新世纪大学英语系列教材视听说教程六听力原文Scripts

Unit 1 Education where you live Peter Graham: Last class, I asked you to think about how you would improve the overall quality of our education. I've invited two foreign students to share their views with us today. Yoon-Hee, Pak is from Seoul, Korea, and Gordon Pickering is, from Canberra, Australia. They'll each talk about how they think the quality of education where they live could be improved. Yoon-Hee, would you like to start first? Yoon-Hee: Sure. I think instead of being institutions that foster critical thinking and address the real-world needs of students, many of today's schools are more like" information factories"--- places where we memorize as much data as we can (most of which we later forget) so that we can "pass a test." In my country, for example, one's future --- from the major you will study to the job you will eventually get---often depends on whether or not you pass the test to get into a good college. Families spend en9ormous amounts of money to send their kids to cram schools to help them prepare for and pass the university entrance exam. Your education becomes focused on this one single goal: passing the test. In my opinion, if we want to talk about improving the quality of education of all, the first thing we should do is to place less emphasis on rote memorization and test-taking in our schools and more emphasis on developing critical thinking and important life skills. Classes in all grades should feature more hands-on, practical learning. Let's take one example. We've all studied science from a book. But students can also learn about it by going on field trips and spending time in nature, or volunteering at a local wildlife preserve. "Learning by doing" is a great way to develop practical skills and to apply what we've learned in books. Many high school and university graduates often wish they'd had a chance to do more of this kind of learning in school. I wish I had! We also need to understand that being educated is about more than studying science, math, and languages. Of course these subjects are important. But so are painting and music. And what about learning how to cook, plant a garden, and make your own clothes? Mahatma Gandhi himself believed that these skills were just as important as science and math and belonged in every school curriculum. I couldn't agree more. Peter Graham: Thank you. Yoon-Hee. Now let's listen to what Gordon from Australia has to say. Gordon: Well, here is my response to Yoon-Hee's comments. First off, I would say that I agree with her that schools should be places that cultivate critical thinking and prepare students to meet the challenges they will face in the real world. On a philosophical level, I also think that it would be great if our classrooms featured more hands-on learning. But we have to be realistic, too. Many private and public schools in Australia and around the world have a minimum of forty students in a classroom. Yoon-Hee talks about spending time in nature rather than learning science from a book. It's a lovely idea, and in a perfect world, classroom ratio would be ten students for every one teacher. But with forty or more students, how can a teacher make sure the students are learning, and not just goofing off while they're "out in nature" or volunteering somewhere? Yoon-Hee also mentioned that schools should spend less time on drills and tests. In my opinion, students need to spend more time on drilling and memorizing certain information. I say this because in a recent National Geographic study, only about 25% of the 18-24-year-olds interviewed from around the world were able to identify countries such as Israel and Iran correctly on a map! An alarming number of high school graduates today can't do basic math or write a coherent essay. How are people like this supposed to compete in the job market? I guess the question for me is why do we go to school? And I think we do so to master academic skills in core areas such as reading, writing, mathematics, and science. Schools in Australia need to be doing more to make sure that all students are graduating with a solid foundation in these subjects if it means more drills and tests, well then, so be it. Unit 2 Diana is organized and reliable. She turns in her homework on time and says she's good about checking in with her parents while she's out with friends. "I keep my grades up and I'm responsible for getting things done," says Diana, 15. It would come as no surprise to many experts that Diana is the oldest child in her family. Some psychologists believe that your place in the family can shape your personality, influencing whether you are responsible, a risk-taker, or ridiculously funny. "Oldest children are usually responsible," says Frank J. Sulloway, research scholar and author of Born to Rebel, a book on the significance of birth order. "Firstborns are more likely to serve as parents,"Sulloway says. "As a result, firstborns tend to be more conscientious." Firstborn children, he adds, are rule keepers who also are ambitious and self-disciplined. Diana, with two younger siblings, says the responsible part is true and that her parents tend to ask her for help first. "My parents usually ask me before they ask my brother or sister," she says. "Sometimes it's a pain." She says some of the other firstborn characteristics, like being organized, also are a good description of her. She always sets the weekend plans with friends. "I'm always the one organizing things," she says. While oldest children are known for being dependable, middle kids usually are peacekeepers who are social and diplomatic, according to Sulloway. Bridget is a middle kid in her family. She's the fourth children of nine but says she wouldn't describe herself as outgoing. "I'm more quiet when I'm not at home," says Bridget, 11. "Peacekeeper" is a better fit for Bridget, who says she breaks up fights between her sibs. "If some of my younger siblings are arguing about a toy, I try to work it out," she says. "I find something else that someone can play with and tell them to stop arguing with each other." The little ones might argue occasionally, but last-born children tend to be the most agreeable, fun-loving, and amusing. Older children have physical strength over the younger kids, so humor is one way last-born children can get what they want. Youngest children are also creative, outgoing, and open to new experiences, Sulloway says. Justin H. is the youngest in his family and says that is an accurate description of him. "My mom has always said I'm creative," says Justin, 15. "If my brother isn't around, I'm always looking for stuff to do around the house for fun." But what happens if you're an only child? Kids without siblings often have traits similar to firstborn kids. Only children are usually ambitious and good at following parents' rules, Sulloway says. Willie B., 11, agrees. Willie says he doesn't talk back and always wears his helmet when inline skating. He also cares for his family's four pets. But unlike kids with siblings, only children usually are quite comfortable around adults, Sulloway says. "I've been around adults since I was little. I'm kind of more experienced," Willie says. And while only children are good around adults, youngest children question authority and usually are leaders in social movements, Sulloway adds. Unit 3 If you haven't been the victim of bullying, you may know someone who has. Bullying is the act of one person or a group of people repeatedly picking on another. A bully creates an environment of fear and intimidation in order to feel powerful and in control. Victims of bullying often deal with different types of harassment including constant teasing, name calling, or physical abuse. Others are the subject of hurtful and usually untrue rumors. Here are some cases of bullying and how they were dealt with. New kid on the Block Mayumi Sato, 11, recently returned to Japan with her family after six years in Germany, where her father was working. Now attending middle school in Tokyo, she initially had a difficult time fitting in. "Most of the kids in Mayumi's class had gone to the same schools and grown up together, so I'm not surprised that they saw my daughter as different at first," says Mayumi's mother, Hiroko. "But some of the kids were just mean. They teased her in class and picked on her in the schoolyard." At first, Mayumi tried to ignore it, but then she finally told her mother what was going on. "I'm glad she came to me," Hiroko says. "You know, a lot of kids would be too embarrassed to talk about something like this. But if you're being bullied, you do need to talk about it--- to a parent, a friend, or someone you trust---so that something can be done." Hiroko spoke to one of the girl's teachers, who promised to keep an eye on Mayumi and to encourage the kids in the class to be more welcoming towards her. This approach seems to be working. "Mayumi's been doing better in school and is making friends," says Hiroko. "She's definitely happier than she was those first few weeks." On the defense After being picked on for months by a group of older boys at the high school he goes to, Adam Wheeland, 15, had had enough. "These three guys were always calling me dork in the hallways and "threatening to beat me up. One day I came to school, and they'd glued my locker shut. They were standing nearby laughing, and I lost it. I got into a fight with one of them." Wheeland and the other boy were suspended from school for two days for fighting. When they returned, the trouble continued. Wheeland realized he needed to approach the situation differently. "The thing about bullies is that they're often very insecure people. These guys who've been harassing me only do it when they're together. So I try to stay in a group with my friends now." Wheeland, who is a straight-A student, has also decided he needs to do things that boost his self-confidence. He's joined the debate club and is taking a martial-arts class. "Now when I see those guys around school, I think of them as the opponent in a competition. I feel less nervous, and I think they've noticed that." Trouble at work Thirty-year-old Blanca Montero, an up-and-coming civil engineer at Allied Systems, was assigned recently to work on a team project with Brett--- a colleague who had joined the company around the same time she had. Almost immediately, there were problems. "Whenever I disagreed with his ideas, Brett became very argumentative. It was really difficult," says Montero. "Then he started complaining about me behind my back --- you know, telling others that my work was second-rate." In a month, Montero went from loving her job to dreading every day. She finally decided to confront Brett about his behavior. "I scheduled a time to speak to him. Actually, before we got together, I thought about what I was going to say so that I could stay calm during our meeting." On the day they met, Montero explained the situation to Brett. "I asked how he'd feel if I ---or others on the team--- attacked his ideas or spread rumors about him. Though he didn’t say much during our talk, he did listen and promised to work on being more considerate." So have things changed? "I've noticed that Brett is trying to be more aware of his behavior--- and not just with me, but with others on the team, too. Things aren't perfect," says Montero, "but I'm glad we spoke. If we hadn't, I suspect I would've lost my temper at some point or quit the project." Unit 4 The worst day of the year British psychologist calculates "most depressing day" Is the midwinter weather wearing you down? Are you sinking in debt after the holidays? Angry with yourself for already breaking your New Year's resolutions? Wish you could crawl back under the covers and not have to face another day of rain, sleet, snow, and paperwork? Probably. After all, it's Jan. 24, the "most depressing day of the year," according to Dr. Cliff Arnall. Arnall is a U.K. Psychologist and specializes in seasonal disorders at the University of Cardiff, Wales. He created a formula that takes into account numerous factors to devise people's lowest point. The factors include weather, debt, monthly salary, time since Christmas, time since failed quit attempt, low motivational levels, and the need to take action. Reality starts to kick in Arnall found that, while days technically get longer after Dec. 21, cyclonic weather systems take hold in January, bringing low, dark clouds to Britain. Meanwhile, the majority of people break their healthy resolutions six to seven days into the new year, and even the hangers-on have fallen off the wagon, torn off the nicotine patches, and eaten the fridge empty by the third week. Any residual dregs of holiday cheer and family fun have kicked the bucket by Jan.24. Following the initial thrill of New Year's celebrations and changing over a new leaf, reality starts to sink in. The realization coincides with the dark clouds rolling in and the obligation to pay off Christmas credit card bills. Arnall's formula was devised to help a travel company, Sky Travel, analyze when people book holidays and holiday trends. It seems that people are most likely to buy a ticket to paradise when they feel like hell. People feel bleak when they have nothing planned, but once they book a holiday they have a goal, they work toward having time off and a relaxing period. When they imagine themselves on the beach it makes them feel positive. They will save money, go to the gym and come back to the optimism they had at the end of the year. In U.K., up to a third get SAD Research shows an escape to the sun can have real health benefits. According to a leading mental health charity in England and Wales, up to a third of the population, in Britain at least, suffers from Seasonal Affective Disorder, or SAD, also known as winter depression. Furthermore, nine out of 10 people report sleeping and eating more during the darker months. While most cases of the winter blues are not severe, 2 percent to 5 percent of those with SAD cannot function without continuous treatment. However, it's extremely rare to find anyone with the disorder within 30 degrees of the equator, where days are long and the sky is bright year-round. These findings appear to support a key factor in Arnall's research on the formula for Sky Travel. However, some people warn against overemphasizing the psychologist's claims. These types of formulae, if anything, may serve to oversimplify the complexities of real-life experience. Others in the medical field are less skeptical. Dr. Alan Cohen, spokesperson for the Royal College of General Practitioners, believes that Arnall's equation is right. He holds that there are a number of different causes of depression. It may be something about one's personality, genes or external events. In his view, for those who suffer from external events, Jan. 24 would be the most depressing day. While travel companies hope to turn gloom into gold this date, for those unable to book a last-minute tropical getaway, Arnall might want to consider a formula for the "happiest day of the year." Unit 5 You just don't get it! For centuries, people have known that men and women communicate differently. Author G.K. Chesterton once said, "Women prefer to talk in twos, while men prefer to talk in threes." More recently, contributions made by linguists and those in the field of gender studies have popularized the notion that Men are from Mars, Women are from Venus---not just in terms of how they behave, but how they converse. Consider the following example: Ken and Emily, both college students, recently had this conversation: Ken: How's it goin', Em? Emily: Not so good. I think that Jane is upset that I was accepted to the study abroad program and she wasn't. K: What? That's silly. E: I know. Still...it's tough, you know, because we're such good friends. K: Maybe you ought to talk to a counselor in the program or confront Jane about it. E: Yeah, well, the thing is that this whole situation makes me feel terrible... K: I know, but I'm serious, Em. Talk to a counselor or Jane sooner rather than later. E: But, oh...never mind, Ken. You just don't get it. K: Get what? E: I know that I should talk to Jane and work this thing out. K: Right, so what's the problem? E: The problem is that I feel bad about it all. I'm just looking for a little understanding... K: I do understand, and I think I've suggested something you can do about it. E: (frustrated) Ok, thanks for your advice. Let's change the subject. What's going on in the conversation above? According to Deborah Tannen, a professor of linguistics at Georgetown University, men and women often use distinctly different strategies when talking, and the result at times is a total communication breakdown. In conversation, says Tannen, women often work to build rapport and make connections. Mention a problem you're having to a woman, for example, and she will likely respond sympathetically first, and then suggest a possible solution. For many men, though, conversation is more akin to what Tannen calls "report-talk" in which the focus is on gathering information and then doing something with it. Mention the same problem to a man, ad he will likely give direct feedback or suggest a solution right away. In Ken and Emily's case, Emily's frustration stems from the fact that she is expecting Ken to listen and offer sympathy, and then perhaps some advice about her situation at school. Ken, on the other hand, hears Emily's story, and in an effort to be helpful, immediately offers a solution to her problem. Emily, though, perceives Ken's suggestion as inconsiderate and dismissive of her feelings. The result? A breakdown in communication and a mutual sense on both sides that the other just "doesn't get it." What does all this mean? Is the point of all this to suggest that one conversational style is better than the other? Hardly, say specialists. The key, they say, is to understand that men and women have different ways of communicating. Being aware of these differences will enable us to avoid communication breakdown and to build happier, healthier relationships. Unit 6 I left home to find home The prize-winning author Chimamanda Ngozi Adichie discovered her true identity as a Nigerian only by moving abroad. She was interviewed by carl Wilkinson. Carl Wilkinson: When did you make your first trip outside Nigeria? Chimamanda Ngozi Adichie: I went to the U.S. When I was eight. My father was a professor teaching in California, so we spent the summer with him. I imagined I was going to a snow-filled place---to me overseas meant "snow"---and I was initially disappointed how similar San Diego was to my hometown. Still, I felt very cool ot have spent a summer in San Diego and did show off to my friends. For about a week I faked a really bad American accent. Carl Wilkinson: Do you remain rooted in Nigeria or are you keen to travel? Chimamanda Ngozi Adichie: We don't generally have that culture of traveling and exploring in Nigeria. I don't have that wanderlust. But book tours do give me an opportunity to see other places. I was in Australia for two weeks recently, but I really just saw people at literary festivals and book readings where everyone is very nice to me. Nigeria is the one place where I question myself the least. I lived in the U.S. For about seven years---it is a place that is very convenient and I am happy there, but I don't belong. Carl Wilkinson: What do you love about Nigeria? Chimamanda Ngozi Adichie: I love the people. I love the average Nigerian. I love the sense of "can-do" in the face of all sorts of horrors. I love the languages. I love the way people walk and the way people dress traditionally. There is an informality about the way people interact with each other and there's a casual a