to learn, but still have trouble. In this part of the lecture, I present the work that Dr. Harry Levinson, a psychologist who was studding dyslexia for over 25 years. To help to understand dyslexia, he tells us to think about our brain as TV sets, and to think our part of brain to receive information as computer chips. Everyday, these chips, the parts of new brain, receive information, right? Now, this information enters into the brain, as signals as what we see or hear or touch and so on. Now, the job of these brain parts is to tune the signals to different channels in our brain. Your brain receives the signals just as your TV set at home does. Like you say, channel 5, or channel 6. Now, with these computer chips, our brain working, right? They can't receive signals correctly, nor can they tune in the correct channels. So the signals drift around and become unclear. And that's the signals drift, this causes problems. For example, the child's brain cannot receive the signals on the page as she reads, she has difficulty reading. If a child cannot tune in the signals he hears in class, he has difficulty understanding what the teacher tells him. If the signal drifts, this can also control energy levels- our ability to concentrate, our ability to distinguish what is important and unimportant. This is why some children have difficulty sitting still in class. the good news is, that after many years of research, Dr. Levinson and others have concluded that the brain can learn to fix the drifting. Children who received help often learn to deal with individual problems and do better in school. Naturally, it's best the school intervene and give help when the children are very young. It's also important the teachers, and you, future teachers be flexible about how you teach, and consider the different learning needs of students with dyslexia. In some special schools for dyslexic learners, the teachers read to the students. They don't require the students to read or write to learn. Teachers present lessons in a variety of ways, students can take tests orally rather than in writing and reading and writing are taught a separate skills. This approaches recognize that the students are very capable of learning but to be taught in a different way because the learn differently. This is a very positive step. So today I gave you some generalideas about what dyslexia is and what educators are doing to help these students learn. OK, well that's enough for today, we will talk more about this in the next class.unit 6 immigrationAll right, lets get started. US immigration is our topic today. I know many of you are immigrants, so you know something about this topic. As you may know by my last name, I have a German background. My parents immigrated to the US from Germany about 50 years ago. Yes, question?Does that mean you're immigrant?Well, no. My parents are immigrants. They came to the states from Germany, I'm the 1st generation German-American because I was born here. First, we'll talk briefly about immigration, the history of immigration to the US, and the story of diversity in the US. To immigrate means to move from one country to another, it's a permanent move. By contrast, if you go to live and work in France for 2 years, you don't immigrate there, you move there temporarily, because you plan to return to your country. So to immigrate means to move to another country to live there indefinitely. Immigration happens all over the word, most people do it to improve their economic or social situation. While I do now is give a brief knowledge about US immigration. Let's start with the colonial period, the 1st wave immigration in the 17th century. Most immigrants were from western Europe, although the spani arrived in 1513. The 1st permanent settlement in North America was when the British started in 1607 in J. T. J. People were not prohibited from immigration by the British, anyone could come. Life was difficult, and some people did not survive, but people felt it was worth to risk to have a better life in the colonial. The French, Spanish and Dutch also came, but in smaller numbers. I should also point out that about 20% of the population of this time was African-American. However, most were immigrants. They were brought from Africa as slaves. Today, we ? our discussion to voluntary immigration, to people who choose to come to the US. Now, by 1775, the US population had grown to about. 2.5 million, the country was growing fast, some thought too fast. So in the 1790s, laws were passed to control immigration for the first time. The Naturalization Act of 1798, required immigrants to live in the US for a certain number of years before they became citizens. The 2nd big wave of immigration happened between 1840 and 1920. During this wave, about 37 million people came to the US. The industry of revolution has begun in Europe causing a big shift from farming to factory jobs. Many left for the US, hoping to continue doing the farming job they knew . About 80% of these 2nd wave immigrants were from all over Europe. During this 2nd wave, Chinese workers also came to the US, mostly as contract workers. They were ranged or contracted to work for American company before they left home. Most of them worked in the gold mines of California and later builded rail roads, then laws were past in the 1880s to keep most contract workers out. Ellis, where are we? Ah, yes, 1891. In 1891, US congress created the INS, the Immigration and Naturalization Service, to control immigration. Any of you who want to immigrate to the US have heard the INS. Upon to 1891, each state had its own law and could decide which immigrants could enter. So no one really control the total number of people allowed in each year, after 1891, the Federal Government made the laws instead. A year later, in 1892, the INS opened Ellis Island in New York Harbor. Ships would go passed the statue of liberty, the symbol of a new life for many people and stopped at Ellis Island. Have any of you seen Ellis Island, or the statue of liberty? You have, EF?Yes, I have. The statue of liberty and Ellis Island.What did you think?Very impressive, interesting, too.Yes, it is interesting. Now the Ellis Island had been made into a museum. It's an important part。
朗文英语听说教程1 Unit 2听力原文
Unit 2 Hew Kinds of FoodPart 1Teacher: Hi, everybody…how's it going? ... Good .…Has everyone turned in their homework? All righty, then let's get started. IF you remember, last week we were discussing some research in the area of genetics. Today, I'd like to talk about something I'm sure you've all heard about-genetically modified or "GM" food.Genetically modified food is food--either a plant or animal--that has been altered in the laboratory by scientists. The scientists take something from one plant or animal, and add it to a different plant or animal to make it grow in a different way. Today, we'll look at some of the benefits, and the possible risks of genetically modified fond.Let's start with a discussion of some of the benefits of GM food. Genetic scientists are really trying to make food plants that are better than normal plants, to make plants that are altered in ways that make the plant grow better or taste better or be healthier to eat than normal plants.One benefit is that genetically modified plants may need fewer pesticides than normal plants. For example, there is a type of corn that is bad forinsects--when the insects eat the corn plant, they die. However, the corn doesn't hurt people. This type of corn is beneficial because farmers use fewer pesticides to grow the corn, and so there is less pollution in the environment. Also the corn is less expensive because the farmers don't have to spend a lot of money on pesticides. So, by using fewer pesticides, the corn is cheaper and the environment is cleaner.Another benefit of genetically modified plants is that they may grow better than normal plants. One example is a type of genetically modified strawberry that can grow in cold weather. These are better than normal strawberries because farmers can plant the strawberries earlier in the spring and later in the fall, when normal strawberries usually die. So, as a result, farmers cangrow many more strawberries than they used to. So that's another benefit plants that grow better.Finally, a third benefit is that many genetically modified plants stay fresh longer after they are harvested. So, for example, there is a land of tomato that stays fresh in the store for about two months, instead of one or two weeks. This means that there is more time to get the food to the stores and that stores have more rime to sell the food. Less food is thrown away and wasted. So it's a great benefit to have food that stays fresh longer--and we can consume more of the food we grow.Part 2Teacher: Now that we've looked at some of the benefit of genetically modified plants, let's talk about the risks of growing this type of food. We don't really know what the harmful effects are, but there are several things that people ate worried about.One risk is that the genetically modified plants may start to dominate the other wild plants in the environment. This is a problem with some types of tomatoes, for example. The new tomato plants are stronger than normal plants, and because they are stronger and grow faster than the wild plants, the genetically modified tomatoes may start to dominate the environment, causing the wild plants to die. So having one plant dominate all the other plants isn’t t good for the environment.Another risk is that genetically modified plants will hurt wild animals and insects in the environment. For example, the genetically modified corn 1 mentioned earlier has already caused this problem. Now some butterflies that live near the corn are dying--butterflies that are good insects, and don't eat the corn. It's possible that corn is killing the butterflies somehow, but we're not sure. We just know that more butterflies are dying than normal. But clearly there's a risk that genetically modified foods can hurt animals and insects in the environment.But probably the most important risk is that genetically modified food may be harmful to the people who consume the food. The alterations in the plants may cause serious problems for people--we just don't know. Scientists are trying all kinds of new things, such as putting the genes from animals into a plant. For example, to make a fruit like strawberries stay fresh longer, scientists took a gene from a fish--a gene that helps the fish live in cold water and put that into a strawberry. Will that strawberry be harmful to people? We don't know. Bur it may be.So it's clear that there are some important benefits to genetically modified food but also some risks-risks that a lot of people aren't willing to take. So let's stop here and discuss any questions you have at this point…1. What is genetically modified food?a.Fresh foodb.Dangerous foodc.Altered food2. What genetically modified fruit did the speaker mention?a.Strawberriesb.Applesc.Bananas3.What is a benefit of genetically modified food?a.It needs fewer pesticides.b.It grows in less space.c.It dominates the env ironment.4.What is a risk of genetically modified food?a.It may stay fresh longer.b.It may be more expensive.c.It may be harmful to people.5.What are three benefits of genetically modified food?Genetically modified food needs fewer pesticides.Genetically modified food/p lants grow better than normal.In addition,they stay fresh longer after they are harvested.6.What are three risks of genetically modified food?Genetically modified food/plants may dominate other plants in the environme nt.Also,they might hurt wild animals and insects.They might even hurt the pe ople who eat them.。
朗文英语听说教程二听力原文_Unit_02
Unit 2 English: A Global Language?TEACHER: Today’s topic is English as a global language. I know many of you speak English as a second language, right? How about you, Hiroshi? Is English your first language?STUDENT l: No, my first language is Japanese. English is my second language.TEACHER: And how about you, Patricia?STUDENT 2: English is my second language, too. My first language is Spanish.TEACHER: See, many of you use English as a second language, even as a global language to communicate with other people who speak English as a second language. Today, I want to give you two contrasting points of view on whether or not English is a global language. The first is that English is obviously a global language. People who support this point of view believe English is the language people all over the world use to communicate, and that it is gradually replacing other languages. The second point of view is that English is not truly a global language, because it is not the main language spoken by most people worldwide. Supporters of this view say that even though many people speak some English worldwide, English has not replaced other languages. They acknowledge that people use English every day, for many reasons, but this doesn’t mean English is replacing other languages, nor does it make English the main language spoken in the world.First, let’s examine the first view. First of all, English is the dominant language of business, travel, and science. When people need a common language, they often use English. Think about it. English is often used at tourist information centers, in international hotels, at airports. If you use a taxi in Rome, and you can’t speak Italian, the taxi driver is more likely to use English than any other languages. It is used at business meetings and international sports events. The European Union uses English, along with French, at its meetings. . . . ASEAN, the Asian trade group, uses English at its meetings. Can you think of other situations in which English is used as a common language?STUDENT 2: How about this class? All of us are listening to you in English.TEACHER: Absolutely. Educational settings are a great example. Any others?STUDENT 2: How about a chatroom on the Internet? I sometimes go to chatrooms and everyone is using English.TEACHER: Excellent example. The Internet has created a lot of international communities and people often use English. In fact, most people who use the Internet know English. This helps support the view that English is a global language.The second major reason that people believe English is a global language is that it is the official languageof more than seventy-five countries. This means these countries use English in schools, banks, business, and government. Of these seventy-five countries, English may be the only official language of the country, like in England, or English may be used along with other official languages, like in the Philippines, Singapore, and India. In countries like India, where so many languages are spoken, you can see how using English as an official language makes it easier for people to communicate.The third reason to support the global argument is that every year about 1 billion people study English. Why? What are some of the reasons? Hiroshi? How about you?STUDENT l: Well, now to study, and someday I want to be in international business.TEACHER: That’s a solid reason. How about you, Oksana?STUDENT 3: I’m not really sure. I just think it will help me in the future somehow.TEACHER: OK. There’s a more general reason. The point is, people want and need to learn English because it offers them opportunities.To sum up, English is used every day by many people. People all over the world come in contact with each other for many reasons. They need a common language, a language to facilitate communication. Being proficient in English gives someone an advantage in these situations.OK. I have given you many examples of how English is used in a variety of situations. Nevertheless, does this mean that English is a global language?Let’s look at why some people don’t believe English has replaced other languages. First, there are about three times as many people who speak Chinese as their first language as those who speak English as a first language. And in many countries where some people use English for work each day, they don’t use English anywhere else. Even in English-speaking countries, there are millions of people who prefer to speak a language other than English at home, with friends, or at work.Second, I mentioned before that seventy-five countries have English as their official language. This doesn’t mean all, or even most of the people in these countries can speak English. For example, in India, most sources agree that only about 5 percent of the population speaks English. That’s a small percentage!Third, how much English does a person need to know to be called an English speaker? People may learn some English for specific situations, such as the taxi driver I mentioned earlier. However, I think you would all agree with me that a taxi driver who knows a few phrases like “Where are you going?”or “What is the name of your hotel?” isn’t really a proficient English speaker. Another example is Airspeak, the English that is used by air traffic controllers and pilots. A pilot for Japan Airlines or an air traffic controller in Paris needs to know Airspeak. But they may learn only the English words they need for these jobs, and therefore they can’t be considered English speakers.The point here is that people all over the world may use some English for work or other situations. Nevertheless, this doesn’t mean they are fluent in English. They still use their first language for daily communication. English is not their main language.So, what does this all mean? I think it’s safe to say that English will continue to be the main language used in many international settings because, as I said earlier, people all over the world need a common language. And, for now, English is that language.But, English won’t replace other languages for most daily communication and this, to me, is what a global language really is, one that replaces others for most everyday communication. Some people are afraid of this. They worry that as people use English more and more, their ability in their first language will decline. I think people will use English along with other languages. We are moving into a global culture, and as this continues, I think people from non-English speaking countries will want to maintain their culture, including their first language. They may still want to learn English, but I don’t see them giving up their own language for English. What do you think?I’m going to stop there. I know that’s a lot of information to digest. We’ll continue talking about some of the differences in the English words used in various countries like Australia, Singapore, and the Philippines. That’s all for today. Come see me if you have any questions.。
朗文英语听说教程二听力 PDF
Unit1Slang:Talking CoolT EACHER:OK,let's get started...Today we're going to be looking at a really interesting phenomenon,slang.We'll be looking at where slang comes from,who uses it and why.We all use it more often than you might think—every day of our lives,in fact. And we use it for a reason.You know,most of us are fascinated with slang.We continually hear new words and phrases enter the language and replace old,and we see familiar words take on new meanings.We feel a need to keep in touch with these changes,to be aware of the latest street talk.Fact is,we love slang.But what is it exactly?What is slang?Anyone like to suggest a definition?S TUDENT1:Isn't it basically kind of casual talk?TEACHER:Can you say a bit more?STUDENT1:You know,the sort of words we use with friends...in relaxed situations. TEACHER:Good.You're pretty much there with your idea of casual language.We can say that slang is language that's found only in the very informal speech of particular groups of people.It can help to identify the communities,the groups of people,who use it.And this brings me to the first important point of the lecture—why people use slang.A lot of slang comes from not wanting to be understood by outsiders,people outside your circle.In other words,people exploit slang to give their group an identity,by making their language exclusive,or at least private.Through this private language,they can tease one another,enjoy shared experiences,and keep everyone else at a distance. All cultures contain groups or subcultures with different interests and priorities,and each group tries to establish a separate identity.They want people to know who they are, what they stand for—and slang helps to construct and cement that identity.We can say, then,that slang reflects the experiences,beliefs,and values of its speakers.Now let's look more closely at this relationship between slang and community,slang and identity.A nice example of this is,uh,student language,sometimes called "youth-speak."Young people use a lot of slang,and many of the words they use are used by both sexes,often metaphorically rather than literally.That is to say,the conventional meaning of the words change.For example,words that have traditionally had strong negative literal meanings that are used as insults have taken on,uh,gentler, and in many cases even positive meanings in conversation.We'll look at some examples later.Now,if you ask college students why they use slang,they'll tell you it's cool,and that's true in several different ways.First,it's cool because it's in style,in ing current slang shows that the speaker is in tune with the times...you know,that he or she knows what's in fashion and is pan of that fashion.Second,slang is cool in the sense of showing that the speaker is knowledgeable...the speaker is"in the know,"the speaker knows when slang is acceptable.People don't use slang all the time,only in situations and with people who accept the use of slang—a point I'll return to later.Research tells us that although young people often deny that they use slang intentionally,in fact they clearly choose whether or not to use it depending on the situation they're in.As we've already said,slang's typically used in informal rather than formal settings,and this is certainly true among college students: They usually avoid using it in the class-room or a work environment,for example. Anyone like to suggest why?S TUDENT1:People won't understand them.STUDENT2:Yeah,so it's like a waste of time.TEACHER:Well,that may be true,but it's not the main reason.They don't use it simply because it could make them look bad.And everyone hates looking bad,right?So,to review,we've said that students use slang only in certain situations.But they also only use it with certain people,usually friends.When they use slang,they are showing that they share social and emotional experiences—so slang reinforces their relationships.But...it also gives special meaning to what they say.For instance,to say "That party was the bomb"is more than merely saying it was a very good party.It shares an emotional experience that might otherwise take several sentences to explain.In other words,it's a kind of...shorthand.The third and final way slang's cool is that it's fun;it's very creative in the same way that poetry is,and it's often humorous.In other words,it's a form of play,a way of entertaining.So...uh,let me repeat:I've said that slang's cool for three reasons:One,it shows the user's fashionable and in tune with the times;two,it's a way of reinforcing relationships and communicating efficiently;and three,it's fun and entertaining.Got that?All right then,let's now take a look at different kinds of slang,in particular three types of slang words:those that are currently most used,those that linger year after year,and those that have become unfashionable.So...now what is the most used slang?Well,research tells us that over the past few years,in the number one position is"dope,"which basically means very good,great,excellent,attractive,or nice.So somebody might say,for example,that his friend's new motorbike is really dope;in other words,it's very good.Other words that feature in the top twenty include"chill out"(to calm down or relax),"the bomb"(meaning the best or most excellent),"whack"(which means bad,unfair,crazy,or foolish),and"dude" (meaning person—usually a man,actually).Any other examples?Yes?S TUDENT1:Hella.T EACHER:Meaning?S TUDENT1:Very,a lot.T EACHER:OK,yep.Luis?STUDENT3:"Kick it,"which means,like,to hang out,uh,relax,you know,sit around doing nothing.TEACHER:Right.And it's interesting,isn't it,how most slang terms indicate approval or disapproval;they show what we feel positive or negative about.So,like"dope"and "the bomb,"we have"sweet,""phat"—spelled P-H-A-T,not F-A-T—"cool,"and "tight"—all meaning good,excellent,nice,or attractive.And then you have words like"bad"which really mean good;so"That new CD is bad" actually means it's good!So you see,slang does strange things with language.Like I said earlier,it's certainly creative.As a matter of fact,some slang words have many different meanings,sometimes as many as nine or ten.For instance,the word"trip"or"tripping" has various meanings,but they all reflect the idea of unusual,strange,or extreme.When a word's used a lot or has a number of different meanings like this,we sometimes say it "works hard."The word"trip,"then,is a word that works hard.Uh...now,the second type of slang consists of words that linger from decade to decade and never seem to go out of fashion—and these words also work hard,that is, they have a lot of meanings.A great example is the word cool—forever popular,it seems!Other terms in this category are"nerd,""cheesy,""chick,""the man,""toasted," "wasted,""what's up,""blow away,"and"gross."And once again,most of these show approval or disapproval.And...now,finally,there are slang terms that come and go;they disappear almost as quickly as they appear.Examples include"gimme five,""how's it hanging,"and"core." Words like these often disappear because they're closely associated with famous personalities who similarly come and go—they're popular,in the spotlight for a while, and then seem almost to disappear.And when they disappear,the slang associated with them tends to disappear as well.Now,today,public tolerance of slang is at an all-time high—just look at how widely it's used in newspapers.But how do college teachers and academics view slang?Well, some persist with the idea that its use will degrade...uh,you might even say"pollute" academic discourse.However,among themselves students tolerate words their teachersmight consider taboo.Students are actually very good at code-switching;that is,they're very good at using different styles or codes of communication in different situations.Do you agree?Do you use slang in your essays or when you speak with a teacher? STUDENT3:Personally I never use slang in essays.It just doesn't feel right.It's true, you know,most students know when to use slang,and when not to.STUDENT2:I agree.I sometimes use it with teachers,though;it just depends on who the teacher is.TEACHER:Why,I imagine most people do the same.Here's something you may find surprising:A recent study on student conversation suggests that students don't in fact use slang that often but instead they choose more ordinary colloquial vocabulary.OK,to finish up,now let me say something about the history of slang.Many years ago, slang was closely associated with underground,criminal organizations,groups that deviate from mainstream society...uh...with notions of outcasts and socially unacceptable behaviors.A look back in time shows,for example,that in the seventeenth century more than twenty words were used to refer to vagrants,that is,to someone who has no home or job.Today,of course,these associations are much weaker and slang's used much more widely.As underground culture has become more mainstream,there's not the same need for the kind of secret code that slang offered.Today,most of us use slang and aren't ashamed of using it.It may still have negative connotations,but like it or not it's here to stay,and increasingly it's become the subject of serious academic study. And why not?As I've tried to show,it's a fascinating social as well as linguistic phenomenon.So,any questions?...Unit2Murphy's LawTEACHER:Good afternoon,everyone.More than200years ago,the Scottish poet Robert Burns said that"the best laid plans of mice and men often go awry."I'm sure we all have firsthand experience with what Burns means;no matter how carefully we plan a project and no matter how carefully we try to,uh,anticipate problems,we're likely to,uh encounter something unexpected and unwelcome that will throw our plan off course. Well,class today we'll be looking at how plans can go right or wrong...and,uh,how we can make sense of this.Are you all familiar with Murphy's Law?Well,according to Murphy's Law,anything that can go wrong will go wrong.So we'll be looking at everyday examples of Murphy's Law—uh,things like why toast falls buttered-side down, why it always seems like we choose slow lines at the supermarket,and why it is so difficult to win when we gamble.As you may know,we now have many different versions of Murphy's Law,and today I'd like to look at the science behind three of them.I'll try to show you that some thingswhich have happened to you,and which you may have thought were simply bad luck, had nothing to do with luck at all.What I'm saying is that there are some very good scientific reasons for many of the things that happen to us,and we're not victims of bad luck as often as we might think.When we consider some basic science and probability theory,we can more clearly understand why some"bad"things happen the way they do. All right.Let's begin with a very commonplace situation.Let's say you've just gotten up. You're still sleepy,and you make your way to the breakfast table.In your half-awake state,you accidentally hit your piece of toast,which has butter on one side.The toast begins to fall to the floor.Now what are the chances that you'll be lucky and the toast will land buttered-side up?Well,the toast has only two sides,so most people think that the answer is fifty-fifty.Fifty percent.Right?Do you think that there's a50percent chance that the toast will land with the buttered-side up?STUDENT1:Well,this sounds like a trick question,but,uh,yeah.Logically,50percent sounds about right.TEACHER:Yes,50percent does seem right,but,in this case,Murphy's Law of Falling Toast says:"Toast which falls from a table will land buttered-side down."Actually,the probability of this happening is extremely high.It's close to100percent.Now,here's why.When something like a piece of toast falls from a table,its behavior is not random. The rate of spin is controlled by the laws of physics.This is the problem.The rate of spin, that is,how fast the toast spins,is too low for the toast to make a complete revolution.It's too slow to turn completely around and hit the floor buttered-side up.The rate of spin is determined by the force of gravity.So in a very real sense,the laws of physics,and specifically the rate of spin,make sure that our toast lands buttered-side down almost all the time.So the point is that simple probabilities—for example,the probability that toast has a fifty-fifty chance of landing buttered-side up—can be greatly affected by other more fundamental factors,such as the laws of physics.So,in this case,we believe that we have bad luck because we don't understand that the natural laws of physics are in effect.The toast should land buttered-side down.OK?Let's look at the next point.Now we come to one of my most frustrating situations in life—the supermarket line.In this case,Murphy's Law of Supermarket Lines says:"The line next to you will move faster than yours."Now everybody wants to get into the fastest line when they go to the supermarket,right?OK,so let's say that you're at your local supermarket and there are five lines,but each of the five lines looks pretty much equal in length.Now,of course, you want to try to anticipate which one of the five lines will move the fastest.Well,this is where simple probability theory enters the picture.The chances that you have chosen the fastest of the five lines is one divided by the number of lines,which is five in this case.So mathematically,the formula is one divided by N where N is the total number of lines.So in this example,one divided by five gives us what?STUDENT2:One divided by five is one-fifth or...uh...20percent.TEACHER:Right.Twenty percent.There's only a20percent chance that we have chosen the fastest of the five lines.Now even if we reduce that to three lines,our line and the lines on each side of us,the chances we've chosen the fastest line are still only what?S TUDENT2:Uh,33percent.One out of three.TEACHER:Sure.One divided by three is33percent,so it's not just your imagination that one line near you almost always moves faster than yours.Simple probability theory shows that the odds are against you.If there are very many lines,the chances that you'll choose the fastest one is quite low.So,you see,it has little to do with luck,but w e perceive that it does.All right.Now let's look at a final situation that shows how we commonly misunderstand the laws of probability.We've come to Murphy's Law of Gambling that says simply:"You will lose."Now in the case of the supermarket lines that we've just talked about,probability theory applied very nicely.And actually,as we go through life, most things are fairly predictable because they follow the basic laws of probability. Weather is an example.Let's say that it's been raining for a week,and a friend says to you"I think it's going to be sunny tomorrow."Is that an unreasonable statement?Well, no.Clouds move,and they are of limited size,so if it's been raining for a week,it's likely that the rain and clouds will end soon.In other words,the next sunny day is more likely to occur after the seventh day of rain than after the first,because the storm front has what is called a life history.Now this is important,so let me explain that term.Events with a life history have changing probabilities of certain events occurring over time.For instance,uh,if you plant flower seeds,you can predict with reasonable accuracy when the plants will come up,when they will bloom,and how long they will bloom.For instance,with some types of flowers,there's a90percent chance that they will come up fifteen to twenty days after the seeds have been planted.In short,the growth of a flower follows a clear predictable pattern,and we call this pattern a life history.But this is the trick with many gambling games.The casino owners want us to believe that dice also have a life history and that we can therefore estimate the probability of events related to the dice.However,gambling devices like dice are different because they don't have life histories.Now...what do you think that means?STUDENT1:There aren't any reliable patterns?Um,just because I rolled a seven last time doesn't tell me anything about the next roll.TEACHER:Right.You can't look at the past rolls of the dice and predict what the next roll will be.Now many people,especially gamblers,think that they can,but this is what's called the gambler's fallacy.The gambler's fallacy is expecting to roll a seven with a pair of dice because a seven hasn't come up recently.So,in other words,there's a widespread belief among gamblers that dice have a life history.In thereal world,that's not a bad way to reason,but in a casino,it's the path to financial loss. Dice have no memory,no life history.Now you can predict that if you roll one dice many,many times,the number five will come up about16percent of the time.That's one divided by six.But that's not what we're concerned with here.We're concerned with the next roll of the dice.As a result,the element of arbitrariness or randomness makes prediction of the next roll impossible.Statisticians who work with probability theory call the roll of a pair of dice a single-event probability,and many of these same statisticians believe that the probability of a single event can't even be computed mathematically.So, the same probability theory that works well with supermarket lines won't help you win a million dollars in a dice game in Las Vegas.It could,in fact,lead to a catastrophe!So,to sum up,we have looked at three cases involving Murphy's Law and our perception of"bad luck."The first case was the toast,right?Our toast lands buttered-side down far more often than we would predict because the basic laws of physics have a strong effect on normal probabilities.The second case was the supermarket line, remember?Another line moves faster than ours because the laws of probability are behaving normally,even though we might perceive them as behaving unfairly.And the third case was the dice game.People lose at gambling games like dice because the laws of"life history probability"simply don't apply in those situations,even though gamblers think they do.So,as you can see,in some cases,Murphy's Law is not just some form of bad luck. There are some very real,scientific explanations for these events.OK,that's about it for today.For next class I'd like you to take a look at Chapter7and be ready to talk about the discussion questions on page255.See you then.Unit3Types of MemoryTEACHER:Good morning everyone.Um...today,I have the pleasure of introducing you to the basics of what I think is one of the most fascinating topics in the field of psychology—memory.What is memory?How does memory work?The research in this field is fascinating and dates back to the late1800s,so it's been going on for more than a century.I'll begin today by saying a few things about three types of memory that we all have,and then we'll look at how memory is measured.All right.First of all,let's begin by looking at types of memory.One of the most common ways to classify memory is based on time...based on time and duration of use.So typically,memory is divided into three types:sensory memory,working memory (which is also referred to as short-term memory),and long-term memory.Again,that's sensory memory,working memory,and long-term memory.Let's talk about sensory memory for a minute.Sensory memory holds information for only an instant,say,less than half a second.This is just long enough to register an impression on one or more of our five senses—sight,hearing,touch,smell,or taste.Let me give you an example of aphenomenon concerning visual sensory memory that I'm sure you've all experienced. Imagine that you're holding up a flashlight on a dark night.You start to move it in circles slowly,watching it carefully the whole time.Pretty soon you aren't just seeing the flashlight...you can see a full circle of light!Of course,it's actually just one point of light being moved around,but your memory of the visual sensation of the light fills in the rest of the circle.That's one example of sensory memory.So remember,you can hold something in your sensory memory for just a fraction of a second,up to around half a second,then it fades away.Now if you want to keep the information for longer than a second,you have to put it into your working memory.Working memory,the second type of memory,allows us to hold on to things for as long as we think about them,that is,as long as we're paying attention to them.It's something like a kind of temporary storage place.Let me give you a simple math problem.Are you ready?Here goes...18plus44plus9plus19...I'll say that one more time.OK?18plus44plus9plus19....All right?...Do you all have the answer?Maya?S TUDENT1:Uh,I think it's90.Yeah,90.T EACHER:Let's see...18plus44is62...plus9is71...plus19is90.Ninety is the answer.Now,to figure out this problem,you had to use your working memory.As you did the problem,you had to continue holding the numbers in your memory until you got the final answer.If you stopped concentrating on the numbers,that is,you stopped saying them to yourself,or stopped visualizing them,you would have forgotten them and then you wouldn't have been able to solve the problem.Do you see how that works? Here's one more example of working memory involving reading.Look at the sentence: "Honey is the only natural food that is made without destroying any kind of life."It's written down in your textbook.Why,you may wonder,do we need working memory to understand such a simple sentence?Well,the answer is because working memory holds the first part of the sentence,"Honey is the only natural food..."while our eyes move on to the last part,that is,"made without destroying any kind of life."Without our working memory,we would forget the first part of the sentence before we got to the end.So reading even short or simple passages would be impossible without our working memory.OK,I think you can see how important working memory is,but our working memory is very limited,and it can only hold information temporarily.It usually lasts only one and one half to two seconds and then it begins to fade.So if working memory were all we had,we would be very limited.Essentially,working memory mediates between how we experience the environment and our long-term memory.This brings us to the third type of memory that we'll talk about today,long-term memory.Now,long-term memory is involved with information that's stored for considerable lengths of time.For example,do you remember the name of your best friend when you were ten years old?I bet you do,because this information is certainly in your long-term memory.Actually,memory that's tested after about one minute behaves in a very simi-lar way to memory tested after a day,a week,or even years,so many scientists believe that any memories more than one minute old are part of our long-term memory. Interestingly,these memories seem to change over time in the sense that we tend to add information to them.In a sense,our memories become somewhat distorted.The reason behind these changes is that our memory is designed to keep or preserve meaning,not to keep impressions or images,but to keep meaning.For example,try to remember a conversation you had yesterday with a friend.Now if you're like most people,you can't remember the exact words that you or your friend said,but you can remember the ideas that you discussed.Your memories of the points that were most important to you will be the clearest.So the essential feature of long-term memory is that it specializes in holding meaning.OK,are there any questions about that?Yes?STUDENT1:Yeah.Can you explain why we don't remember all of the details of our past conversations?TEACHER:So the question is,"Why do we forget?"Well,most experts believe that if we remembered all of the details of our past experiences,our memory system would be filled with a lot of trivial information,a lot of trivial and generally useless information. Secondly,it is conceivable that we would find it extremely difficult to sift through such a...a mass of detailed information and find the really important information that we need.Um...in other words,memory searches would proceed a lot more slowly.S TUDENT1:OK,I see.Thank you.TEACHER:OK,let's move on to ways of measuring memory.Just as we distinguished three types of memory,there are three main ways of measuring how much a person remembers.The first of these methods is called recall.You use recall many times every day.Here's what I mean....Take out a sheet of paper....OK,now look at the word list in your text:drum,band,studio,and so on....Read it silently to yourself....OK?... Have you looked at all of the words?...OK,you should be finished by now.Now,close your book.Write down the words you saw,as many as you can,on your paper....Go ahead....OK,that's a simple recall test.Now,most of you probably remembered most of the words,but not all of them.Our memories,of course,are not perfect,and of course forgetting is natural.The second method of measuring memory is recognition.OK,for this you need another piece of paper,or just turn that one over....All right.Number the page from one to eight....Now look at the word list again.OK,now close your book.I'm going to say eight words.You have to write"yes"or"no"—"yes"if the word I say was on the list, "no"if the word I say was not on the list.Ready?Here I go.1.studio.2.guitar.3.stage.4.recorder.5.wiring.6.song7.vocalist.8.drum....OK,everybody finished?The answers are1.yes,2.no,3.yes,4.no,5.yes,6.no,7.yes,and8.yes....How did you do?Anyone get all eight correct?...Good!That's what we call a recognition test.In contrast to the recall test,recognition is more receptive and doesn't require you to produce anything.For this reason,recognition is a lot easier for most of us than recall.In other words,asking yourself "Have I seen this before?"is easier than remembering everything you saw.Now the third basic method used to measure memory is relearning.Let me give you an example of a relearning test.First,you try to memorize a list of words.Then you don't look at the list for a period of time,maybe a week.If you're like most people,you won't be able to remember all of the words.After a week,you then look at the list a second time and try to relearn it.As you would guess,most people relearn information somewhat faster than they learn it the first time.By measuring the time people need to relearn information,we can calculate how much information they have stored in their long-term memories the first time.So,let's stop there for today.Uh...I hope that you'll put today's material in your long-term memory...or you're going to have a hard time with the test.See you next week.Unit4Actions Speak Louder than WordsTEACHER:OK,class,OK...let's begin.What do we mean when we say that actions speak louder than words?STUDENT1:Uh...that means we believe people's actions more than we believe their words.TEACHER:Yes,exactly right—and,uh,in a sense,actions are more important than words.That's because we usually judge speakers'intentions by the nonverbal signals they send us.And that's what our subject today's all about,nonverbal communication—how we communicate through our actions—facial expressions,eye contact,tone of voice,uh,body movement,and so on.And if any of you doubt the importance of these things,you might like to consider a couple of statistics I've got here in front of me.Some communication specialists estimate we spend about75percent of our waking hours communicating.And,more to the point,words account for only,mm, 10to30percent of that communication—the bulk's nonverbal.That's food for thought, uh?Now although people clearly understand its importance,nonverbal communication—I'll call it N.V.C.for short—is actually a rather recent field of study and owes a lot to an American anthropologist named Raymond Birdwhistle—spelled B-I-R-D-W-H-I-S-T-L-E.Easy name to remember,right?Birdwhistle began studying nonverbal communication in the1950s and,um...one of his main ideas was that the meaning of nonverbal behavior depended on the context in which it was used....Uh,it depends on the context.So,he looked at the whole context of nonverbal behavior—how and,uh,where certain types of nonverbal behavior appeared—and not just one particular behavior in isolation.Facial expressions,for example—frowns,smiles,raised eyebrows, and,uh,so on—we all use these to convey many different meanings.But those meanings are largely determined by the situations we're in and the relationships that we have with the people we're communicating with.So,the same。
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Unit 2 Hew Kinds of FoodPart 1Teacher: Hi, everybody…how's it going? ... Good .…Has everyone turned in their homework? All righty, then let's get started. IF you remember, last week we were discussing some research in the area of genetics. Today, I'd like to talk about something I'm sure you've all heard about-genetically modified or "GM" food.Genetically modified food is food--either a plant or animal--that has been altered in the laboratory by scientists. The scientists take something from one plant or animal, and add it to a different plant or animal to make it grow in a different way. Today, we'll look at some of the benefits, and the possible risks of genetically modified fond.Let's start with a discussion of some of the benefits of GM food. Genetic scientists are really trying to make food plants that are better than normal plants, to make plants that are altered in ways that make the plant grow better or taste better or be healthier to eat than normal plants.One benefit is that genetically modified plants may need fewer pesticides than normal plants. For example, there is a type of corn that is bad forinsects--when the insects eat the corn plant, they die. However, the corn doesn't hurt people. This type of corn is beneficial because farmers use fewer pesticides to grow the corn, and so there is less pollution in the environment. Also the corn is less expensive because the farmers don't have to spend a lot of money on pesticides. So, by using fewer pesticides, the corn is cheaper and the environment is cleaner.Another benefit of genetically modified plants is that they may grow better than normal plants. One example is a type of genetically modified strawberry that can grow in cold weather. These are better than normal strawberries because farmers can plant the strawberries earlier in the spring and later in the fall, when normal strawberries usually die. So, as a result, farmers cangrow many more strawberries than they used to. So that's another benefit plants that grow better.Finally, a third benefit is that many genetically modified plants stay fresh longer after they are harvested. So, for example, there is a land of tomato that stays fresh in the store for about two months, instead of one or two weeks. This means that there is more time to get the food to the stores and that stores have more rime to sell the food. Less food is thrown away and wasted. So it's a great benefit to have food that stays fresh longer--and we can consume more of the food we grow.Part 2Teacher: Now that we've looked at some of the benefit of genetically modified plants, let's talk about the risks of growing this type of food. We don't really know what the harmful effects are, but there are several things that people ate worried about.One risk is that the genetically modified plants may start to dominate the other wild plants in the environment. This is a problem with some types of tomatoes, for example. The new tomato plants are stronger than normal plants, and because they are stronger and grow faster than the wild plants, the genetically modified tomatoes may start to dominate the environment, causing the wild plants to die. So having one plant dominate all the other plants isn’t t good for the environment.Another risk is that genetically modified plants will hurt wild animals and insects in the environment. For example, the genetically modified corn 1 mentioned earlier has already caused this problem. Now some butterflies that live near the corn are dying--butterflies that are good insects, and don't eat the corn. It's possible that corn is killing the butterflies somehow, but we're not sure. We just know that more butterflies are dying than normal. But clearly there's a risk that genetically modified foods can hurt animals and insects in the environment.But probably the most important risk is that genetically modified food may be harmful to the people who consume the food. The alterations in the plants may cause serious problems for people--we just don't know. Scientists are trying all kinds of new things, such as putting the genes from animals into a plant. For example, to make a fruit like strawberries stay fresh longer, scientists took a gene from a fish--a gene that helps the fish live in cold water and put that into a strawberry. Will that strawberry be harmful to people? We don't know. Bur it may be.So it's clear that there are some important benefits to genetically modified food but also some risks-risks that a lot of people aren't willing to take. So let's stop here and discuss any questions you have at this point…1. What is genetically modified food?a.Fresh foodb.Dangerous foodc.Altered food2. What genetically modified fruit did the speaker mention?a.Strawberriesb.Applesc.Bananas3.What is a benefit of genetically modified food?a.It needs fewer pesticides.b.It grows in less space.c.It dominates the env ironment.4.What is a risk of genetically modified food?a.It may stay fresh longer.b.It may be more expensive.c.It may be harmful to people.5.What are three benefits of genetically modified food?Genetically modified food needs fewer pesticides.Genetically modified food/p lants grow better than normal.In addition,they stay fresh longer after they are harvested.6.What are three risks of genetically modified food?Genetically modified food/plants may dominate other plants in the environme nt.Also,they might hurt wild animals and insects.They might even hurt the pe ople who eat them.。