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
2
3 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?
-
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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