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听力教程II Unit6 施心远 第二版

(2012-05-26 09:42:40)
标签:

杂谈

分类: 2011-2012

使用施心远听力教程II的童鞋们在网上没有找到第二版的原文,因第一版和第二版排版内容方面都都有一定差别,尤以News item部分差别最大,于是我整理了一下,发上来供参考。有些有原文,有的只有答案。时间紧促,大家见谅。。。。。。。。。。。。。。。。。。。。。。。。。。。


Unit6

Section One   Tactics for Listening

Part 1 Phonetics-Stress, Intonation and Accent


American:  W-e-ell, l just lo-o-ve rice and fish ...↗

American:  Well, as I was saying, I just love rice and fish and tomato sauce. ↘

American:  And I suppose you want to know what drinks I like and so on ... Well, I guess I don't

          much care for whisky ...↗

American:  And I don't care for rum ... ↗

American:  And I don't like lemonade at all. ↘

American:  And my favourite music is my own ... ↗

American:  And Cat Stevens, I guess. ↘

Exercise:   


                                  1             4       5       6     7

He has finished his sentence                 √                    √          

He wants to add something            √           √    √               




Part 2 Listening and Note-taking

Identifying Criminals


Can computers help the police to identify criminals? Experts now think computers can make it easier for the police to find people they want to question.

      At present, the system most widely used by the British police is called Photofit. Witnesses

describe a suspect and then a picture is built up like a jigsaw, using five different sets of features.

These are: hair, eyes, nose, mouth and chin. This system can be very useful itl finding criminals, but only in one case out of twenty, Quite often, almost half the time, in fact, Photofit pictures are

misleading. There are two reasons for this. Firstly, the picture may look nothing at all like the suspect. Secondly, the likeness may be so general that it is not at all helpful. And unfortunately, a bad likeness can lead to the arrest of an innocent person.

      Witnesses' attitudes can influence their descriptions. In a recent experiment, a group of people was shown a picture of a man and told that he was a mass murderer. When asked to produce Photofit pictures of this man, they made pictures that showed a murderous-looking individual. But at the same time, a second group was shown the same picture and told that the same man was a lifeboat captain who had received a medal for bravery. When the second group produced Photofit pictures, these showed a man who was handsome and well-groomed.

      The police have another way of identifying criminals. Police records contain tens of thousands of photographs of people convicted of crimes. Witnesses can look through these in the hope of recognising suspects; however, it has been discovered that a witness begins to forget the culprit's features after spending a long time looking through these photographs.

      A computer system called FRAME (Face Retrieval and Matching Equipment) combines

the best features of both methods. All the photographs on record are put on the computer file. When a witness describes a suspect, the computer' searches the file for photographs that fit the description. The witness is then presented with a small number of photographs to look through.

      Of course, this system, as it exists at present, will only help to identify people whose photographs are already on police files. So now, experts have to work on the problem of getting accurate descriptions from witnesses. One thing they have discovered is that witnesses give better descriptions when they are encouraged to recall the scene of the crime. They do not need to go there; just imagining the scene works just as well.

Exercise A:

1. Computers can make it easier for the police find people they want to question.

2. A bad likeness can lead to the arrest of an innocent person.

3. A witness begins to forget the culprit's features after spending a long time looking through these

  photographs.

4. Experts have to work on the problem of getting accurate descriptions from witnesses.

5. Witnesses give better descriptions when they are encouraged to recall the scene of the crime.

Exercise B:


Identifying Criminals

I.  The Photofit system   

    A. Witnesses describe a suspect  

    B. Then a picture is built up, using five different sets of features.

      1. Hair.  

      2. Eyes    

      3. Nose.  

      4. Mouth.

      5. Chin.

C. Advantage   

  1. This system can be very useful in finding criminals.

    D. Disadvantage

       1. But only in one case out of twenty the method is accurate.  

2. Almost half the time Photofit pictures are misleading.

3. There are two reasons for misleading.

  i. Firstly, the picture may look nothing at all like the suspect 

  ii. Secondly, the likeness may be so general that it is not at all helpful.

     E. Witnesses' attitudes can influence their descriptions.

II.  Another way of identifying criminals

    A. Police records tens of thousands of photographs of people convicted of crimes.

    B. Witnesses look through these in the hope of recognisinv susnects.

III. FRAME (Face Retrieval and Matching Equipment)

A. A computer system combines the best features of both methods.

B. All the photographs on record are put on the computer file.

    C. The computer searches the file for photographs that fit the description.

    D. The witness is then presented with a small number of photographs to look through.

    E. Disadvantage

      1. The system will only hello to identify people whose photographs are already on police files.

      2. Descriptions from witnesses must be accurate.  


Section Two   Listening Comprehension

Part 1 Dialogues

Dialogue 1 I Don't Believe It

A:  No, I think it's a load of rubbish myself. I mean, some people believe anything, don't they? Well,  it doesn't make sense, does it? Things flying around in the sky, coming down from another planet and all that? No, I think when the scientists say it's happened and we can explain how it happened -- I mean, when we have some real proof, then I'll believe it.

B:  There could be some truth in it, but I tend to think it's just a tourist attraction. 1 can't explain the photographs. And then there are the photographs of "Bigfoot," the erm er, Abominable       Snowman* in the mountains of India. Well, that's the same sort of thing. I suppose it could be

    true, but it's the same with all these stories, you'd like to see it for yourself before you believe

    it.

C:  Oh, yes. They definitely exist. Yes, I believe that some people come back to haunt* us. 1 mean, we've all had strange feelings about people who are no longer with ns, or strange feelings about certain places. I think those feelings are a kind of ghost. We don't always see something, you know, in a long white dress going "whooo-ooo" in the middle of the night, but we can have strong feelings about the past. Some people have very strong feelings so they actually begin to see things, something moving, a shape, a light, I don't know. Scientific facts can't explain everything in this world, you know.

Exercise A:

1. Probably some photographs of mysterious shapes, footprints or that sort of things.

2. The first speaker.

Exercise B:

1. I only believe things when there is real proof or scientific explanation.

2. People sometimes just duplicate old mysterious stories in a new setting to attract tourists.

3. There de exist ghosts. When people have a very strong feeling about the past, they begin to see

  ghosts.

Dialogue 2 Unidentified Flying Objects

Interviewer:  Mr Burton, you say that you have seen a UFO. Is that right?

Mr Burton:   Yes, absolutely right. It happened just over a year ago.

Interviewer:  And where was this?

Mr Burton:   Near my home in Aldershot, in the south of England. I live near the big military base in Aldershot.

Interviewer:  What time of day was it?

Mr Burton:   It was about one o'clock in the morning. I was out fishing. The weather forecast said it was going to be a warm, clear night with no clouds, and that's perfect for fishing.

Interviewer:  And what happened?

Mr Burton:   Well, I saw a bright light coming towards me at about three hundred feet, and then it started to land. It was behind some trees, but I could see it clearly because there was a full moon. Then I saw two forms coming towards me, and when they were about five feet away, they just stopped and looked at me for a good ten or fifteen seconds.

Interviewer:  What did they look like?

Mr Burton:   They were quite small, about four feet tall, dressed in green suits from head to foot,

            and they had helmets of the same colour with a red visor*, so I couldn't see their                   faces. They both carried space guns.

Interviewer:  Did they speak to you?

Mr Burton:   Yes. The one on the right said "Come this way, please."

Interviewer:  Weren't you frightened? ... I mean, weren't you surprised that they spoke English?

Mr Burton:   They spoke in a funny accent. It sounded more like a machine talking than a person. No, I wasn't frightened. I don't know why. The one who spoke started to walk towards the light, and I followed him, with the other one behind me. We got to a wall and the first "form" just walked through it! I couldn't believe it! I had to climb over it, and then we got to the spaceship.

Interviewer:  What did that look like?

Mr Burton:   It was about forty-five feet across, and silver, very, very shiny, and there were round windows all round the side.

Interviewer:  Did you go inside?

Mr Burton:   Yes, I did. There were steps going up, and we went into an octagonal* room. I stood there for about ten minutes. The walls, the floor, and the ceiling were all black. I couldn't see any controls or instruments, but there was a central column going up from the floor to the ceiling, about four feel wide, right in the middle of the room.

Interviewer:  Were there any more of these "forms"?

Mr Burton:   No, just the two. Suddenly, one of them said "Stand under the red light." I couldn't

            see any red light, but then I moved to the right and I could see it up on the wall, just

            under the ceiling. I stood there for about five minutes, and then a voice said "What

            is your age?" I said "Seventy-four." Then they told me to turn around. After about

            five more minutes one of them said "You can go. You are too old and ill for our             purposes." So I left and went back, to the fiver.

Interviewer:  Did the spaceship take off?

Mr Burton:   Yes, I heard a very high-pitched noise, like a scream, and the thing took off straight

            into the sky and disappeared. I sat by the river and watched it go. This was about two o'clock.

Interviewer:  Then what did you do?

Mr Burton:  Next morning I went to the police, and in the afternoon someone from the Ministry of Defense came to my house to interview me. He told me to keep quiet about the whole thing, and tell absolutely no one. I thought this was very strange, but I did as he told me.

Interviewer:  Why have you decided to tell people about it now?

Mr Burton:   Because I want people to know what happened to me. I didn't use to believe in UFOs, but now I know they exist. I think governments are trying to hide something, but people have a right to know,

interviewer:  Thank you, Mr Burton, very much. A fascinating story

Exercise:


A UFO Report

Time: One o'clock in the morning

Place: Aldershot, in the south of England

Description:

A bright light was coming towards me at about three hundred feet. and it landed behind some  trees. Then I saw two forms coming towards me    

Life form:

They were quite small about four feet tall, dressed in green suits from head to foot, and they had helmets of the same colour with a red visor. They both carried space guns.

Spaceship:

It was about 45 feet across, and silver, very, very shiny, and there were round windows all round the side. There were steps going up. 

The interior of the spaceship is an octagonal room. The walls, the floor, and the ceiling were all black. There were no controls or instruments, but there was a central column going up from the floor to the ceiling, about four feet wide, right in the middle of the room.


Part2 Passages

Passage 1 The Loch Ness Monster

One of the strangest and most fascinating things about Scotland* is the Loch* Ness Monster, Some people believe in the monster's existence. Many do not! However, very important bodies of people do believe there is some truth in the famous monster story: experts from Britain's Royal Air Force*, scientists from the Boston Academy of Applied Science* and computer specialists from NASA (National Aeronautics and Space Administration, U.S.A.), to mention but a few!

Loch Ness is an enormous lake in Northern Scotland. It is about twenty-four miles long and one mile wide, and has an approximate depth of 1,000 feet, which makes it very difficult for anybody to find and examine the highly elusive* monster. In fact the first convincing reports of people seeing the monster date from only about six years before the beginning of the Second World War. Since then there have been other sightings, and photographs of the monster have been taken! Many of these photographs have later been recognised as fakes -- silly jokes played on an unsuspecting public! However, other photographs have amazed the most searching scientific minds. In fact, it seems certain that something (and probably several of them) does exist in the deep waters of Loch Ness. The most amazing photographs show a flipper* -- the flipper perhaps of a very large animal (twenty or thirty feet long, it is imagined).

      From these photos British specialist in animal life, Sir Peter Scott, who is also an artist, has

constructed this picture of what he believes the monster might look like.

      But where did the monster come from? Did it mysteriously climb out of a prehistoric world beneath the earth's crust*? Did it originally swim into the lake from the sea? Before the Ice Age, Loch Ness opened into the sea. Was the young monster's egg frozen into the ice of the Ice Age? And somehow did the monster come alive again when the ice went away? We just do not know! Can we ever find the answers to all the questions surrounding the legend* of the Loch Ness Monster, do you think?

Exercise A:

Loch Ness is an enormous lake in Northern Scotland. It is about twenty-four miles long and one mile wide, and has an approximate depth of 1,000 feet.

Exercise B:

1.C   *2. A     3. D    4. A     5. B     6. B     7. C     8. D

Exercise C:

l. One of the strangest and most fascinating things about Scotland is the Loch Ness Monster.

2. They are Britain's Royal Air Force, the Boston Academy of Applied Science and NASA.

3. Because the most amazing photographs show a flipper -- the flipper perhaps of a very large     animal (twenty or thirty feet long, it is imagined).

4. Because before the Ice Age, Loch Ness opened into the sea.

5. Sir Peter Scott is a British specialist in animal life and also an artist.

Part 3 News

News Item 1

     US secretary of State Hillary Clinton had said that the US is keen to broaden and deepen its ties with Asia. Speaking to the BBC ahead of an Asian tour, Mrs Clinton said North Korea’s nuclear plans, the economic crisis and climate change would top the agenda. Her week-long tour will take in Japan, China, South Korea and Indonesia. The stops reflect the diversity of ties the US has in this region. Going to Asia signals that the US is not just a transatlantic power but also a transpacific power. She also stressed that the US was keen to work more collaboratively with China. Mrs. Clinton said there were real opportunities to develop a good relationship with Beijing on issues such as climate change and clean energy. It is the first time in 60 years that a secretary of  state has made Asia the destination of a first trip in office.

A: This news item is about US intention to strengthen Asia ties.

B: 参照原文

News Item 2

      A new round of six-nation talks on North Korea's nuclear program will be held next week in Beijing.

      The talks involving China, Russia, Japan, the United States, and North and South Korea have been scheduled for June 23-26. Working group talks set for June 21-22 will lay the groundwork for discussions later in the week.

      Beijing has already hosted two rounds of the so-called six-party talks, but both have made little headway into resolving the standoff*.

      China hopes all sides will deepen their discussions based on previously reached agreements, including to resolve.the crisis peacefully through dialogue and reaching the final goal of a nuclear freed Korean Peninsula.

      The United States and its key Asian allies, South Korea and Japan, have been pushing Pyongyang to abandon its nuclear program since the extent of the program became known in  December 2002.

Exercise A:

This news item is about a new round of six-nation talks on North Korea's nuclear program.

Exercise B:

Directions: Listen to the news item and answer the following questions.

1. What kind of talks will be held next week in Beijing?

  A new round of six-nation talks on North Korea's nuclear program will be held next week in Beijing.

2. When have the talks been held?

They have been scheduled for June 23-26.

3. Which countries are involved?

The talks involve China. Russia. Japan the United States and North and South Korea,

4. Has much headway been made into resolving the standoff after two rounds of six-party talks?

No. little headway has been made into resolving the standoff.

5. What does China hope?

China hones all sides will deepen their discussions based on previously reached agreements, including to resolve the crisis peacefully through dialogue and reaching the final goal of a nuclearfreed Korean Peninsula.

News Item 3

    

Exercise A:

This news item is about the reworking of US foreign policy.

Exercise B:

1.F     2. T     3. T     4. T     5. F

Section Three Oral Work

     Mark Twain was thought by many knowledgeable observers to smoke the worst cigars in the world.

     "They bring their own cigars when they come to my house," he once remarked. "They betray an unmanly terror when I offer them a cigar; they tell lies and hurry away to meet engagements which they have not made when they are threatened with the hospitalities* of my box." Twain, felt unhappy, conducted an experiment.

     He invited twelve personal friends to supper one night. One of them was as notorious* for

costly and elegant cigars as Mark Twain was for cheap and devilish* ones.

     Before that day Mark Twain called at his house and when no one was looking borrowed a

handful of his cigars which cost him forty cents apiece and bore red-and-gold labels in sign of their nobility.

     Then Mark Twain removed the labels and put the cigars into a box with his favorite brand on it.

     They took these cigars when offered at the end of the supper, and lit them and struggled with them -- in dreary* silence. Then they made excuses and filed out, treading* on one another's heels with indecent eagerness; and in the morning when Mark Twain went out to observe results the cigars lay all between the front door and the gate.

All except one -- that one lay in the plate of the man who could stand only one or two whiffs*. He told Mark Twain afterward that someday Twain would get shot for giving people that kind of cigar to smoke.

Section Four   Supplementary Exercises

"MegaSkills' for Children

    MegaSkills is a program used in schools across the United States. This program trains adults to help children develop the skills needed for what educators call lifelong learning. MegaSkills is based on the idea that parents and teachers can help children gain skills through normal, daily activities.

      Dorothy Rich created the program. She heads a nonprofit organization in Washington, DC,

called the Home and School Institute.

      Mizz Rich identified eleven major skills that children need to succeed in life. She based them on information she gathered from educators and employers. She describes them as "inner engines of learning" for school and work.

      These MegaSkills include feeling able to do what is needed, and wanting to do it. Being willing to work hard and doing what is right are other MegaSkills. So are completing what you start, showing concern far others, and using good judgment. Dorothy Rich says children also need to learn how to solve problems, and how to work with a goal in mind.

      MegaSkills Education Online offers suggestions for activities to build these skills. For example, there are ideas about how parents can help children get organized in school. Parents can begin by helping a child plan a school project, like a science project.

      A parent can suggest that the child think about all the supplies needed for the project. What

special supplies might the child need? The child can write down each step required for the project,

then number the steps to help follow them.

      Other ideas offer ways to help younger children plan their time. MegaSkills Education Online suggests that parents and children list activities for a day when there is no school. For example, the family might plan to wake up at eight o'clock and eat breakfast by nine.

      As the day progresses, children can write down the time they start each activity on the list. At the end of the day, the family can see how close they came to following their plan.

MegaSkills says this exercise is one way to reduce the time spent watching television. It can also increase the time children spend on schoolwork. 

There are other free suggestions and activities at the MegaSkills website.

Exercise A:


"MegaSkills" for Children

I. Definition of the word "MegaSkills"

MegaSkills is a program that trains adults to help children develop the skills through normal   daily activities.

II. Creator of MegaSkills

MegaSkills is created by Dorothy Rich who runs a nonprofit organization in Washington, DC, called the Home and School Institute.

III. Services offered by MegaSkills Education Online

1. It offers suggestions for activities to develop the skills that are needed for school and         work.

2. It offers ways to help younger children plan their time.

IV. Advantages of the time planning activity

1. The activity can reduce the time spent watching television.

2. It can also increase the time children spend on schoolwork.



Exercise B:

1. Feeling able to do what is needed, and wanting to do it;

2. Being willing to work hard and doing what is right;

3. Completing what you start;

4. Showing concern for others;

5. Using good judgment;

6. Learning how to solve problems;

7. Learning how to work with a goal in mind.

Exercise C:

Your opinion

Directions: Listen to the passage again and give your opinion on the following topics.

"MegaSkills says this exercise is one way to reduce the time spent watching television."

1. Why do children spend more time watching television than doing homework?

2. What negative impact does TV have on children?

  1. What activities can distract children from their TV program?



passage 2 Fossil

Passage 2 Fossil

     Fossil*, remains or traces of prehistoric plants and animals, buried and preserved in sedimentary* rock, or trapped in organic matter. Fossils representing most living groups have been discovered, as well as many fossils representing groups that are now extinct. Fossils range in age from 3.5-billion-year-old traces of microscopic cyanbacteria* (blue-green algae) to 10,000-year-old remains of animals preserved during the last Ice Age.

      Fossils are most commonly found in limestone, sandstone, and shale (sedimentary rock). Remains of organisms can also be found trapped in natural asphalt, amber, and ice. The hard, indigestible skeletons and shells of animals and the woody material of plants are usually preserved best. Fossils of organisms made of soft tissue that decays readily are more rare. Paleontologists* (scientists who study prehistoric life) use fossils to learn how life has changed and evolved throughout earth's history.

      Many factors can influence how fossils are preserved. Remains of an organism may be replaced by minerals, dissolved by an acidic solution to leave only their impression, or simply reduced to a more stable form. The fossilization of an organism depends on the chemistry of the environment and on the biochemical makeup of the organism. As a result, not all organisms in a community will be preserved.

      Plants are most commonly fossilized through carbonization. In this process, the mobile oils in the plant's organic matter are leached out* and the remaining matter is reduced to a carbon film.

Plants have an inner structure of rigid organic walls that may be preserved in this manner, revealing the framework of the original cells. Animal soft tissue has a less rigid cellular structure and is rarely preserved through carbonization. Although paleontologists have found the carbonized skin of some ichthyosaurs*, marine reptiles from the Mesozoic* Era (240 to 65 million years before present), the microscopic structure of the skin was not preserved.

      Different types of fossils are found in different geological formations, depending on the prehistoric environment represented and the age of the rock. Older rocks are found on low, eroded continents near the edges of large oceans. Younger rocks are found more' commonly where there is active mountain building and volcanic activity. Old fossils are most commonly found where an old mountain range has eroded, such as in eastern North America and northern Europe, or where two old continents have collided, such as in Russia. Younger fossils are found at the ocean side of young mountains where an ocean plate is colliding with a continental plate, such as in western North and South America and in New Zealand.

Exercise A:

Plants are most commonly fossilized through carbonization. In this process, the mobile oils in the

plant's organic matter are leached out and the remaining matter is reduced to a carbon film.

Exercise B:

1.A     2. B     3.C    4. B     5. D    6. A     7. C     8. D

Exercise C:

1. Fossil, remains or traces of prehistoric plants and animals, buried and preserved in sedimentary

  rock, or trapped in organic matter.

2. Paleontologists use fossils to learn how life has changed and evolved throughout earth's     history.

3. The remains of an organism may be replaced by minerals or dissolved by an acidic solution.

4. Old fossils are most commonly found where an old mountain range had eroded, such as in     eastern North America and northern Europe, or where two old continents have collided, such as     in Russia.

5. Younger fossils are found at the ocean side of young mountains where an ocean plate is colliding with a continental plate, such as in western North and South America and in New Zealand.


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