基础综合英语听力材料--邱东林

目录 Unit one Education    3 ****************Part one Problems with us Education***************    3 Listening Script one    3 Listening Script two    4 *********************Part two Arts Education *******************    5 Listing script one    5 Listening Script two    6 ***************Part Three  graduate education*******************    7 Listening Script one    7 Listening Script two    8 Unit two love    9 *************************Part One  Romance*********************    9 Listening script one    9 Listening script two    10 **********************Part Two Eternal love**********************    12 Listening script one    12 Listening script two    13 ********************Part Three The Power of Love******************    15 Listening script one    15 Listening script two    16 Unit Three Health    18 *************Part One Is Overweight a Problem?***************    18 Listening script one    18 Listening script two    19 **************Part Two New Four Food Group*****************    20 Listening script one    20 Listening script two    21 ************Part Three  There Are Worse Things than Dying**********    22 Listening script one    22 Listening script two    24 Unit four technology    25 **********************Part one cell phone********************    25 Listening script one    25 Listening script two    26 *********************Part two internet***********************    27 Listening script one    27 Listening script two    28 *******************Part three computer giants*****************    30 Listening script one    30 Listening script two    31 Unit Five Success and Happiness    32 ********************Part one Success Is a Choice********************    32 Listening Script one    32 Listening Script two    33 ******************Part Two Can We Find Happiness*****************    34 Listening Script one    34 Listening Script two    35 ***************Part Three The Sweet Success of Branding*************    36 Listening Script one    36 Listening Script two    38 Unit Six Globalization    40 *************Part one Three Eras of Globalization*************    40 Listening Script one    40 Listening Script two    40 ***************Part Two Globalization and China**************    41 Listening Script one    41 Listening Script two    42 ************Part Three Globalization and Inequality************    43 Listening Script one    43 Listening Script two    44 Unit Seven Plagiarism    45 ******************Part one Defining Plagiarism****************    45 Listening Script one    45 Listening Script two    45 *****************Part Two Plagiarism in College***************    46 Listening Script one    46 Listening Script two    47 ****************Part Three Avoiding Plagiarism***************    48 Listening Script one    48 Listening Script two    49 Unit Eight Patriotism    50 ******************Part one My Chinese Heart*****************    50 Listening Script one    50 Listening Script two    51 ***************Part Two Comments on Patriotism**************    52 Listening Script one    52 Listening Script two    53 ****************Part Three Pride of the Nation*****************    53 Listening Script one    53 Listening Script two    54 Unit one Education ****************Part one Problems with us Education*************** Listening Script one                                                When I was in college I had an English major and for a while I considered going into teaching. While I was exploring the possibility of becoming a teacher, I did a lot of thinking about the way that the education system in the United States is run. And I disagree with a lot of the ways that things seem to happen and have happened for a long time in our educational system. Uh ... people don't seem to recognize various kinds of intelligence; they seem to just want to give standardized tests and peg you for what you are capable of very early on your education. I've always felt that a lot of classes that you’re forced to take in high school are not really geared towards what you are going to be doing. There’s very little emphasis on your own special interests. Uh ... everybody’s sort of treated like they're the same person. Everything is very generalized. There’s a lot of uh ... there’s a lot of pressure on students to be as well-rounded as possible. I think being well-rounded isn’t really possible because it becomes impossible to develop any one part of yourself, um ... to any great degree. And as a result people can’t get into good colleges if they, yaknow, haven’t, yaknow, scored the ... the right thing on the math section of SAT, even if they are brilliant writers, and vice versa. You know, um... people just really are not given a chance, I think, in a lot of cases. Another thing that really disturbs me is the way that students are separated from each other. I got involved with vocational education, uh ... which means that the kids go out to a technical or trade school for part of the week, and then they come back to the home school for the other part of the week and they take their academic classes. However, those kids are kept separate from the rest of the school almost as if they’re below them. There’s a lot of stratification. Um ... at any rate I feel that the kids are very aware of the way that they’re perceived by the educators, by their teachers and, yaknow, by their peers. And I think that it ... it causes them to act in a way that... is ... not really optimal. And that’s pretty sad to me. I actually had kids tell me when I was teaching them, “yaknow, we’re the just bad class; we... yaknow, it’s not that we have a problem with you personally; yaknow, we are just bad. We are bad kids” because pretty much that was what they felt they were. And yaknow, their classes were very limiting, uh the teachers never try to do anything creative with those classes. I think that many of the kids in that class were intelligent, but never actually realized their potential because of the way they were tracked very early on their education. Listening Script two Margaret Warner: Mr. Unz. Why do you believe that bilingual education should be scrapped? Ron Unz: Well, the overwhelming practical evidence is that bilingual education has failed on every large scale case that’s been tried in the United States, in particular in California. The origins of this initiative was the case last year of a lot of immigrant Latino parents in downtown LA, who had to begin a public boycott of their local elementary school to try to force the school to give their children the right to be taught English, which the school was denying. And I think that really opened my eyes to the current state of the program in California, where the statistics are dreadful. Margaret Warner: Mr. Lyons. Janies Lyons: It is not the case that bilingual education is failing children. There are poor bilingual education programs, just as there are poor programs of every type in our schools today. But bilingual education has made it possible for children to have continuous development in their native language, while they're in the process of learning English, something that doesn't hap pen overnight, and it’s made it possible for children to learn math and science at a rate equal to English-speaking children while they’re in the process of acquiring English. Margaret Warner: Mr. Unz, what about that point — for these children who don't speak English well they will fall behind in the basic subjects if they can't be taught those in Spanish, or whatever language? I shouldn’t say just Spanish, but whatever their family’s language is. Ron Unz: That’s a very reasonable point. And to the extent that we’re talking about older children. 14 or 15 year olds who come to the United States, don't know any English and are put in the public schools I think a very reasonable case can be made for bilingual education. I don’t know if it’s correct, but at least you can make a case for it. But most of the children we're talking about enter California or America public schools when they’re five or six or seven. At the age of five years old, the only academic subjects a child is really doing is drawing with crayons or cutting and, you know, with paper and that type of thing. And at that age children can learn another language so quickly and easily that the only reasonable thing to do is to put them in a program where they're taught English as rapidly as possible and then put into the mainstream classes with the other children so they can move forward academically. Margaret Warner: There is something to that point, isn’t there, Mr. Lyons, that very young children do absorb languages very quickly? James Lyons: They absorb certain facets of language very quickly. They learn to speak in an unaccented form like a native English speaker. But the research shows that actually adults are much more efficient and quicker language learners than children because they're working from a broader linguistic base, a greater conceptual base. I really take objection to what Mr. Unz is saying that children at the age of five, six, and seven are only coloring and cutting out paper. That isn't going to lead to the high standards. *********************Part two Arts Education ******************* Listing script one Interviewer: Professor Gardner, what did you find in your studies to be the biggest difference between arts education in the United States and arts education in China? What struck you most, then? Gardner:  I was so struck by the differences between arts education in the United States and arts education in China. US youngsters love to explore and think that they explore very well; and yet, without the requisite discipline, their products are typically of little interest — except perhaps to their doting parents.    Education in all of the arts in China is very precisely prescribed. Teachers and parents know exactly what they want children to be able to do and they know how to get the desired behaviour and performance in almost perfect fashion. On the other hand, there is little free exploration. But I must add another surprise. When young children in China were given a novel task in the arts, they performed very well. Before visiting China, I had thought that young people must always begin with a period of free exploration, before they begin to acquire discipline and skills. After visiting China and thinking about what I had seen, I came to a different conclusion. It is not important that one "explore" first; what is important is that one has a significant period for exploration, either before, during, or after one has acquired some discipline. Interviewer: As you might have noticed, these days after-school classes in music, dance, painting and calligraphy are very popular in China, although many of the "young emperors" might not be so willing to learn all these "extra skills." What's your opinion on this? Gardner:  The fewer children you have, and the more resources at your disposal, the more likely you are to give your children every form of enrichment. China has thousands of years of history of encouraging talent development, so it is not at all a surprise that many kids are taking after-school arts classes. But what children do when their parents push them, is very different than what they do when they grow up, and their parents are no longer in control of the rewards and punishment. By and large, those grown up students who continue their area of talent are those who use the talent professionally and those who gain intrinsic pleasure from the activity. Interviewer: In recent years, art museums and community arts centres have been mushrooming in China as the country experiences rapid modernization and internationalization. How do you balance arts education in schools and arts education beyond school Walls? Gardner:   It is entirely to the good that students now have opportunities to learn about the arts outside of class — in museums, in children’s palaces, through the electronic media, community centres, and outdoor installations. Very often children learn much more comfortably and personally in what we call “informal educational settings.” Optimally, there should be a division of labour between schools and informal settings. As just one example: Schools could focus more on providing history and cultural background — whereas museums might provide the opportunity to learn about special topics, or probe into a topic more deeply. Listening Script two Ann: Do you find there’s much opportunity... to do other things, besides studying, during term- time? I mean, if you have a, a very academic course, you say the social life is good, but you might not always have time to, er, enjoy it, if you ... have a lot... Ian: Not being a very academic course, I wouldn’t know. Ann: How about you, Tony? Tony: I suppose ... a business course isn’t particularly academic, if you like, but, er, I certainly find quite enough time to do newspapers and ... all I want to do on the social side. [Yes] Go to dances and so, on. Ian: But then you work till five in the morning, don’t you? [Laughter] Tony: Let’s not bring personalities into this! Ann: D'you think that a lot of students, are interested in producing things like newspapers and plays and writing poetry? Tony: No, but a lot of students like to have those things and a few students like to do them. This is why, I mean if you had—out of a college of, what is it, fifteen hundred students — if you had five hundred students going along to the Drama Club on the first week of term ...  they try and mount two productions out of five hundred people. It’d be absolutely impossible. Yet, there are those, the sufficient people to see, what is it, twenty, thirty people, doing those productions. It’s the same with the newspaper. Ann: Yes. But erm, I think this is because more students haven’t got the confidence to show the work they do. I think a lot of students write things and paint, in the background, and just don’t like to er ... Ian: Er, I think, I think myself, they’re just not interested, in [You don’] sort of taking part in joint efforts. They prefer just to erm, well, they might write poetry on their own or something, but they were asked to write something for a newspaper, they wouldn’t be interested. Ann: Is this because the courses are too difficult? They have too much academic work, as I said before? Tony: I think it’s all psychological, to bring a nice big word into it! Erm ... those students think they shouldn’t do it, because they think they won’t have [Mm] time and so on. I think this is the thing. It’s not a question of not having enough time. It’s just organizing it. I mean, Ian says I stay up till five in the morning or whatever, you know, never go to bed till two. [Yes] You can, if you, if you’re determined to do something, you can arrange it. You can say, “Okay, I’ll do the newspaper between lectures finishing at four, or whatever, and go home at six”, and you have two hours a day on the newspaper, say. You know, [Yes] just, say, this is a way of organizing things. A lot of other students will say at four, “Oh dear, I must go on working, but before that I must have a break”. And they spend two hours in a coffee bar. Okay, this [laughter] is the way they want to organize their time. [Yes] They spend it... you know ... it’s just that I want to do it doing newspaper, whereas other students want to drink coffee. Ann: So, in other words, students have an awful lot of freedom of choice on how they organize their social life and how they organize their working life, how they spend their money. And I think this is erm, one of the ideal things about being a student. Ian: You’re not tied down by anything. You just do more or less as you please, within the framework of going to lectures, or the majority of lectures. Ann: Yes, that’s right, I mean, I, I have worked before and erm ... although I had, theoretically, a lot more free time ... erm ... it was only within certain hours, you know, after working hours, and at weekends, [Mm] and this isn’t what I call free time. You know, I mean, at the moment with lectures, you can take off two or three hours during the afternoon and go to see an art exhibition. Whereas if you’re ... erm, working all week, you have to restrict it to weekends when the art gallery is ... crowded with the weekend trippers and, [Mm. Mm.] and it’s quite unpleasant. ***************Part Three  graduate education******************* Listening Script one Daniel Denecke: Hello and welcome! Thank you for the opportunity to speak to so many of you about the issues facing graduate education today. Virginia: Hi, Daniel. My company recently hired a lot of PhDs. Many have good research skills, but no social skills and no working experiences besides academic experiences. Maybe universities can do a better job to address this issue. Daniel Denecke: This is something that graduate deans are beginning to address now through various professional development programs. At the master’s level, there are many “professional master’s degrees” that combine core, curricular content of a traditional degree with internships and workshops in “soft skills” such as communication, presentation, lab and budget management, etc. New York, N.Y.: Hello Daniel. Isn’t it a little disingenuous to talk about how we need to protect America’s huge production of PhDs when America can’t employ many of those PhDs? When the academic job market is so tight, it seems like perhaps we need to do a better job of screening people out of doctoral programs, rather than accepting so many who will only be disappointed when they can’t get the jobs they want. Daniel Denecke: Some disciplines (History, for example) have attempted to address this by limiting enrollments.    My own opinion is that a graduate degree is not only about preparing students for a “job” slot that already exists. Graduate degrees are giving people the high level cognitive skills and advanced thinking that will enable them to be flexible and to adapt to an economic world where jobs are always changing. This is why China and India and Europe are so aggressively building up their graduate degree programs. Princeton, N.J.: Hi, I'm very grateful for this Q&A session. I’m an electrical engineering doctoral student in my third year. When I got shoulder-deep into doctoral research, I found it to be arduous and unrewarding, and I’m leaving graduate school without my PhD.    My question then is: in the face of 50-60% attrition rates, should we really be handing out fellowships and support to push students right out of undergrad (like myself) who don’t necessarily know what they want to do with their lives? Won't this worsen the attrition rates? Thank you for your time.    Daniel Denecke: One of the things that universities are doing now to try to address exactly the problem you experienced here is to enhance the pre-admission and orientation processes so that students have a better sense of what a career in research entails. For instance, pre-admission summer research opportunities, workshops peer mentoring, etc. Burke, Va.: Hello, Daniel. Is it better for future career prospects to earn a master's degree from an online university or to earn a master's degree from a university where classroom attendance at the university is a compulsory step to graduating? Daniel Denecke: Distance and online graduate education is becoming more and more common. But there is a lot of fluctuation in quality. Some online degrees are very good, and for others the quality is unknown or contested Regional accreditation is one way of inquiring about how the graduate education community perceived these degrees. Listening Script two Since we’re meeting here at Wisconsin, I'll draw upon a local example of a faculty member who embodies the principle of research and education being two sides of the same “integrated” coin. U.W. plant pathologist Paul Williams invented what are called “Fast Plants” — these go from being a seed to producing seeds in just 35 days. Fast plants were first developed as a research tool for biologists, but have come to be used in science classrooms around the globe. Because the plants grow and develop so fast, students can study the plants’ genetic changes over a semester. Professor Williams says fast plants “became part of a larger sea-change in the way biology is taught. We measure our success,” he says, “by how much our ideas are adopted and adapted.” What a glowing example of integrating education and research! Throughout my own career, I have had a passion for the integration of teaching and learning with research, within both undergraduate and graduate education. Educating engineers has occupied the greater part of my life. While I was Dean of Engineering at the University of Pennsylvania, we experienced the usual challenges in supporting our graduate students financially as well as intellectually. One mechanism of financial support, still ubiquitous across academe, was to appoint first-year graduate students as Teaching Assistants (TAs), a kind of itinerant labor performed adhoc for pay, and rarely integrated within the students’ research activities. This practice fosters the attitude among students that teaching is some sort of “add-on”, not part and parcel of their doctoral education. However, our Department of Chemical. Engineering implemented quite another approach — to support all first-year graduate students fully the first year, with stipend funds drawn primarily from departmental general funds contributed by the Dean, industry and endowment income. Then, around each student’s third year, he or she would undertake a teaching practicum—first, being given preparation on how to teach and, second, teaching undergrads as a component of the doctoral curriculum. When I tried to institutionalize this paradigm across the school, one argument posed against it was that since the graduate students were partly supported by industrial monies, industry would not want their investment used for a teaching practicum. So. I canvassed a group of CEQs — and 100% of them said they’d love to hire PhDs with both teaching training and experience. Indeed, graduate students today may follow ever more diverse pathways, yet all will need the skills of teaching and learning, whether they end up as professors, practicing in industry, or serving in government. Unit two love *************************Part One  Romance********************* Listening script one Our love story is not your average love story. Although I was bom in 1960 and my husband Joe was born in 1962, our story really began much earlier on a trip from Austria to Halifax in October 1947. That is a trip both our fathers took to find a new life in Canada. They did not know each other and could not recall ever meeting aboard the ship. Little could they have known that fate was taking a long journey, one that would unite their unborn children in 1992.  My father, upon his arrival in Canada, lived and worked in several different cities across the country before settling in Toronto. Joe’s father did the same but lived in Thunder Bay, Ont., for quite a few years before he moved his family to Toronto in 1968. Both our fathers were pen pals with the women they would eventually marry, bringing them to Canada from their respective homelands in 1958. They had three children each (Joe and myself being the middle children). What is also very interesting is the fact that Joe’s father and my father both worked in construction. Fast-forward several decades: I was working for a large bank in downtown Toronto’s financial district. One day as I walked through an underground concourse, I passed a man in the hall and with just one glance something struck me about him. He seemed to have a brooding quality. Of average height, he had large broad shoulders and longish, wavy dark-brown hair, a short beard and great eyes. There was a certain aura about him. Knowing how many people worked in the district, I knew I wouldn't see him any time soon. Several months later, I passed him in the concourse once again He was walking with a woman I used to work with. Disappointed, I assumed he was dating her and that was it for me. Several more months passed and I was now working in an area that was accessible only by a stairway. One day I was going down the stairs when I passed him going up. I could not believe my eyes! It was then that I realized: We worked for the same company! I was floored to say the I attempted to smile at him, but he was looking down. 1 asked around and found out his name was Joe, which department he worked in and, most important, that he was not attached! Then, as I was debating whether to put my name in for our annual baseball team, I saw his name on the sign-up sheet. That made up my mind for me! Our games were played on Centre Island, a short ferry ride from the Toronto shoreline on Lake Ontario, and our eyes locked while we were on the boat taking us there. Something inexplicable passed between us: We connected. Soon, we were cheering each other on as we played our game, and on the way back I worked up the courage to introduce myself. “Hi! My name is Rosemary. What do you do at the bank?” Later, we ended up working side by side after he took a position in my department. Our relationship slowly progressed as we got to know each other. Living in fairly close proximity, we found ourselves taking the subway home together every day. Our friendship blossomed. On Remembrance Day, 1993, Joe was out of the office on a course. He called to tell me how he felt about me. He said, “I can’t stop thinking about you, Rosemary. And I can’t sleep at night." That day, and with those words, my life changed forever. Because we were working together, I was apprehensive about dating him, but after several months of intensifying feelings, we could no longer hold off. We had been dating for eight months when he proposed on the first day of spring in 1994. We were married on May 6, 1995. It was the most perfect day and we had the best time ever! Although we were in our mid-3os, getting married for the first time, God has blessed us with two wonderful children. Life cannot be any better. So, you see, fate already had things in store for us back in 1947. Some say that fate does not exist, that our lives are just random occurrences and coincidences. We beg to differ. A web was being woven even before we were born. That is fate! Listening script two When Harry Met Sally Harry: Well how about this way. I love that you get cold when it’s seventy one degrees out, I love that it takes you an hour and a half to order a sandwich, I love that you get a little crinkle above your nose when you’re looking at me like I’m nuts, I love that after I spend a day with you I can still smell your perfume on my clothes and I love that you are the last person I want to talk to before I go to sleep at night. And it’s not because I’m lonely, and it’s not because it’s New Year’s Eve. I came here tonight because when you realise you want to spend the rest of your life with somebody, you want the rest of the life to start as soon as possible. Sally: You see, that is just like you Harry. You say things like that and you make it impossible for me to hate you. And I hate you Harry... I really hate you. I hate you. Endless Love Endless Love My love, There’s only you in my life The only thing that’s bright My first love, You’re every breath that I take You’re every step I make And I I want to share All my love with you No one else will do ... And your eyes Your eyes, your eyes They tell me how much you care Ooh yes, you will always be My endless love Two hearts, Two hearts that beat as one Our lives have just begun Forever I'll hold you close in my arms I can’t resist your charms And love Oh, love I'll be a fool For you, I’m sure You know I don't mind Oh, you know I don’t mind Cause you, You mean the world to me Oh I know I know I’ve found in you My endless love Oooh-woow Boom, boom Boom, boom, boom, boom, boom Boom, boom, boom, boom, boom Oooh, and love Oh, love I’ll be that fool For you, I’m sure You know I don’t mind Oh you know — 1 don’t mind And, yes You’ll be the only one cause no one can deny This love I have inside And I’ll give it all to you My love My love, my love My endless love **********************Part Two Eternal love********************** Listening script one Interviewer: Chris, in the beginning stages of your diagnosis, how close did you come to committing suicide? C. Reeve: Well, I couldn’t have done it anyway, but... Interviewer: Or wanting to commit suicide? C. Reeve: About a day, when I turned to Dana and said: “I’m probably not worth having. We should probably let me go.” And we — we agreed to wait a couple years. And then, if I still felt the same way, we could reevaluate it. Interviewer: And what did Dana say to you? C. Reeve: She said: “It’s your choice. It’s your life. You’re still you. And I love you.” And I remember saying that I’ve really tested the marriage vows here. Talking about in sickness and in health, we weren’t thinking about this. But what I’ve found is that people who have a really solid bond, when a catastrophe happens, it gets better and stronger. But if that bond is fragile or nonexistent, then a calamity can really drive people apart. Interviewer: Would you be alive today if it weren’t for Dana’s love? Reeve: No. And if I was single, I wouldn’t be, if I didn’t have that kind of a life, the life with Dana, with the family. It was all the difference in the world. Interviewer: How grateful are you for that? C. Reeve: Extremely. Extremely, because, all my life, I had prided myself on being so self-sufficient, to absolutely just take care of myself. I don’t need anybody. I didn't even realize how lucky you are to have people who are there for you no matter what. Yes, it may be an achievement to fly solo, but there’s a great deal more true satisfaction in flying together. Interviewer: We turn now to the woman Christopher Reeve says saved his life, his wife, Dana Reeve. She has been by his side ever since the tragic accident. She has given him support, strength and the courage to fight on. They’re an inspiring team. And, as director of the Christopher Reeve Paralysis Foundation, Dana helps touch the lives of so many other people, Reeve: We have a tremendous amount of love and respect for each other. We confer about everything. And I admire him, just as the world admires him. And I feel that he admires and loves me. And I think that we worked out a lot of our junk before we even got married. So we were together five years before we got married. So it was really — by the time we got married, we were ready for whatever. Really, my main interest, when he was in the ICU and he was unconscious and the various members of the family were saying, he’ll want this, he’ll want that, we should do this, we should do that, the only thing I ever said is, let's wait until he wakes up and let him decide. And that was the most important thing to me, and to get alone with him and to see where his heart really was. And he did become conscious. And we were able to talk by ourselves. And I said that: “I love you. You're still you and I love you. And I'll be in it for the long haul." I think he knew that I was telling him the truth. And he’s an incredible survivor. And maybe he just needed that cue from me to know that he wouldn't ever, ever, ever be a burden, and that, even though we had no idea what was in store or how to do this thing, that we would do it. that we would get through it and that we would do it in the best possible way, and that we would still have joy in our life and laughter in our life, and we would cope. Listening script two Everybody Loves Raymond Debra: [to the twins] Hey, come on, eat your breakfast here guys. Ally: Momma, I’m ready for my dessert. Debra: Dessert? I’m sorry honey, but breakfast is the most important meal of the day. Now finish your Count Chocula. [Ray enters from outside.] Ray: Good morning everybody. Ally: [showing her food] Hi. Ray: Hey guys. [Passes an envelope to Debra] Here, this is for you. Debra: [opens it] What is this? A card? Ray: Mm-hmm. Got up early to get it for you. Debra: Why? Ray: You know, cos of what we, you know. Debra: [reads] To a Special Wife. A love like ours is real and true as a lily holds the morning dew. Every day finds joy anew and in every way do I love you. Ray: Huh? Debra: Yeah, [giggles] Oh, that’s really sweet Ray. [She puts the card on the table.] Ray: Yea? Debra: [not convincing] Yes, just love it, it’s a really nice card. Ray: Oh, something’s wrong. What? It’s not enough? Oh. I should’ve got the pop up. Debra: Maybe you just, you didn’t understand what I meant. Ray: Oh, you still want the talking. Look, this is better than talking, this is writing. Debra: Uh-huh. You couldn’t even sign it Love Ray, you signed it Okay, Ray. Ray: Look, you know me, you know this all makes me uncomfortable. When I say I love you it doesn’t sound natural, it sounds like some bad movie. Somebody’s gonna laugh at me. Debra: What do you mean, laugh? Ray: Somebody’s going to laugh at me saying that stuff. Debra: Stuff? Ally: Do you love me, Daddy? Ray: Oh, yes, of course I love you. I love all you guys, and mommy, huh? What a mommy. Let’s hear it for mommy. [He raises the twins arms] Yay. Look, I’m sorry, I’m sorry, I’m not good at saying that stuff out loud. That’s the way I am. That’s the way my parents were. Debra: Yeah, well, okay, but maybe there was something wrong with that. I mean, come on, do you want to pass this trait onto your kids? Ray: No. Debra: Ray ... [takes his hands] I love you. Ray: And ... I you. [Debra walks off.] Ray: Oh come on, come on. It’s all here in the card. Debra. Debra!! Ally: Stella!! The Gift of the Magic A story is told about a young married couple whose names are Jim and Della. They are poor but very much in love with each other. As Christmas approaches, Della wonders what to get Jim for Christmas. She would like to give him a watch chain for his gold watch, but she doesn’t have enough money. Then she gets an idea. She has beautiful long hair. So Della decides to cut off her hair and sell it to buy the fancy chain for Jim’s watch. On Christmas Eve she returns home, and in her hand is beautiful box containing a gold watch chain which she purchased by selling her hair. Suddenly Della begins to worry. She knows Jim admired her long hair, and she wonders if he will be disappointed that she cut it off and sold it.