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新編大學英語自主2 Unit 3

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[00:00.00] Unit 3:Lesson One Students and Studies [00:06.19]Practice One A lesson Learned Words You Need to Know [00:13.90]drastic hug allowance whipping [00:36.32]Exercise 1:Directions:Listen to the story and match the events in the following two columns. [00:47.34]The events in Colomn A always happened before those in Column B. [00:53.89]My parents were always telling me to raise my grades, [00:57.89]but they would never tell me how. [01:00.91]After getting one bad report card after another, I knew I had to do something drastic. [01:07.57]When my December card arrived with three Cs, two Ds, and an F, I was afraid to show it to my mother. [01:16.36]That's when I camp up with the brilliant idea of changing the F to an A. [01:22.73]It was really quite simple just to give the F another leg. [01:27.23]When I showed the card to my mother, she was very excited to see the one good grade. [01:33.31]She gave me a hug and a kiss and, most important of all, a bigger allowance. [01:39.32]Everyone was happy in my house until two nights later when the phone rang. My mother answered it, listened, and then looked at me with blood in her eyes. [01:52.64]She told me that there were some things much worse than failing, and that cheating was one of them. [01:59.88]I tried to argue. I said she was the one who had told me to change my grades. [02:06.14]That made her really angry, and she said that I knew that's not what she had meant. [02:11.90]Then she gave me a whipping and took away my allowance for a month. [02:16.58]Since then I have learned to make the grade, not change it on the card. (229 words) [02:22.74]Exercise 2:Directions:Listen to the story again and answer each of the following questions in no more than ten words. [02:35.12]1)According to the speaker, what did his parents fail to do? [02:41.89]2)What scores did the speaker have on his December card? [02:48.01]3)What did he do to the card? [02:51.79]4)What was the speaker's argument when his mother looked at him with an angry look? [02:59.10]5)What was the lesson learned after his trick had been exposed? [03:05.76]6)Who do you think called the speaker's mother? [03:10.66]Practice Two Talking About College Days [03:15.48]Words You Need to Know [03:17.86]waist air-conditioned demonstration [03:36.68]scary arrest ceremony skip [03:58.93]Exercise 1:Directions:Listen to the conversation and decide whether the following statements are true (T) or false (F). [04:12.18]The following is a conversation between one woman, Grace and two men, Martin and Curtis. [04:19.92]Grace:Martin, what do you remember most about our college days? [04:23.84]Martin:Oh, I remember most? [04:25.64]Grace:Curtis's hair... down to his waist. [04:29.10]Curtis: I remember how Grace looked. (Wha...) She always had a flower painted on her face, remember that? [04:35.22]Martin:Oh, yes. [04:36.77]Grace:Now wait. Let's not forget about Martin and his air-conditioned blue jeans. [04:42.85]I never saw anybody with more holes in their jeans than Martin. [04:46.85]Martin:They're a classic. I still have those blue jeans! [04:50.70]Grace: Still have them? I don't believe it. That's incredible! [04:55.02]Martin:And I still wear them, too. [04:57.47]Curtis:You know, I was just thinking about the most important thing that happened in college. [05:02.62]Martin:The most important thing? You mean, the time we got arrested? [05:07.04]Curtis:Umm. [05:08.02]Grace:Yeah.You know,that's my best memory.The peace demonstration.(Yeah) [05:13.24]You know, somehow getting arrested for something you believe in isn't... isn't scary at all. [05:19.72]Curtis:No, it isn't at all. But it did help that there were five hundred other students getting arrested along with us. [05:26.16]Martin:That's true. [05:28.03]Curtis:That was a great day, though. [05:29.87]Grace:Hey, you all remember our last day of college? [05:33.36]Curtis:Graduation? What's to remember? None of us went to graduation. [05:38.29]Martin:Do you regret that... that after all these years you skipped out on the ceremony? [05:43.40]Grace:Not me. I don't think we missed anything that day.No. [05:47.15]Curtis:nothing at all. And that picnic that the three of us had by the stream, remember? [05:52.87](That was great.) Drinking wine, playing guitar, singing. Oh, that was worth more to me than any graduation ceremony. [06:01.62]Martin:That was the best graduation ceremony there could have been. [06:05.69]Curtis:Mm-hmm. [06:07.56]1)Grace is very proud of her hair which is down to her waist. [06:13.64]2)All of them got arrested once, and that was not very terrifying. [06:19.22]3)They got arrested for something they believe in and were released because they gave up their belief. [06:26.39]4)None of them regret that they skipped out on the graduation ceremony. [06:32.90]5)Three main things have been mentioned in the conversation. [06:38.30]Exercise 2:Directions:Listen to the conversation again and fill in the table. [06:46.08]Exercise 3:Directions:Fill in the blank with the information you hear on the tape. [06:54.79]Practice Three The Informality in American classes [07:01.06]Word You Need to Know [07:03.04]informality [07:07.79]Exercise 1:Directions:Listen to the passage and give as many examples as you can about the informality in the American classroom. (There are six in the passage.) [07:21.76]When students from other countries come to the United States, [07:25.82]they are sometimes shocked at the informality in American college and university classes. [07:32.56]For example, American professors do not dress up and they generally call students by their first names. [07:41.48]Students can speak out in class, where they do not even need to raise their hands. [07:47.93]In addition, in many schools, students can drink coffee, tea, juice, or soft drinks during classes. [07:55.81]Foreign students can usually get used to these differences easily. [08:00.46]However, two examples of American informality are very difficult for some foreign students to understand. [08:08.70]First, students sometimes call their teachers by their first names. Instead of calling a teacher Mr Smith or Professor Johnson, [08:20.69]they call them Tom or Barbara. In some countries, it is not possible for students to "first-name" their teachers. [08:30.41]Second, American students sometimes criticize the ideas of their teachers. [08:36.64]They might also give their teachers suggestions about changing something in the class. [08:42.79]In many countries, students cannot openly criticize their teachers or classes. [08:49.92]Thus, some foreign students feel shocked, embarrassed, and uncomfortable in American classrooms. [08:57.91]They have two choices. One, they can imitate the behavior of the American students. [09:05.15]But in this case, they might feel uncomfortable and disrespectful. [09:10.33]Two, they can continue to follow the customs from their home countries. [09:15.73]But in this case, the American teachers and students might think that the foreign students are too formal or too quite. [09:24.77]What is the solution to this problem? There is no easy answer. [09:31.18]However, time will help to solve the problem, because foreign students will become accustomed to the new behavior. (269 words) [09:39.85]Exercise 2:Directions:Listen to the passage again and complete the following diagram. [09:49.07]Exercise 3:Directions:Listen to the passage for the third time and decide which is the best answer to each of the questions. [10:00.48]1)What is NOT the feeling of foreign students in American classrooms? [10:07.03]2)What is Professor Edward Johnson sometimes called by his students? [10:13.69]3)What is American students' attitude toward their teachers? [10:19.88]4)How would a foreign student feel if he tried to imitate the behavior of American students? [10:28.52]5)How can this problem be solved according to the passage? [10:34.10]Lesson Two School Education [10:38.24]Practice One Course Study Words You Need to Know [10:43.93]correspondence secretarial shorthand [10:59.63]accounting bookkeeping [11:08.38]Exercise 1:Directions:Listen to the passage and answer the following questions briefly. [11:19.14]Man:So you were studying for, let me see, how long, four years altogether? [11:24.72]Can you tell me a little about that course? [11:27.89]Woman:Well, it was a very difficult... a very tough course. [11:32.68]I did English for the whole four years, of course, so at the end, well, I was quite good. [11:39.16]And Business Correspondence, which I did in the second year and third year, was really just English too. [11:46.64]And I did just one year of French, in the fourth year, but I learned to meet people, or answer the telephone. [11:53.84]The there was three years of Secretarial Practice, starting in the second year, [11:59.28]and three years of Shorthand-that started from the beginning but even at the end of the third year,I wasn't very good at it. [12:07.60]And, well, I suppose the other subjects just fitted around that; [12:12.78]Accounting in year three and four, Economics in the first and second and Bookkeeping in the thi... no, no, second year, before we started Accounting. (165 words) [12:23.98]1)What does the woman think of her course? [12:29.16]2)What does she think of her English at the end? [12:34.27]3)How about her French? How do you know? [12:39.96]4)How about her shorthand? [12:43.70]Exercise 2:Directions:Listen to the passage again . [12:50.62]While you are listening, put a tick ( ) in the table to indicate when she studied each subject. [12:57.17]Exercise 3:Directions:Listen to the passage for the third time and answer the following questions briefly. [13:07.82]1)What job do you think the woman is qualified for? Why do you think so? [13:15.24]2)Why do you think the man wants to know what the woman studied? [13:21.04]Practice Two Who Wins? [13:25.10]Words You Need to Know [13:27.08]convention counterpart snicker squeeze [13:46.31]rival yell outdone lookout [14:04.49]Exercise 1:Directions:Listen to the tape and write down the sentences you hear. [14:13.16]1.Here comes the conductor. [14:17.48]2.Two groups of students boarded a train. [14:22.70]3.One of the engineers knocked on the math majors' door. [14:29.15]4.The math students boarded the returning train with only one ticket. [14:35.81]5.The conductor took the single ticket that was passed under the door. [14:41.60]Exercise 2 Directions:Listen to the passage and put the sentences in Exercise 1 in the right order according to the tape. [14:54.13]Two groups of students-math and engineering majors-boarded a train that was headed for a technical convention. [15:02.66]Each of the math majors had a ticket, but their engineering counterparts had only one ticket between them. [15:10.51]The math majors were snickering at this when an engineering student shouted, "Here comes the conductor?" [15:17.86]With that, all the engineering majors squeezed into a bathroom. [15:23.62]The puzzled math students watched as the conductor collected their tickets, then knocked on the bathroom door and said, "Ticket please." [15:33.01]The conductor took the single ticket that was passed under the door and left. [15:38.74]Not to be outdone, the math students boarded the returning train with only one ticket, [15:45.65]and again they laughed because this time their rivals had no ticket at all. [15:52.49]When the engineering lookout yelled, "Conductor coming?" all the engineers crowded into one bathroom, while the math majors piled into another. [16:04.51]Then, before the conductor entered the car, one of the engineers came out of his bathroom and knocked on the math majors' door. [16:14.38]"Ticket please," he said. (174 words) [16:17.54]Exercise 3:Directions:Listen to the passage again and find the near-synonyms of the following words from the passage. [16:29.42]Practice Three Overseas Students in the UK [16:35.29]Words You Need to Know [16:37.81]administrative Leeds Manchester [16:58.26]Exercise 1:Directions:Listen to the passage and answer the following questions briefly. [17:07.69]In 1980-1981 there was a total of 108,610 students from all other countries studying in the UK. [17:19.43]They were mainly from the Commonwealth group of countries, the countries belonging to the European Economic Community-otherwise known as the EEC or Common Market and other foreign countries. [17:32.53]Just under one-third of all students who came to the UK in 1980 studied at a university, [17:40.02]either as an undergraduate or as a postgraduate: altogether there were 31,496 students. [17:50.14]Just over one-third of these students studied at five English universities. [17:56.29]Most were at London University where there were 6,778. [18:03.49]Then came Leeds University where there were 1,220, while 1,130 were at Manchester University. [18:14.98]At Oxford University there were 1,101 students, and finally, at the University of Manchester Institute of Science and Technology, [18:25.78]known as UMIST, there were 1,035. [18:30.78]Finally, the three most popular subject areas studied at university by undergraduate and postgraduate students combined were firstly, [18:41.47]engineering and technology, studied by 9,552 students; [18:47.92]this was followed by social, administrative and business studies, studied by 6,951 students; [18:56.77]and finally, science subjects, studied by 6,253. (176 words) [19:02.93]1)Where did the foreign students mainly come from? [19:08.26]2)Totally, how many university students were from foreign countries in the UK in 1980-1981? [19:18.41]3)What is the percentage of all foreign students who studied at 5 English universities in 1980? [19:27.19]4)What is the original form of UMIST? [19:31.76]Exercise 2:Directions:Listen to the first part of the passage again and complete the table with the information you get from the recording. [19:43.93]Exercise 3:Directions:Listen to the second part of the passage again and complete the table with the information you get from the recording. [19:56.10]Practice Four Education Britain [20:00.96]Words You Need to Know [20:02.94]comprehensive certificate professional occupation [20:23.24]Exercise 1:Directions:Listen to the passage and decide whether the following statements are true (T) or false (F). [20:34.94]In Britain, most of the control over the organization of education is in the hands of local, not central, government. [20:44.63]The result is that the system can vary from area to area. [20:50.03]All children, however, have to go to school at the age of five and stay there until they reach the school leaving age, which is sixteen. [21:00.76]Children start their education in a primary school, where they usually stay until they are eleven. [21:08.46]They then move on to a comprehensive school. In some areas, however, they go to a middle school at about the age of ten, and then move to a comprehensive school when they are thirteen. [21:23.69]Middle schools are larger than primary schools, but smaller than comprehensives. [21:29.70]They aim to prepare students for the larger, more formal comprehensive schools. [21:36.00]In a few areas, children are still selected according to their ability. [21:41.87]They have to take an exam at the age of eleven, called the eleven-plus. [21:47.09]Those who pass go to a grammar school; those who fail go to a secondary modern school. [21:55.69]Most children take examinations when they are sixteen. At the moment, there are two types of exams-"O" (ordinary) levels, and CSEs (Certificate of Secondary Education). [22:12.32]Most children leave school after these exams, but the more successful students stay on and take two or three "A" (advanced) level exams when they are eighteen. [22:25.72]If they do well in these, they may go to university or into a professional occupation. (243 words) [22:32.92]1)The local government has the control over the organization of education. [22:39.65]2)Children can leave school at the age of 16. [22:44.98]3)Middle schools are the largest among the schools. [22:50.41]4)All children in Britain are selected according to their ability. [22:56.53]5)Most children take examinations at 16. [23:02.00]6)Those who do well in "A" level exams can go to university. [23:08.09]Exercise 2:Directions:Listen to the passage again and fill in each blank with the information you get from the recording. [23:18.78]Quiz One [23:20.65]Part A:Directions:In this part you will hear eight short conversations between two speakers. [23:29.36]At the end of each conversation, you will hear a question about what was said. [23:35.09]Listen carefully and decide which of the four choices is the best answer to the question you have heard. [23:41.96]1.M:Did you go to the big sales at Spencer's yesterday? [23:47.65]W:I had to visit my aunt in the hospital. [23:50.89]Q:What does the woman mean? [23:54.96]2.W:How long did you have for the English exam? [23:59.75]M:We were allowed one hour and a half, but I finished in less than half the time. [24:05.04]Q:How much time did the student probably spend on the exam? [24:11.38]3.W:Hello, 371-5525. [24:16.49]M:Hello, this is John Smith calling from Chicago. May I speak to Mr Smith, please? [24:22.64]Q:What kind of call is it? [24:26.78]4.M:That's $7.25 on the meter and one dollar extra for the suitcase. [24:34.70]W:Ok, here's $10. Keep the change. [24:38.41]Q:How much is the tip? [24:42.01]5.M:Can you please tell me where I'd find gym shoes? [24:47.30]W:Yes, they'd be in the sportswear department at the back of the store. [24:52.06]Q:What is the man doing? [24:56.05]6.W:Tom, I was told that your wallet was lost. [25:01.02]M:Mine wasn't, but Mike told me Bill's was. [25:05.20]Q:Whose wallet was lost? [25:09.01]7.W:Why are you so late? I've been waiting for more than an hour. [25:15.38]M:I'm terribly sorry, I overslept and missed the bus. [25:19.92]Q:Why was the man late? [25:23.84]8.W:John, did you pick up your clothes from the laundry today? [25:28.88]M:No! My brother stopped for them on his way home. [25:32.63]Q:What happened to the clothes? [25:36.77]Part B:Directions:in this part you will hear four short statements. [25:43.61]Each statement will be read just once. [25:46.96]Listen carefully and decide which of the four choices is the closest in meaning to the statement you heard. [25:53.98]9.The train was due at 11:15, but it has been delayed a quarter of an hour. [26:01.10]10.Jane found the trip from New York to California very tiring. [26:06.79]11.George likes the brown shirt better than the green one. [26:12.30]12.Mr Brown takes pictures for a living. [26:16.91]Part C:Directions:In this part you will hear three short passages. [26:24.58]Each passage will be read twice. After each passage you should pause the recorder and try to write down its main points in your own words. [26:35.12]Passage 1:When Jimmy was a boy, he always liked watches and clocks very much. [26:43.58]When he was eighteen years old, he went to the army, and after a year there, he began to learn to mend watches. [26:51.97]Passage 2:Mr Smith was a teacher at a school in a big city in northern England. [26:58.78]He usually went to France or Germany for a few weeks during his summer holidays, [27:03.85]and he spoke French and German quite well. [27:07.06]Passage 3:I am student at Washington University. I am very busy with my studies, [27:14.80]but I always find time to write several letters every week. [27:18.94]I like to receive mail, and you have to write letters if you want to hear from your friends. [27:24.98]Part D:Directions:In this part you will hear two passages. [27:33.12]Each passage will be read twice. At the end of each passage you will hear some questions. [27:40.32]After you hear a question, you should either decide which of the four choices is the best answer to the question you heard, [27:48.10]or answer the question in your own words according to the passage. [27:52.24]The questions you should answer are also printed in your book, [27:56.41]but you should read them only after you hear them from the tape. [28:00.26]W1:Frankly, Sandra, I'm not very pleased with you. [28:03.72]I don't know-it's something about the way you approach your work, your attitude to it, that worries me. [28:09.88]W2:Oh really? How do you mean? [28:12.94]W1:Well, you don't seem to respond to me very well. [28:16.68]In fact I find that you're not easy to work with. [28:20.28]Yes, really Sandra, I find you rather difficult. [28:23.77]W2:I'm sorry you think that way. [28:26.15]W1:The point is-and I think I should be truthful with you, [28:30.04]I can't honestly recommend somebody for promotion who doesn't take an active interest in their work. [28:36.52]You can see that, can't you Sandra? [28:39.32]W2:Er... yes I can and I'm sorry. I thought I was doing my best. [28:45.41]W1:Maybe, but you don't seem to enjoy your work. [28:48.97]I mean, are you happy at LTV? Perhaps you need a change. [28:54.55]Have you ever thought about working somewhere else? [28:57.47]You know, a different sort of job. [29:00.20]W2:Well, no. It's not that. I like it here. [29:04.45]I like working for LTV. I think television is exciting. [29:09.46]It's just that my job, what I do, seems so boring, so repetitive. [29:15.72]I don't feel as if I'm getting anywhere. [29:19.00]W1:I see. Yes, I think I understand how you feel. [29:23.35]I'm glad you told me. But you've got to realize, Sandra, that we can't all do exciting work all the time. [29:31.06]W2:Yes, I know that. [29:33.11]W1:Look, this is what I think we'd better do. [29:37.46]Bill Fletcher who deals with audience reaction and research wants someone to help him on door-to-door interviews and so on. [29:46.00]We might be able to fit you in somewhere there. What do you think about that? (285 words) [29:51.25]Q13.What does Sandra think of her present job? [29:59.60]Q14.How can you describe the woman talking to Sandra? [30:05.80]Q15.What kind of job does Sandra probably like to do? [30:13.00]Q16.What job does the woman recommend Sandra to do? [30:19.76]Passage 2 Computers are causing a new revolution on university campuses today. [30:28.51]At this moment, students throughout North America are editing term papers on computers. [30:36.14]They are calculating statistics. They are writing reports. [30:41.11]They are designing new products-all on personal computers. [30:46.33]Today's computer revolution is a major force on campus. [30:51.84]In fact, students who don't own computers often feel that they are at a disadvantage. [30:58.61]In many cases, they have to borrow one or pay for time at a computer center. [31:05.12]Personal computers are very common, and throughout North America certain colleges and universities are now requiring students to buy their own. [31:15.85]Some educators don't like today's emphasis on computers. [31:20.53]They recognize the importance of computer literacy, [31:24.02]but they don't believe in doing everything by computer. [31:27.62]Most students prefer the computer, however. [31:31.04]As psychology student Kevin McFarley says, "Right now, I'm completing a project for a statistics class. [31:39.47]I don't mind calculating statistics manually. Without the computer, though, this project would take weeks to finish. [31:48.65]At this moment, the computer is doing some calculations that would take me two weeks to figure. [31:55.67]How can a human being compete with that?!" (189 words) [31:59.84]Q17.What is the attitude of some educators toward computers? [32:07.26]Q18.Which of the following can be taken as an example to show that the use of computers is emphasized? [32:18.10]Q19.What can be the best title for the passage? [32:23.32]Q20.What does Kevin McFarley say about computer calculation?

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[00:00.00] Unit 3:Lesson One Students and Studies

[00:06.19]Practice One A lesson Learned Words You Need to Know

[00:13.90]drastic hug allowance whipping

[00:36.32]Exercise 1:Directions:Listen to the story and match the events in the following two columns.

[00:47.34]The events in Colomn A always happened before those in Column B.

[00:53.89]My parents were always telling me to raise my grades,

[00:57.89]but they would never tell me how.

[01:00.91]After getting one bad report card after another, I knew I had to do something drastic.

[01:07.57]When my December card arrived with three Cs, two Ds, and an F, I was afraid to show it to my mother.

[01:16.36]That's when I camp up with the brilliant idea of changing the F to an A.

[01:22.73]It was really quite simple just to give the F another leg.

[01:27.23]When I showed the card to my mother, she was very excited to see the one good grade.

[01:33.31]She gave me a hug and a kiss and, most important of all, a bigger allowance.

[01:39.32]Everyone was happy in my house until two nights later when the phone rang. My mother answered it, listened, and then looked at me with blood in her eyes.

[01:52.64]She told me that there were some things much worse than failing, and that cheating was one of them.

[01:59.88]I tried to argue. I said she was the one who had told me to change my grades.

[02:06.14]That made her really angry, and she said that I knew that's not what she had meant.

[02:11.90]Then she gave me a whipping and took away my allowance for a month.

[02:16.58]Since then I have learned to make the grade, not change it on the card. (229 words)

[02:22.74]Exercise 2:Directions:Listen to the story again and answer each of the following questions in no more than ten words.

[02:35.12]1)According to the speaker, what did his parents fail to do?

[02:41.89]2)What scores did the speaker have on his December card?

[02:48.01]3)What did he do to the card?

[02:51.79]4)What was the speaker's argument when his mother looked at him with an angry look?

[02:59.10]5)What was the lesson learned after his trick had been exposed?

[03:05.76]6)Who do you think called the speaker's mother?

[03:10.66]Practice Two Talking About College Days

[03:15.48]Words You Need to Know

[03:17.86]waist air-conditioned demonstration

[03:36.68]scary arrest ceremony skip

[03:58.93]Exercise 1:Directions:Listen to the conversation and decide whether the following statements are true (T) or false (F).

[04:12.18]The following is a conversation between one woman, Grace and two men, Martin and Curtis.

[04:19.92]Grace:Martin, what do you remember most about our college days?

[04:23.84]Martin:Oh, I remember most?

[04:25.64]Grace:Curtis's hair... down to his waist.

[04:29.10]Curtis: I remember how Grace looked. (Wha...) She always had a flower painted on her face, remember that?

[04:35.22]Martin:Oh, yes.

[04:36.77]Grace:Now wait. Let's not forget about Martin and his air-conditioned blue jeans.

[04:42.85]I never saw anybody with more holes in their jeans than Martin.

[04:46.85]Martin:They're a classic. I still have those blue jeans!

[04:50.70]Grace: Still have them? I don't believe it. That's incredible!

[04:55.02]Martin:And I still wear them, too.

[04:57.47]Curtis:You know, I was just thinking about the most important thing that happened in college.

[05:02.62]Martin:The most important thing? You mean, the time we got arrested?

[05:07.04]Curtis:Umm.

[05:08.02]Grace:Yeah.You know,that's my best memory.The peace demonstration.(Yeah)

[05:13.24]You know, somehow getting arrested for something you believe in isn't... isn't scary at all.

[05:19.72]Curtis:No, it isn't at all. But it did help that there were five hundred other students getting arrested along with us.

[05:26.16]Martin:That's true.

[05:28.03]Curtis:That was a great day, though.

[05:29.87]Grace:Hey, you all remember our last day of college?

[05:33.36]Curtis:Graduation? What's to remember? None of us went to graduation.

[05:38.29]Martin:Do you regret that... that after all these years you skipped out on the ceremony?

[05:43.40]Grace:Not me. I don't think we missed anything that day.No.

[05:47.15]Curtis:nothing at all. And that picnic that the three of us had by the stream, remember?

[05:52.87](That was great.) Drinking wine, playing guitar, singing. Oh, that was worth more to me than any graduation ceremony.

[06:01.62]Martin:That was the best graduation ceremony there could have been.

[06:05.69]Curtis:Mm-hmm.

[06:07.56]1)Grace is very proud of her hair which is down to her waist.

[06:13.64]2)All of them got arrested once, and that was not very terrifying.

[06:19.22]3)They got arrested for something they believe in and were released because they gave up their belief.

[06:26.39]4)None of them regret that they skipped out on the graduation ceremony.

[06:32.90]5)Three main things have been mentioned in the conversation.

[06:38.30]Exercise 2:Directions:Listen to the conversation again and fill in the table.

[06:46.08]Exercise 3:Directions:Fill in the blank with the information you hear on the tape.

[06:54.79]Practice Three The Informality in American classes

[07:01.06]Word You Need to Know

[07:03.04]informality

[07:07.79]Exercise 1:Directions:Listen to the passage and give as many examples as you can about the informality in the American classroom. (There are six in the passage.)

[07:21.76]When students from other countries come to the United States,

[07:25.82]they are sometimes shocked at the informality in American college and university classes.

[07:32.56]For example, American professors do not dress up and they generally call students by their first names.

[07:41.48]Students can speak out in class, where they do not even need to raise their hands.

[07:47.93]In addition, in many schools, students can drink coffee, tea, juice, or soft drinks during classes.

[07:55.81]Foreign students can usually get used to these differences easily.

[08:00.46]However, two examples of American informality are very difficult for some foreign students to understand.

[08:08.70]First, students sometimes call their teachers by their first names. Instead of calling a teacher Mr Smith or Professor Johnson,

[08:20.69]they call them Tom or Barbara. In some countries, it is not possible for students to "first-name" their teachers.

[08:30.41]Second, American students sometimes criticize the ideas of their teachers.

[08:36.64]They might also give their teachers suggestions about changing something in the class.

[08:42.79]In many countries, students cannot openly criticize their teachers or classes.

[08:49.92]Thus, some foreign students feel shocked, embarrassed, and uncomfortable in American classrooms.

[08:57.91]They have two choices. One, they can imitate the behavior of the American students.

[09:05.15]But in this case, they might feel uncomfortable and disrespectful.

[09:10.33]Two, they can continue to follow the customs from their home countries.

[09:15.73]But in this case, the American teachers and students might think that the foreign students are too formal or too quite.

[09:24.77]What is the solution to this problem? There is no easy answer.

[09:31.18]However, time will help to solve the problem, because foreign students will become accustomed to the new behavior. (269 words)

[09:39.85]Exercise 2:Directions:Listen to the passage again and complete the following diagram.

[09:49.07]Exercise 3:Directions:Listen to the passage for the third time and decide which is the best answer to each of the questions.

[10:00.48]1)What is NOT the feeling of foreign students in American classrooms?

[10:07.03]2)What is Professor Edward Johnson sometimes called by his students?

[10:13.69]3)What is American students' attitude toward their teachers?

[10:19.88]4)How would a foreign student feel if he tried to imitate the behavior of American students?

[10:28.52]5)How can this problem be solved according to the passage?

[10:34.10]Lesson Two School Education

[10:38.24]Practice One Course Study Words You Need to Know

[10:43.93]correspondence secretarial shorthand

[10:59.63]accounting bookkeeping

[11:08.38]Exercise 1:Directions:Listen to the passage and answer the following questions briefly.

[11:19.14]Man:So you were studying for, let me see, how long, four years altogether?

[11:24.72]Can you tell me a little about that course?

[11:27.89]Woman:Well, it was a very difficult... a very tough course.

[11:32.68]I did English for the whole four years, of course, so at the end, well, I was quite good.

[11:39.16]And Business Correspondence, which I did in the second year and third year, was really just English too.

[11:46.64]And I did just one year of French, in the fourth year, but I learned to meet people, or answer the telephone.

[11:53.84]The there was three years of Secretarial Practice, starting in the second year,

[11:59.28]and three years of Shorthand-that started from the beginning but even at the end of the third year,I wasn't very good at it.

[12:07.60]And, well, I suppose the other subjects just fitted around that;

[12:12.78]Accounting in year three and four, Economics in the first and second and Bookkeeping in the thi... no, no, second year, before we started Accounting. (165 words)

[12:23.98]1)What does the woman think of her course?

[12:29.16]2)What does she think of her English at the end?

[12:34.27]3)How about her French? How do you know?

[12:39.96]4)How about her shorthand?

[12:43.70]Exercise 2:Directions:Listen to the passage again .

[12:50.62]While you are listening, put a tick ( ) in the table to indicate when she studied each subject.

[12:57.17]Exercise 3:Directions:Listen to the passage for the third time and answer the following questions briefly.

[13:07.82]1)What job do you think the woman is qualified for? Why do you think so?

[13:15.24]2)Why do you think the man wants to know what the woman studied?

[13:21.04]Practice Two Who Wins?

[13:25.10]Words You Need to Know

[13:27.08]convention counterpart snicker squeeze

[13:46.31]rival yell outdone lookout

[14:04.49]Exercise 1:Directions:Listen to the tape and write down the sentences you hear.

[14:13.16]1.Here comes the conductor.

[14:17.48]2.Two groups of students boarded a train.

[14:22.70]3.One of the engineers knocked on the math majors' door.

[14:29.15]4.The math students boarded the returning train with only one ticket.

[14:35.81]5.The conductor took the single ticket that was passed under the door.

[14:41.60]Exercise 2 Directions:Listen to the passage and put the sentences in Exercise 1 in the right order according to the tape.

[14:54.13]Two groups of students-math and engineering majors-boarded a train that was headed for a technical convention.

[15:02.66]Each of the math majors had a ticket, but their engineering counterparts had only one ticket between them.

[15:10.51]The math majors were snickering at this when an engineering student shouted, "Here comes the conductor?"

[15:17.86]With that, all the engineering majors squeezed into a bathroom.

[15:23.62]The puzzled math students watched as the conductor collected their tickets, then knocked on the bathroom door and said, "Ticket please."

[15:33.01]The conductor took the single ticket that was passed under the door and left.

[15:38.74]Not to be outdone, the math students boarded the returning train with only one ticket,

[15:45.65]and again they laughed because this time their rivals had no ticket at all.

[15:52.49]When the engineering lookout yelled, "Conductor coming?" all the engineers crowded into one bathroom, while the math majors piled into another.

[16:04.51]Then, before the conductor entered the car, one of the engineers came out of his bathroom and knocked on the math majors' door.

[16:14.38]"Ticket please," he said. (174 words)

[16:17.54]Exercise 3:Directions:Listen to the passage again and find the near-synonyms of the following words from the passage.

[16:29.42]Practice Three Overseas Students in the UK

[16:35.29]Words You Need to Know

[16:37.81]administrative Leeds Manchester

[16:58.26]Exercise 1:Directions:Listen to the passage and answer the following questions briefly.

[17:07.69]In 1980-1981 there was a total of 108,610 students from all other countries studying in the UK.

[17:19.43]They were mainly from the Commonwealth group of countries, the countries belonging to the European Economic Community-otherwise known as the EEC or Common Market and other foreign countries.

[17:32.53]Just under one-third of all students who came to the UK in 1980 studied at a university,

[17:40.02]either as an undergraduate or as a postgraduate: altogether there were 31,496 students.

[17:50.14]Just over one-third of these students studied at five English universities.

[17:56.29]Most were at London University where there were 6,778.

[18:03.49]Then came Leeds University where there were 1,220, while 1,130 were at Manchester University.

[18:14.98]At Oxford University there were 1,101 students, and finally, at the University of Manchester Institute of Science and Technology,

[18:25.78]known as UMIST, there were 1,035.

[18:30.78]Finally, the three most popular subject areas studied at university by undergraduate and postgraduate students combined were firstly,

[18:41.47]engineering and technology, studied by 9,552 students;

[18:47.92]this was followed by social, administrative and business studies, studied by 6,951 students;

[18:56.77]and finally, science subjects, studied by 6,253. (176 words)

[19:02.93]1)Where did the foreign students mainly come from?

[19:08.26]2)Totally, how many university students were from foreign countries in the UK in 1980-1981?

[19:18.41]3)What is the percentage of all foreign students who studied at 5 English universities in 1980?

[19:27.19]4)What is the original form of UMIST?

[19:31.76]Exercise 2:Directions:Listen to the first part of the passage again and complete the table with the information you get from the recording.

[19:43.93]Exercise 3:Directions:Listen to the second part of the passage again and complete the table with the information you get from the recording.

[19:56.10]Practice Four Education Britain

[20:00.96]Words You Need to Know

[20:02.94]comprehensive certificate professional occupation

[20:23.24]Exercise 1:Directions:Listen to the passage and decide whether the following statements are true (T) or false (F).

[20:34.94]In Britain, most of the control over the organization of education is in the hands of local, not central, government.

[20:44.63]The result is that the system can vary from area to area.

[20:50.03]All children, however, have to go to school at the age of five and stay there until they reach the school leaving age, which is sixteen.

[21:00.76]Children start their education in a primary school, where they usually stay until they are eleven.

[21:08.46]They then move on to a comprehensive school. In some areas, however, they go to a middle school at about the age of ten, and then move to a comprehensive school when they are thirteen.

[21:23.69]Middle schools are larger than primary schools, but smaller than comprehensives.

[21:29.70]They aim to prepare students for the larger, more formal comprehensive schools.

[21:36.00]In a few areas, children are still selected according to their ability.

[21:41.87]They have to take an exam at the age of eleven, called the eleven-plus.

[21:47.09]Those who pass go to a grammar school; those who fail go to a secondary modern school.

[21:55.69]Most children take examinations when they are sixteen. At the moment, there are two types of exams-"O" (ordinary) levels, and CSEs (Certificate of Secondary Education).

[22:12.32]Most children leave school after these exams, but the more successful students stay on and take two or three "A" (advanced) level exams when they are eighteen.

[22:25.72]If they do well in these, they may go to university or into a professional occupation. (243 words)

[22:32.92]1)The local government has the control over the organization of education.

[22:39.65]2)Children can leave school at the age of 16.

[22:44.98]3)Middle schools are the largest among the schools.

[22:50.41]4)All children in Britain are selected according to their ability.

[22:56.53]5)Most children take examinations at 16.

[23:02.00]6)Those who do well in "A" level exams can go to university.

[23:08.09]Exercise 2:Directions:Listen to the passage again and fill in each blank with the information you get from the recording.

[23:18.78]Quiz One

[23:20.65]Part A:Directions:In this part you will hear eight short conversations between two speakers.

[23:29.36]At the end of each conversation, you will hear a question about what was said.

[23:35.09]Listen carefully and decide which of the four choices is the best answer to the question you have heard.

[23:41.96]1.M:Did you go to the big sales at Spencer's yesterday?

[23:47.65]W:I had to visit my aunt in the hospital.

[23:50.89]Q:What does the woman mean?

[23:54.96]2.W:How long did you have for the English exam?

[23:59.75]M:We were allowed one hour and a half, but I finished in less than half the time.

[24:05.04]Q:How much time did the student probably spend on the exam?

[24:11.38]3.W:Hello, 371-5525.

[24:16.49]M:Hello, this is John Smith calling from Chicago. May I speak to Mr Smith, please?

[24:22.64]Q:What kind of call is it?

[24:26.78]4.M:That's $7.25 on the meter and one dollar extra for the suitcase.

[24:34.70]W:Ok, here's $10. Keep the change.

[24:38.41]Q:How much is the tip?

[24:42.01]5.M:Can you please tell me where I'd find gym shoes?

[24:47.30]W:Yes, they'd be in the sportswear department at the back of the store.

[24:52.06]Q:What is the man doing?

[24:56.05]6.W:Tom, I was told that your wallet was lost.

[25:01.02]M:Mine wasn't, but Mike told me Bill's was.

[25:05.20]Q:Whose wallet was lost?

[25:09.01]7.W:Why are you so late? I've been waiting for more than an hour.

[25:15.38]M:I'm terribly sorry, I overslept and missed the bus.

[25:19.92]Q:Why was the man late?

[25:23.84]8.W:John, did you pick up your clothes from the laundry today?

[25:28.88]M:No! My brother stopped for them on his way home.

[25:32.63]Q:What happened to the clothes?

[25:36.77]Part B:Directions:in this part you will hear four short statements.

[25:43.61]Each statement will be read just once.

[25:46.96]Listen carefully and decide which of the four choices is the closest in meaning to the statement you heard.

[25:53.98]9.The train was due at 11:15, but it has been delayed a quarter of an hour.

[26:01.10]10.Jane found the trip from New York to California very tiring.

[26:06.79]11.George likes the brown shirt better than the green one.

[26:12.30]12.Mr Brown takes pictures for a living.

[26:16.91]Part C:Directions:In this part you will hear three short passages.

[26:24.58]Each passage will be read twice. After each passage you should pause the recorder and try to write down its main points in your own words.

[26:35.12]Passage 1:When Jimmy was a boy, he always liked watches and clocks very much.

[26:43.58]When he was eighteen years old, he went to the army, and after a year there, he began to learn to mend watches.

[26:51.97]Passage 2:Mr Smith was a teacher at a school in a big city in northern England.

[26:58.78]He usually went to France or Germany for a few weeks during his summer holidays,

[27:03.85]and he spoke French and German quite well.

[27:07.06]Passage 3:I am student at Washington University. I am very busy with my studies,

[27:14.80]but I always find time to write several letters every week.

[27:18.94]I like to receive mail, and you have to write letters if you want to hear from your friends.

[27:24.98]Part D:Directions:In this part you will hear two passages.

[27:33.12]Each passage will be read twice. At the end of each passage you will hear some questions.

[27:40.32]After you hear a question, you should either decide which of the four choices is the best answer to the question you heard,

[27:48.10]or answer the question in your own words according to the passage.

[27:52.24]The questions you should answer are also printed in your book,

[27:56.41]but you should read them only after you hear them from the tape.

[28:00.26]W1:Frankly, Sandra, I'm not very pleased with you.

[28:03.72]I don't know-it's something about the way you approach your work, your attitude to it, that worries me.

[28:09.88]W2:Oh really? How do you mean?

[28:12.94]W1:Well, you don't seem to respond to me very well.

[28:16.68]In fact I find that you're not easy to work with.

[28:20.28]Yes, really Sandra, I find you rather difficult.

[28:23.77]W2:I'm sorry you think that way.

[28:26.15]W1:The point is-and I think I should be truthful with you,

[28:30.04]I can't honestly recommend somebody for promotion who doesn't take an active interest in their work.

[28:36.52]You can see that, can't you Sandra?

[28:39.32]W2:Er... yes I can and I'm sorry. I thought I was doing my best.

[28:45.41]W1:Maybe, but you don't seem to enjoy your work.

[28:48.97]I mean, are you happy at LTV? Perhaps you need a change.

[28:54.55]Have you ever thought about working somewhere else?

[28:57.47]You know, a different sort of job.

[29:00.20]W2:Well, no. It's not that. I like it here.

[29:04.45]I like working for LTV. I think television is exciting.

[29:09.46]It's just that my job, what I do, seems so boring, so repetitive.

[29:15.72]I don't feel as if I'm getting anywhere.

[29:19.00]W1:I see. Yes, I think I understand how you feel.

[29:23.35]I'm glad you told me. But you've got to realize, Sandra, that we can't all do exciting work all the time.

[29:31.06]W2:Yes, I know that.

[29:33.11]W1:Look, this is what I think we'd better do.

[29:37.46]Bill Fletcher who deals with audience reaction and research wants someone to help him on door-to-door interviews and so on.

[29:46.00]We might be able to fit you in somewhere there. What do you think about that? (285 words)

[29:51.25]Q13.What does Sandra think of her present job?

[29:59.60]Q14.How can you describe the woman talking to Sandra?

[30:05.80]Q15.What kind of job does Sandra probably like to do?

[30:13.00]Q16.What job does the woman recommend Sandra to do?

[30:19.76]Passage 2 Computers are causing a new revolution on university campuses today.

[30:28.51]At this moment, students throughout North America are editing term papers on computers.

[30:36.14]They are calculating statistics. They are writing reports.

[30:41.11]They are designing new products-all on personal computers.

[30:46.33]Today's computer revolution is a major force on campus.

[30:51.84]In fact, students who don't own computers often feel that they are at a disadvantage.

[30:58.61]In many cases, they have to borrow one or pay for time at a computer center.

[31:05.12]Personal computers are very common, and throughout North America certain colleges and universities are now requiring students to buy their own.

[31:15.85]Some educators don't like today's emphasis on computers.

[31:20.53]They recognize the importance of computer literacy,

[31:24.02]but they don't believe in doing everything by computer.

[31:27.62]Most students prefer the computer, however.

[31:31.04]As psychology student Kevin McFarley says, "Right now, I'm completing a project for a statistics class.

[31:39.47]I don't mind calculating statistics manually. Without the computer, though, this project would take weeks to finish.

[31:48.65]At this moment, the computer is doing some calculations that would take me two weeks to figure.

[31:55.67]How can a human being compete with that?!" (189 words)

[31:59.84]Q17.What is the attitude of some educators toward computers?

[32:07.26]Q18.Which of the following can be taken as an example to show that the use of computers is emphasized?

[32:18.10]Q19.What can be the best title for the passage?

[32:23.32]Q20.What does Kevin McFarley say about computer calculation?