听力教程3unit12+兼容版.docx
- 文档编号:3470264
- 上传时间:2022-11-23
- 格式:DOCX
- 页数:10
- 大小:23.40KB
听力教程3unit12+兼容版.docx
《听力教程3unit12+兼容版.docx》由会员分享,可在线阅读,更多相关《听力教程3unit12+兼容版.docx(10页珍藏版)》请在冰豆网上搜索。
听力教程3unit12+兼容版
Unit12
SectionOneTacticsforlisteningPartonespotdictation
DangersinYourGarageImaginethatyourhomecontainedasmallfactorywithhighexplosives,dangerousindustrialtoolsandpotentiallylethal*
(1)energysources.Soundfar-fetched?
Notreally,becausethis"factory"isyour
(2)garage.
TheNationalSafetyCouncil(NSC)saysthateachyear(3)householdaccidentskillabout20,000Americansandinjureanother(4)threemillion.Theculprits*inmanyofthesemishaps*arethemodem(5)equipmentandsupplieswekeepcasuallyinourgaragesandtendto(6)takeforgranted.
LastNovember,inasuburbofChicago,threetoddlers*(7)spilledacanofgasolinestoredinagarage.Oneofthechildrendroppedatoolthat(8)struckasparkwhenitlandedontheconcretefloor.
Violetflamesflashedinaloud(9)blast.Twoofthechildrenwerehideously(10)burnedandlaterdied.Theotherchildneeded(11)extensiveskingrafts*andplastic(12)surgery*.
AWisconsinmanwas(13)cuttingwoodlastfall.Tomovea(14)log,hesethischainsawdownonthegroundbut(15)leftitrunning.Whenhereturnedforthesaw,he(16)steppedonabranchthatflippedthespinning(17)sawbladeuptowardhishead.Thecuttingbitsrippedhisfacefrommouthtoear,(18)knockedoutfourteethandlefthislowerliphanging.Ittookmorethan(19)180stitchestoclosethewounds,andlaterherequiredneurosurgery*andextensive(20)dentalwork.
ParttwoListeningforgist
Whatislove?
Andwhatcausesit?
AnAmericanprofessor,CharlesZastrow,offersaninterestinganswer,particularlytothesecondquestion.Hearguesthattherearemanykindsofloveandthatparticularlyinonekind,whichhecalls"romanticlove",wearestronglyinfluencednotsomuchbywhatweactuallyfeelbutbywhatwetellourselvesaboutthewaywefeel.Hecallsthis"self-talk".
Forexample,sayawomanisstronglyattractedtoaman.(Itcouldjustaseasilyhappentoamanattractedtoawoman.)Shetellsherselfthingslike"HeisallIhaveeverwantedinaman!
Heiswarm,kindandaffectionateandwillunderstandallmyneeds."Butwhenshediscoversthatheis,likeallofus,justanordinaryhumanbeingwithbothstrongandweakpoints,sheisbitterly
disappointed.
Hepointsoutthatthiskindofloveoftenbeginstofadeanddieassoonastheproblemsand
obstacleswhichseparatethetwopeopleareremovedandanormalrelationshipbegins.
Hecontrastsromanticlovewithwhathecalls"rationallove".Thisisbasedonsuchthingsas:
-anaccurate,objectiveideaoftheotherperson'sstrengthsaswellastheirweaknesses,
-theabilitytocommunicatewitheachotheropenlyandhonestly,sothatyoucandealwith
problemsastheyarise,
-theabilitytoshowaffectionopenlytoeachotherandtogiveaswellasreceive,
-aclearknowledgeofyourowngoalsinlife,
-realisticandrational"self-talk",sothatyourfeelingsarenotbasedonfantasy.
Thiskindofloveisfarmorelikelytoleadtoalasting,satisfyingrelationship.Butitismuchmoredifficulttoachieve,andisnotasfrequentasromanticlove.Exercise
Directions:
Listentothepassageandwritedownthegistandthekeywordsthathelpyoudecide.
1.Thispassageisabouttwokindsofjove-romanticloveandrationallove.
2.Thekeywordsare"romanticlove",influenced,"self-talk",fadeanddie._problemsandobstacles._removed._normaIrelationship:
"rationallove"._accurate^obiective^strengths^weaknesses^/communicate^showaffectionopenly,aclearknowledge,goalsinlife,realisticandrational,lasting,satisfyingrelationship,difficult,achieve.
SectionTwoListeningCompression
Part1Dialogue
TheTeacher
Interviewer:
Irecentlyreadanarticlewhichsaidthatinprimaryschools
inparticularchancesofpromotionofwomenteachersarelessthanmen,thatmengenerallygetpromotedfarquickerthanwomeninprimaryeducation.Isthissomethingyou'venoticedoristhissomethingyoufeel?
Mary:
No,thisissomethingthatisso.Andwecomebackfullcirclereallybecauseit'snotjustteaching.Imeanit'severythingthatmenaregettingpromotionmorequicklythanwomen.Intheprimarysectortherearefarmorewomenteachersthanmenbuttherearemoreheadmastersthanheadmistresses.
Interviewer:
Sowheredoesthatleavesomeonelikeyou?
Imeanwhat,
whatarethepossibilitiesofyourpromotioninprimaryeducation?
Atthemomentyou'reinchargeofasectionofthe
school,
Mary:
Yes,I'm...I'minchargeoftheinfantdepartmentwhichgoesfromthechildrenwhoarethreetothechildrenwhoareseven.Andthevtransferwhentheyareseventohigheruptheschoolwhichiscalledthejuniordepartment.SoI'minchargeoftheLowerSchoolifyoulike.
Interviewer:
Anddoyouhaveambitioninthatsense?
Imeanwouldyou
liketobeaheadmistress?
Mary:
No,Iwouldnot.Iwouldnotliketobeaheadmistressatall.ImeanthisisthenextstageofmycareerwereIambitiousurn...butIbasicallyenjoybeingaclassroomteacher.Nowperhapsthisgivesacluetowhytherearenotmorewomenheads.Idon'tknowImeaninthepastitmayhavebeenthat,anditmaystillbe,thatbecauseboysarebroughtuptobemoreambitious,thatthey'retheoneswhoaregoingforpromotionandquickpromotion,Imean,rapidpromotionsothattheyareheadsbythetimethey'rethirtyandtheystartoutintheircareerthinkingthatwhereasIenjoybeingaclassteacherandurn...IwasadeputyheadbeforeIgotthispostbutIprefertobeintheclassroomwiththechildrenthansittingatadeskdoingadministrationwhichiswhatbeingaheadmeansifyou'reaheadofalargish*school.
Interviewer:
Areyoupleasedthatyouchoseprimaryteachingasacareer
and,andifsomeonecameuptoyouatschool-leavingageand
SectionTwoListeningComprehensionwaswonderingaboutwhattheyweregoingtodowouldyouadvise
Mar
themtofollowinyourfootsteps?
y:
Mary:
I'mverypleasedthatIdid-wellI'mpleasedmostofthetime.MondaymorningsI'mnotpleased;somemorningsduringtheweekandtheendoftheholidaysI'mnotpleasedI'maprimaryteacheratallbutImeanbasicallyIam,'cosIleftteachingonceandthenwentbackintoit.SoIthinkthatshowsthatIamcommittedtobeaprimaryteacher.
Exercise
Directions:
Listentothedialogueanddecidewhetherthefollowingstatementsaretrue(T)orfalse(F).
1.F2.T3.T4.T5.F6T7.F8.FPart2Passage
Voice
1.Tosingwithachoirortohearachoirsingingcanbedeeplymoving.Voicesgodeeperintousthanotherthings.
Earlyattemptsatlanguagearepraisedandencouraged,then,ongrowingup,voiceandtalkingtakeapracticalplaceaswelearnfrom,andrespondto,
thosearoundus.
2.Talkingiscentraltoourexistence.Ashumanbeingswetalkwithfriendsandfamilyandatwork.
3.Manyteachersandprofessionals,suchaslawyers,managers,marketingsalesmen,whodependontheirvoicesforwork,rarelyconsidertheirvoicesuntiltheylosethem.
4.Therearemanyfactorsthataffectourvoices,suchashomeenvironmentandculture,physicalbuildandwell-being,thoughtandemotion,socialstance,experienceandoccupation.
Allowingvoicetoringwithjoycreatesjoyinthelistener.Tosingwithachoirortohearachoirsingingcanbedeeplymoving.GeorgeEliot*saidthatshethoughtvoicesgodeeperintousthanotherthings.ThomasHardy*inhispoemTheVoicedescribesthedepthoffeelingexperiencedinrecallingthevoiceofhislatewife.
Whenalliswellourvoicescryoutatbirth,anddevelopwithouteffort.Parentsrespondtohappysoundsandinterpretthecries.Earlyattemptsatlanguagearepraisedandencouraged,then,ongrowingup,voiceandtalkingtakeapracticalplaceaswelearnfrom,andrespondto,thosearoundus./
Talkingiscentraltoourexistence,withtelephone,radio,television,videoconferences,videophonesandcomputerstoprocessandprintwhattheowners
say,butashumanbeingswetalkwithfriendsandfamilyandatwork.Voicebecomesouruniquesound.Asthemostportableandoneofthemostsubtleinstrumentsitisrarelyfullyexercisedorexplored,andlossofvoicecanbeseenbyotherpeopleasmerelyirritating.
Aninfantteacherwasthefirstofseveralteachersinthe1990stoappealtoaSocialSecurityTribunalaboutlossofwork(thelast10yearsofteachinginprimaryschool)causedbylossofvoiceatwork.Shetoldmehowitaffectedher.Shopkeepersaskedherhusbandwhatsheneededratherthantrytomakeoutwhatshesaid.Atsocialgatheringsitwasimpossibleforhertotalkoverthehubbub*ofvoices.Severerestrictionslikethisdiminishaperson,andtheirsocialidentity.
Theonsetofvoiceproblemscanbegradualorsudden.Teachershavebeenknowntoopentheirmouthstotalkandfindnosoundcame.Manyvoicedifficultiesarisefromunknowingmisuseofthevocalmechanism.Itiseasytotakeourvoicesforgranted.Manyteachersandprofessionalssuchaslawyers,managers,marketingandsalesmen;preachersandcallcentreagentswhodependontheirvoicesforwork,rarelyconsidertheirvoicesuntiltheylosethem.
Therearemanyfactorsthataffectourvoices,suchashomeenvironmentandculture,physicalbuildandwell-being,thoughtandemotion,socialstance,experienceandoccupation.
Actorsintrainingexploreallaspectsofacharactertheyplay,especiallythoseaffectingbodyandvoice.Teachingisalsoaformofperformancetobe
exploredandresearched.Whatkindofteacherareyou?
Whatkindofteachingwillthepupilsrespondto?
Theinadequacyofayoungteacher,whoistimidandself-conscious,isimmediatelyrecognizedbytheclass,whilethestressanddemandsofchallengingpupilscanstimulateateach
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 听力 教程 unit12 兼容