研究生英语听力

Unit One Life of AspirationPart Two Focus-ListeningA Great Communicator in All CircumstancesTask One1.Many American presidents are skilled at communicating with others, and they are greatcommunicators, such as John F. Kennedy, Franklin D. Roosevelt, and Abraham Lincoln.2.Ronald Reagan is the Great Communicator.3.Reagan was one of the best-known announcers in a radio station in his early twenties. Hedisplayed an uncommon ability to connect and communicate with people. His vision for presidential campaign was clear and simple, and he was able to communicate with maximum effectiveness.4.Because he possessed a clear vision, made decisions easily, and delegated very effectively.Part Three Home ListeningDream vs. GoalTask OneWhy we need dreams: Dreams give us a vision of a better future. They nourish our spirit; they represent possibility even when we are dragged down by reality. They keep us going. Dreams are where we want to end up.Interpretation of goals:Goals are concrete objectives. Goals are our day-by-day plans that provide achievable targets for increasing improvement. Goals provide our daily routine. They show us where to start and they establish our priorities. They make us organized and create the discipline in our lives. Goals are how we get there.Example of climbing the corporate ladder:Your dream is to get the promotion in a large company, but there seems to be too many people competing for too few positions at the top. What you have to do is to break down the dream into components and study the dream position, and you make sure that they want a hardworking, driven person who can manage a team and improve productivity. So your goals become perfecting each of these characteristics. Then find opportunities to show your boss you are the right person.Unit Two EducationPart TwoFocus ListeningDeveloping CreativityOne of the most exciting findings about creativity is that it may be picked up at almost any stage of the life cycle and developed. Many programs that work with elderly or retired people have known this for a long time. Researchers are continually trying to understand what creativity is and how it can be nurtured throughout childhood and adulthood. It is thought that developmental characteristics of creative aspects vary to the extreme; some things may show up early, other aspects later on in life. Creative behaviors such as curiosity may actually be evident early during infancy and increase during the “magic years” of early chil dhood. Unfortunately, during middle and late childhood there may be a decrease in creativity as children become more conforming and inhibited as well as liable to fall into sex-role stereotypes. With care, creativity can be sustained throughout childhood and adulthood. Following are highlights of several characteristics of creative people and suggested ways to develop creativity.Characteristics that signal creativity include intense absorption, curiosity, ability to put together seemingly unrelated things or ideas, sense of humor, unusual vocabulary, eagerness to share new discoveries, spontaneity, and willingness to consider new ideas.Creative people are often either interested in ongoing experiments and need time to pursue ideas in depth, or they may jump from idea to idea very quickly. They may show fluency and flexibility in their thinking. They may ask surprising questions. They may be more independent than others in their approach to doing things. They get excited about new solutions and ideas. Creative people need time to entertain ideas, prepare materials, and let their ideas simmer for a while. They need privacy and tolerance for ambiguity. They need to be allowed to try things out in different ways until they are satisfied with their own work. They also need to be able to select and discard efforts of their choosing—pressure to produce may stifle their creative efforts. Creativity thrives in an environment that allows questions, exploring, observing, skill-building, communicating, and self-expression. To develop creativity, the home or classroom environment should contain a variety of materials and encourage lots of different experiences.Developing a childhood interest—being “in love” with something and sticking with it for some time—is related significantly to adult creative achievement. Building anticipation before a trip or lesson, digging deeply into material during the lesson, and keeping the ideas alive for some time after the lesson are also ways to keep the creative processes going. Children and adults need to be introduced to examples of creative excellence. Their own work should be recognized and truly appreciated. If possible, creative efforts should be put to work and not simply acknowledged and then shelved.Adults who experience creativity programs tend to experience dramatic improvements in the quality of their lives. Self-expression, the zest of discovery, the pleasure of creating something,and freedom to try new things are all aspects of the creative process. Children can be encouraged to grow creatively, and this does not interfere with other kinds of educational achievement. We can all grow with the further development of creativity. (Words: 521)Part ThreeHome ListeningThe University of the FutureThe American research university is a remarkable institution, long a source of admiration and wonder. The wooded campuses, the diversity and energy of the student populations, and, most of all, the sheer volume of public and private resources available to run them, have made them the envy of the world.Seen from the inside, however, everything is not quite so encouraging. Setting aside the habitual complexity of medical schools, which have separate healthcare and finance issues, the structure of these institutions is straightforward and consistent. The bedrock of each university is a system of discipline-specific departments. The strength of these departments determines the success and prestige of the institution as a whole.This structure raises a few obvious questions. One is the relevance of the department-based structure to the way scientific research is done. Many argue that in a host of areas—ranging from computational biology and materials science to pharmacology and climate science—much of the most important research is now interdisciplinary in nature. And there is a sense that, notwithstanding years of efforts to adapt to this change by encouraging interdisciplinary collaboration, the department-based structure of the university is essentially at odds with such collaboration.A second set of issues surrounds the almost static nature of the departmental system. In a country where most things are highly fluid, the fields covered by departments, as well as the pecking order between them, have remained largely unchanged for many years. As people and money have flowed, particularly over the past twenty years, to the south and the southwest, the strongest US universities and departments remain embedded in the northeast and in California. League tables drawn up by the National Academy of Sciences and others show little movement in this pecking order, even over several decades.Another, perhaps more contentious issue concerns the relevance of the modern research university to the community it serves. The established model, whatever else its strengths and weaknesses, reflects the desire of the middle classes for undergraduate training that prepares their offspring for a stable career. But how does it serve a society in which people may have to retrain and recreate their careers throughout their adult lives? (Words: 363)答案Part Two Focus ListeningDeveloping CreativityTask One1.One of the most exciting findings about creativity is that it may be picked up at almost anystage of the life cycle and developed.2.Creative behaviors such as curiosity may actually be evident early during infancy and increaseduring the “magic years” of early childhood. Unfortunately, during middle and late childhoodthere may be a decrease in creativity as children become more conforming and inhibited as well as liable to fall into sex-role stereotypes. With care, creativity can be sustained throughout childhood and adulthood.3.The characteristics include intense absorption, curiosity, ability to put together seeminglyunrelated things or ideas, sense of humor, unusual vocabulary, eagerness to share new discoveries, spontaneity, and willingness to consider new ideas.4.Creativity thrives in an environment that allows questions, exploring, observing, skill-building,communicating, and self-expression. To develop creativity, the home or classroom environment should contain a variety of materials and encourage lots of different experiences.5.Because developing a childhood interest—being “in love” with something and s ticking with itfor some time—is related significantly to adult creative achievement.6.Self-expression, the zest of discovery, the pleasure of creating something, and freedom to trynew things are all aspects of the creative process.Task Twoa.ongoing experiments and need time to pursue ideas in depth / they may jump from idea toidea very quicklyb.fluency and flexibility in their thinkingc.surprising questionsd.independent than others in their approach to doing thingse.new solutions and ideasf.entertain ideas, prepare materials, and let their ideas simmer for awhileg.privacy and tolerance / ambiguityh.try things out in different ways until they are satisfied with their own worki.select and discard efforts of their choosing—pressure to produce may stifle their creativeeffortsPart Three Home ListeningThe University of the FutureTask OneOne question: One question is the relevance of the department-based structure to the way scientific research is done. Many argue that in a host of research areas, much of the most important research is now interdisciplinary in nature. However, the department-based structure of the university is essentially at odds with the interdisciplinary collaboration .A second set of issues: A second set of issues surrounds the almost static nature of the departmental system. Nowadays most things are highly fluid, but the fields covered by departments and the pecking order between them, have remained largely unchanged for many years.Another issue:Another issue concerns the relevance of the modern research university to the community it serves.Unit Three Economy and GlobalizationPart Two Focus ListeningWhat to Expect at DavosTask One1.Global warming, terrorism, oil price shocks, a hard landing for China, etc.2. It looks at all the issues on the global agenda, trying to see priorities and find solutions.3. a. a general issue will be the changing power equation, which means that everywhere in societyand business, the power is moving from the center to the periphery. Vertical command-and-control structures are being eroded and replaced by communities and different platforms.b. three countries could be in the limelight: Russia, because the whole issue of energy securityis at the top of the agenda; Vietnam, which is a new preferred place of investment; and Mexico, with the new President coming.c. sustainability of U.S. economic growth and the risk of the falling dollar.4. It’s a challenge for the world, because if Iraq goes into chaos and tribalism, the repercussions for the Middle East, for the energy supply will be tremendous.5. Anti-Americanism has decreased. One reason is that in the U.S. there is a much more vibrant discussion about the future. Americans are asking themselves a lot of questions.6. Because they have been very associated with some social causes. This has brought us more reports in the popular media.Task Two (略)Part Three Home ListeningEconomic Conditions: Trying to Read the FutureTask OneEconomics and weather have a lot in common. Knowing what conditions will be like weeks or months in the future is not easy. One thing that helps economists predict the future is the index of leading economic indicators.An index is a way to measure changes in a group of numbers over time. In financial markets, for example, an index of stocks will rise or fall with changes in the wider market. The changes measured by an index can be represented with a single percentage.The index may start at a base period of time with a value of one hundred. Now say that a month later the value is recorded as one hundred one. That means it gained one percent. If the index lost one percent, however, the value would be ninety-nine.The leading economic indicators are really ten indexes. Four deal with manufacturing activity. One deals with unemployment claims. Another measures people’s expectations of the economy. Still others involve financial information like the money supply and interest rates.The index of leading indicators is just one of the tools used to measure the business cycle. Business cycles are the normal changes that happen in economic growth over time.A measure called the coincident index provides information about current conditions. Employment rates are an important part of it. There is also a lagging index. It helps confirm economic changes that currently appear to be taking place. Interest rates are an important lagging indicator.The Conference Board publishes economic indicators for the United States. The Conference Board is a non-profit organization based in New York. It brings together business leaders to learn new ideas from one another. It has member companies around the world.The Conference Board also does economic research. Its work helps show business and government leaders what conditions might be ahead.But this group did not always produce the index of leading economic indicators. It took over the job in nineteen ninety-five from the Bureau of Economic Analysis, part of the Commerce Department.The Conference Board also publishes economic indicators for Australia, France, Germany and Japan. Others are Britain, Mexico, South Korea and Spain.Unit Four Business and ManagementPart TwoFocus ListeningA VOA Special English Economics ReportI’m Steve Ember with the VOA Special English Economics Report.Peter Drucker was a voice for change and new ways of thinking about social and business relations. He died in Claremont, California, on November 11 at the age of ninety-five.Peter Drucker was born in Austria in 1909. In the late 1920s, he worked as a reporter in Frankfurt, Germany. He also studied international law.He fled Germany as Adolf Hitler came to power in 1933. Peter Drucker spent four years in Britain as an adviser to investment banks. He then came to the United States. Mister Drucker used his knowledge of international law to advise American businesses. He developed this advice into books on businesses methods and management.In the middle of the 1940s, Peter Drucker argued that the desire for profit was central to business efforts. He also warned that rising wages were harming American business. Mister Drucker was later invited to study General Motors. He wrote about his experiences in the book “The Concept of the Corporation”. In it, he said that workers at all levels should take part in decision-making, not just top managers.Critics of Peter Drucker have said that he often included only information that supported his arguments. But even his critics praised his clear reasoning and simple writing. He was called a management guru.Peter Drucker changed his thinking as times changed. In 1993, he warned that seeking too much profit helped a business’ competitors. That was almost fifty years after he had argued the importance of profits.Mister Drucker taught at the Claremont Graduate School of Management for more than thirty years. He also advised companies. And he wrote for the Wall Street Journal opinion page for twenty years, until 1995. He commented on many economic and management issues.Peter Drucker may be most famous not for answering questions but for asking them. He once said that business people must ask themselves not “what do we want to sell” but “what do people want to buy”.Mister Drucker used terms like “knowledge workers” and “management goals”. Many of his ideas have grown to be highly valued in business training and politics.This VOA Special English Economics Report was written by Mario Ritter. Our reports are online at . (Words: 381)Part ThreeHome ListeningManaging the Global WorkforceBy Jena McGregor and Steve HammThe war for talent never ends. Middle managers in China? Good luck finding them, let alone keeping them. Assembly line workers in Central Europe? They’re well-educated and hard-working. Trouble is, every company wants them. For corporations, managing this widely scattered, talented, restive, multicultural workforce has never been harder.These facts make a simple but powerful point: The old way of managing across borders is fading fast. In the first half of the 20th century, the globalization of business was based on the British colonial model. Headquarters, functions, and capital were in one place, with managers dispatched to run regional operations like colonies. In the second half of the 1900s, companies adopted the multinational model, replicating their home country operations in other places where they did business. Country units rarely dealt with other divisions in other markets.Today, global corporations are transforming themselves into “transnationals,” moving work to the places with the talent to handle the job and the time to do it at the right cost. The threat of a U.S. recession only makes such efforts at lowering expenses and grabbing the best talent even more urgent. William J. Amelio, the CEO of Lenovo, the world’s third-largest computer maker, calls his global workfor ce strategy “worldsourcing.” Lenovo has executive offices in five cities worldwide and organizes its workforce around hubs of expertise, such as hardware designers in Japan and marketers in India. “You operate as if there's just one time zone,” Amelio says. “And you're always on.”If anything, companies are devising new strategies to reach global scale faster. To retain workers in China, for example, PepsiCo’s snacks unit funneled nearly 300 extra people into its talent assessment program last year and promoted three times as many managers as it did in 2006. In mid-2007 storage equipment maker EMC started a global innovation network for research and development workers at six labs around the globe. EMC set up a wiki Web site for scientists and engineers to develop technologies and product concepts together. (Words: 453) 答案Part Two Focus ListeningA VOA Special English Economics ReportTask OnePeter Drucker’s work experiencePeter Drucker worked as a reporter in Frankfurt, Germany in the late 1920s. He also studied international law. He fled Germany when Adolf Hitler came to power. He spent four years in Britain as an adviser to investment banks. He used his knowledge of international law to advise American businesses, later he developed the advice into books on businesses methods and management. He taught at the Claremont Graduate School of Management and wrote for the Wall Street Journal opinion page.Peter Drucker’s theory on business and managementHis main arguments include: desire for profit was central to business efforts, rising wages were harming American business, workers at all levels should take part in decision-making, too much profit heled a business’ competitiors.Task TwoPart Three Home ListeningManaging the Global WorkforceTask One1. Ways to manage multicultural workforce:In the first half of 20th century: The globalization of business was based on the British colonial model. Headquarters, functions, and capital were in one place, with managers dispatched to run regional operations like colonies.In the second half of 1900s: Companies adopted the multinational model, replicating their home country operations in other places where they did business.Today: Global corporations are transforming themselves into "transnationals," moving work to the places with the talent to handle the job and the time to do it at the right cost.2. Strategies adopted by different companies:Lenovo:William J. Amelio, the CEO of Lenovo, calls his global workforce strategy "worldsourcing." Lenovo has executive offices in five cities worldwide and organizes its workforce around hubs of expertise, such as hardware designers in Japan and marketers in India. According to him, they operate as if there is one time zone.PepsiCo’s: To retain workers in China, PepsiCo's snacks unit funneled nearly 300 extra people into its talent assessment program last year and promoted three times as many managers as it did in 2006.EMC:In mid-2007, EMC started a global innovation network for research and development workers at six labs around the globe. EMC set up a wiki Web site for scientists and engineers to develop technologies and product concepts together.Unit Five Language and CulturePart Two Focus ListeningEthnicityTask One1. The easiest way to look forwards is to look back to the “Great Labor Migration” of 1948-19552. Racism diminishes in times of prosperity. When the economic going gets tough, people want someone to take their feelings out on.3. He envisages it in two ways: a mosaic of communities and a pick-and-mix social landscape.4. They are excluded and disadvantaged.5. It implies a Britain in which people will construct multiple identities defined by all sorts of factors: class, ethnicity, gender, religion, prof ession, culture and economic position. It won’t be clear-cut.6. Enduring communities linked by blood through time versus flexible, constantly shifting identities.7. Identity won’t be about where you have come from; it will be a set of values you can take anywhere that is compatible with full participation in whichever society you live in.Task Two （略）Part Five Language and CulturePart Three Home ListeningDo as the Romans Do。