施心远主编《听力教程》3第2版Unit12文本和答案Word格式文档下载.docx
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施心远主编《听力教程》3第2版Unit12文本和答案Word格式文档下载.docx
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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,sheisbitterlydisappointed.
Hepointsoutthatthiskindofloveoftenbeginstofadeanddieassoonastheproblemsandobstacleswhichseparatethetwopeopleareremovedandanormalrelationshipbegins.
Hecontrastsromanticlovewithwhathecalls"
rationallove"
.Thisisbasedonsuchthingsas:
-anaccurate,objectiveideaoftheotherperson'
sstrengthsaswellastheirweaknesses;
-theabilitytocommunicatewitheachotheropenlyandhonestly,sothatyoucandealwithproblemsastheyarise;
-theabilitytoshowaffectionopenlytoeachotherandtogiveaswellasreceive;
-aclearknowledgeofyourowngoalsinlife;
-realisticandrational"
sothatyourfeelingsarenotbasedonfantasy.
Thiskindofloveisfarmorelikelytoleadtoalasting,satisfyingrelationship.Butitismuchmoredifficulttoachieve,andisnotasfrequentasromanticlove.
Exercise
Directions:
Listentothepassageandwritedownthegistandthekeywordsthathelpyoudecide.
1.Thispassageisabouttwokindsoflove-romanticloveandrationallove.
2.Thekeywordsare"
.influenced."
.fadeanddie.problemsandobstacles.removed.normalrelationship:
"
.accurate.objective.strengths.weaknesses./communicate.showaffectionopenly.aclearknowledge.goalsinlife.realisticandrational.lasting.satisfyingrelationship.difficult.achieve.
SectionTwoListeningCompression
Part1Dialogue
TheTeacher
Interviewer:
Irecentlyreadanarticlewhichsaidthatinprimaryschoolsinparticularchancesofpromotionofwomenteachersarelessthanmen,thatmengenerallygetpromotedfarquickerthanwomeninprimaryeducation.Isthissomethingyou'
venoticedoristhissomethingyoufeel?
Mary:
No,thisissomethingthatisso.Andwecomebackfullcirclereallybecauseit'
snotjustteaching.Imeanit'
severythingthatmenaregettingpromotionmorequicklythanwomen.Intheprimarysectortherearefarmorewomenteachersthanmenbuttherearemoreheadmastersthanheadmistresses.
Sowheredoesthatleavesomeonelikeyou?
Imeanwhat,whatarethepossibilitiesofyourpromotioninprimaryeducation?
Atthemomentyou'
reinchargeofasectionoftheschool.
Yes,I'
m...I'
minchargeoftheinfantdepartmentwhichgoesfromthechildrenwhoarethreetothechildrenwhoareseven.Andtheytransferwhentheyareseventohigheruptheschoolwhichiscalledthejuniordepartment.SoI'
minchargeoftheLowerSchoolifyoulike.
Anddoyouhaveambitioninthatsense?
Imeanwouldyouliketobeaheadmistress?
Mary:
No,Iwouldnot.Iwouldnotliketobeaheadmistressatall.ImeanthisisthenextstageofmycareerwereIambitiousurn...butIbasicallyenjoybeingaclassroomteacher.Nowperhapsthisgivesacluetowhytherearenotmorewomenheads.Idon'
tknowImeaninthepastitmayhavebeenthat,anditmaystillbe,thatbecauseboysarebroughtuptobemoreambitious,thatthey'
retheoneswhoaregoingforpromotionandquickpromotion,Imean,rapidpromotionsothattheyareheadsbythetimethey'
rethirtyandtheystartoutintheircareerthinkingthatwhereasIenjoybeingaclassteacherandurn...IwasadeputyheadbeforeIgotthispostbutIprefertobeintheclassroomwiththechildrenthansittingatadeskdoingadministrationwhichiswhatbeingaheadmeansifyou'
reaheadofalargish*school.
Areyoupleasedthatyouchoseprimaryteachingasacareerand,andifsomeonecameuptoyouatschool-leavingageandwaswonderingaboutwhattheyweregoingtodowouldyouadvisethemtofollowinyourfootsteps?
I'
mverypleasedthatIdid-wellI'
mpleasedmostofthetime.MondaymorningsI'
mnotpleased;
somemorningsduringtheweekandtheendoftheholidaysI'
mnotpleasedI'
maprimaryteacheratallbutImeanbasicallyIam,'
cosIleftteachingonceandthenwentbackintoit.SoIthinkthatshowsthatIamcommittedtobeaprimaryteacher.
Listentothedialogueanddecidewhetherthefollowingstatementsaretrue(T)orfalse(F).
l.F2.T3.T4.T5.F6T7.F8.F
Part2Passage
Voice
1.Tosingwithachoirortohearachoirsingingcanbedeeplymoving.Voicesgodeeperintousthanotherthings.
2.Earlyattemptsatlanguagearepraisedandencouraged,then,ongrowingup,voiceandtalkingtakeapracticalplaceaswelearnfrom,andrespondto,thosearoundus.
3.Talkingiscentraltoourexistence.Ashumanbeingswetalkwithfriendsandfamilyandatwork.
4.Manyteachersandprofessionals,suchaslawyers,managers,marketingsalesmen,whodependontheirvoicesforwork,rarelyconsidertheirvoicesuntiltheylosethem.
5.Therearemanyfactorsthataffectourvoices,suchashomeenvironmentandculture,physicalbuildandwell-being,thoughtandemotion,socialstance,experienceandoccupation.
Allowingvoicetoringwithjoycreatesjoyinthelistener.Tosingwithachoirortohearachoirsingingcanbedeeplymoving.GeorgeEliot*saidthatshethoughtvoicesgodeeperintousthanotherthings.ThomasHardy*inhispoemTheVoicedescribesthedepthoffeelingexperiencedinrecallingthevoiceofhislatewife.
Whenalliswellourvoicescryoutatbirth,anddevelopwithouteffort.Parentsrespondtohappysoundsandinterpretthecries.Earlyattemptsatlanguagearepraisedandencouraged,then,ongrowing
up,voiceandtalkingtakeapracticalplaceaswelearnfrom,andrespondto,thosearoundus./
Talkingiscentraltoourexistence,withtelephone,radio,television,videoconferences,videophonesandcomputerstoprocessandprintwhattheownerssay,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.Teachingisalsoaformofperformancetobeexploredandresearched.Whatkindofteacherareyou?
Whatkindofteachingwillthepupilsrespondto?
Theinadequacyofayoungteacher,whoistimidandself-conscious,isimmediatelyrecognizedbytheclass,whilethestressanddemandsofchallengingpupilscanstimul
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