基础综合英语听力材料邱东林.docx

基础综合英语听力材料邱东林.docx

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基础综合英语听力材料邱东林

UnitoneEducation

****************PartoneProblemswithusEducation***************

ListeningScriptone

WhenIwasincollegeIhadanEnglishmajorandforawhileIconsideredgoingintoteaching.WhileIwasexploringthepossibilityofbecomingateacher,IdidalotofthinkingaboutthewaythattheeducationsystemintheUnitedStatesisrun.AndIdisagreewithalotofthewaysthatthingsseemtohappenandhavehappenedforalongtimeinoureducationalsystem.

Uh...peopledon'tseemtorecognizevariouskindsofintelligence;theyseemtojustwanttogivestandardizedtestsandpegyouforwhatyouarecapableofveryearlyonyoureducation.I'vealwaysfeltthatalotofclassesthatyou’reforcedtotakeinhighschoolarenotreallygearedtowardswhatyouaregoingtobedoing.There’sverylittleemphasisonyourownspecialinterests.Uh...everybody’ssortoftreatedlikethey'rethesameperson.Everythingisverygeneralized.There’salotofuh...there’salotofpressureonstudentstobeaswell-roundedaspossible.Ithinkbeingwell-roundedisn’treallypossiblebecauseitbecomesimpossibletodevelopanyonepartofyourself,um...toanygreatdegree.Andasaresultpeoplecan’tgetintogoodcollegesifthey,yaknow,haven’t,yaknow,scoredthe...therightthingonthemathsectionofSAT,eveniftheyarebrilliantwriters,andviceversa.Youknow,um...peoplejustreallyarenotgivenachance,Ithink,inalotofcases.

Anotherthingthatreallydisturbsmeisthewaythatstudentsareseparatedfromeachother.Igotinvolvedwithvocationaleducation,uh...whichmeansthatthekidsgoouttoatechnicalortradeschoolforpartoftheweek,andthentheycomebacktothehomeschoolfortheotherpartoftheweekandtheytaketheiracademicclasses.However,thosekidsarekeptseparatefromtherestoftheschoolalmostasifthey’rebelowthem.There’salotofstratification.Um...atanyrateIfeelthatthekidsareveryawareofthewaythatthey’reperceivedbytheeducators,bytheirteachersand,yaknow,bytheirpeers.AndIthinkthatit...itcausesthemtoactinawaythat...is...notreallyoptimal.Andthat’sprettysadtome.IactuallyhadkidstellmewhenIwasteachingthem,“yaknow,we’rethejustbadclass;we...yaknow,it’snotthatwehaveaproblemwithyoupersonally;yaknow,wearejustbad.Wearebadkids”becauseprettymuchthatwaswhattheyfelttheywere.Andyaknow,theirclasseswereverylimiting,uhtheteachersnevertrytodoanythingcreativewiththoseclasses.Ithinkthatmanyofthekidsinthatclasswereintelligent,butneveractuallyrealizedtheirpotentialbecauseofthewaytheyweretrackedveryearlyontheireducation.

ListeningScripttwo

MargaretWarner:

Mr.Unz.Whydoyoubelievethatbilingualeducationshouldbescrapped?

RonUnz:

Well,theoverwhelmingpracticalevidenceisthatbilingualeducationhasfailedoneverylargescalecasethat’sbeentriedintheUnitedStates,inparticularinCalifornia.TheoriginsofthisinitiativewasthecaselastyearofalotofimmigrantLatinoparentsindowntownLA,whohadtobeginapublicboycottoftheirlocalelementaryschooltotrytoforcetheschooltogivetheirchildrentherighttobetaughtEnglish,whichtheschoolwasdenying.AndIthinkthatreallyopenedmyeyestothecurrentstateoftheprograminCalifornia,wherethestatisticsaredreadful.

MargaretWarner:

Mr.Lyons.

JaniesLyons:

Itisnotthecasethatbilingualeducationisfailingchildren.Therearepoorbilingualeducationprograms,justastherearepoorprogramsofeverytypeinourschoolstoday.Butbilingualeducationhasmadeitpossibleforchildrentohavecontinuousdevelopmentintheirnativelanguage,whilethey'reintheprocessoflearningEnglish,somethingthatdoesn'thappenovernight,andit’smadeitpossibleforchildrentolearnmathandscienceatarateequaltoEnglish-speakingchildrenwhilethey’reintheprocessofacquiringEnglish.

MargaretWarner:

Mr.Unz,whataboutthatpoint—forthesechildrenwhodon'tspeakEnglishwelltheywillfallbehindinthebasicsubjectsiftheycan'tbetaughtthoseinSpanish,orwhateverlanguage?

Ishouldn’tsayjustSpanish,butwhatevertheirfamily’slanguageis.

RonUnz:

That’saveryreasonablepoint.Andtotheextentthatwe’retalkingaboutolderchildren.14or15yearoldswhocometotheUnitedStates,don'tknowanyEnglishandareputinthepublicschoolsIthinkaveryreasonablecasecanbemadeforbilingualeducation.Idon’tknowifit’scorrect,butatleastyoucanmakeacaseforit.Butmostofthechildrenwe'retalkingaboutenterCaliforniaorAmericapublicschoolswhenthey’refiveorsixorseven.Attheageoffiveyearsold,theonlyacademicsubjectsachildisreallydoingisdrawingwithcrayonsorcuttingand,youknow,withpaperandthattypeofthing.Andatthatagechildrencanlearnanotherlanguagesoquicklyandeasilythattheonlyreasonablethingtodoistoputtheminaprogramwherethey'retaughtEnglishasrapidlyaspossibleandthenputintothemainstreamclasseswiththeotherchildrensotheycanmoveforwardacademically.

MargaretWarner:

Thereissomethingtothatpoint,isn’tthere,Mr.Lyons,thatveryyoungchildrendoabsorblanguagesveryquickly?

JamesLyons:

Theyabsorbcertainfacetsoflanguageveryquickly.TheylearntospeakinanunaccentedformlikeanativeEnglishspeaker.Buttheresearchshowsthatactuallyadultsaremuchmoreefficientandquickerlanguagelearnersthanchildrenbecausethey'reworkingfromabroaderlinguisticbase,agreaterconceptualbase.IreallytakeobjectiontowhatMr.Unzissayingthatchildrenattheageoffive,six,andsevenareonlycoloringandcuttingoutpaper.Thatisn'tgoingtoleadtothehighstandards.

*********************ParttwoArtsEducation*******************

Listingscriptone

Interviewer:

ProfessorGardner,whatdidyoufindinyourstudiestobethebiggestdifferencebetweenartseducationintheUnitedStatesandartseducationinChina?

Whatstruckyoumost,then?

Gardner:

IwassostruckbythedifferencesbetweenartseducationintheUnitedStatesandartseducationinChina.USyoungsterslovetoexploreandthinkthattheyexploreverywell;andyet,withouttherequisitediscipline,theirproductsaretypicallyoflittleinterest—exceptperhapstotheirdotingparents.

EducationinalloftheartsinChinaisverypreciselyprescribed.Teachersandparentsknowexactlywhattheywantchildrentobeabletodoandtheyknowhowtogetthedesiredbehaviourandperformanceinalmostperfectfashion.Ontheotherhand,thereislittlefreeexploration.

ButImustaddanothersurprise.WhenyoungchildreninChinaweregivenanoveltaskinthearts,theyperformedverywell.BeforevisitingChina,Ihadthoughtthatyoungpeoplemustalwaysbeginwithaperiodoffreeexploration,beforetheybegintoacquiredisciplineandskills.AftervisitingChinaandthinkingaboutwhatIhadseen,Icametoadifferentconclusion.Itisnotimportantthatone"explore"first;whatisimportantisthatonehasasignificantperiodforexploration,eitherbefore,during,orafteronehasacquiredsomediscipline.

Interviewer:

Asyoumighthavenoticed,thesedaysafter-schoolclassesinmusic,dance,paintingandcalligraphyareverypopularinChina,althoughmanyofthe"youngemperors"mightnotbesowillingtolearnallthese"extraskills."What'syouropiniononthis?

Gardner:

Thefewerchildrenyouhave,andthemoreresourcesatyourdisposal,themorelikelyyouaretogiveyourchildreneveryformofenrichment.Chinahasthousandsofyearsofhistoryofencouragingtalentdevelopment,soitisnotatallasurprisethatmanykidsaretakingafter-schoolartsclasses.Butwhatchildrendowhentheirparentspushthem,isverydifferentthanwhattheydowhentheygrowup,andtheirparentsarenolongerincontroloftherewardsandpunishment.Byandlarge,thosegrownupstudentswhocontinuetheirareaoftalentarethosewhousethetalentprofessionallyandthosewhogainintrinsicpleasurefromtheactivity.

Interviewer:

Inrecentyears,artmuseumsandcommunityartscentreshavebeenmushroominginChinaasthecountryexperiencesrapidmodernizationandinternationalization.HowdoyoubalanceartseducationinschoolsandartseducationbeyondschoolWalls?

Gardner:

Itisentirelytothegoodthatstudentsnowhaveopportunitiestolearnabouttheartsoutsideofclass—inmuseums,inchildren’spalaces,throughtheelectronicmedia,communitycentres,andoutdoorinstallations.Veryoftenchildrenlearnmuchmorecomfortablyandpersonallyinwhatwecall“informaleducationalsettings.”

Optimally,thereshouldbeadivisionoflabourbetweenschoolsandinformalsettings.Asjustoneexample:

Schoolscouldfocusmoreonprovidinghistoryandculturalbackground—whereasmuseumsmightprovidetheopportunitytolearnaboutspecialtopics,orprobeintoatopicmoredeeply.

ListeningScripttwo

Ann:

Doyoufindthere’smuchopportunity...todootherthings,besidesstudying,duringterm-time?

Imean,ifyouhavea,averyacademiccourse,yousaythesociallifeisgood,butyoumightnotalwayshavetimeto,er,enjoyit,ifyou...havealot...

Ian:

Notbeingaveryacademiccourse,Iwouldn’tknow.

Ann:

Howaboutyou,Tony?

Tony:

Isuppose...abusinesscourseisn’tparticularlyacademic,ifyoulike,but,er,Icertainlyfindquiteenoughtimetodonewspapersand...allIwanttodoonthesocialside.[Yes]Gotodancesandso,on.

Ian:

Butthenyouworktillfiveinthemorning,don’tyou?

[Laughter]

Tony:

Let’snotbringpersonalitiesintothis!

Ann:

D'youthinkthatalotofstudents,areinterestedinproducingth