新编大学英语听说第一册听力原文

Unit One Personal Relationships(1)

Part One Viewing, Understanding, and Speaking

Video Script

Julia: Oh, my God! Hi, guys. How are you? Sorry to keep you waiting for long. How's life? You're OK? Here we go.

Mike: I really do. It seems to work that way.

Julia: Thanks.

Mike: So how are you?

Julia: I'm fine. How are you?

Mike: Good. Good.

Julia: So what were you guys talking about?

Carlos: We were just talking about the ideal roommate.

Julia: Oh.

Jane: Julia, you have three roommates.

Julia: Oh, yeah.

Jane: What do you think makes an ideal roommate?

Julia: Hmm. Well, I want my roommate to be a neat person, as I want everything to be in order. I don't like to see our rooms in a mess.

Mike: You want a neat person. I'd like my roommate to be very thoughtful. This is important because p eople who live together need to help each other. For example, if I were sick and it was my turn to clea n the living room, my roommate would do it for me. And I would not hesitate to ask him to do a favor for me. In fact, I'm lucky. I've a roommate like that right now.

Carlos: So you mean you like a helpful roommate, and he can always give you a hand when you are in trouble. If you ask me, I would like someone who is interesting.

Jane: You mean who shares your interests?

Carlos: Not only that. I mean he is really intelligent and interested in learning new things. He has differe nt experiences from me and can share ideas with me. This roommate and I, we would immediately tell e ach other everything, and in this way become closer. It's a natural closeness, not something we have to w ork on. So just give me somebody really intelligent, and we can work together.

Julia: So you are actually looking for a friend, not a roommate. A roommate doesn't have to be your bes t friend. If you have such high expectations of him, you might be disappointed. A roommate is different from a friend. If you want to look for a friend, he doesn't have to be your roommate.

Jane: So far, no one has mentioned honesty and I think that honesty is really important. Do you all agre e with me on this?

Julia: Oh, yeah.

Mike: Yes, I agree with you. You have to live with your roommate for a long time. If you don't trust hi m, how could you be happy? But if my roommate is honest, then I would want him for my friend. Now, personally, I am unwilling to live with a quiet person. I mean a person who is silent and has nothing in teresting to share with me. Such a person would make me feel unhappy.

Julia: Then how about a good sense of humor? Do you think it is important?

Carlos: Yes, I think it's important. Wouldn't it be wonderful to live with someone who sees the humor in everything? You'd have so much fun together, and you'd never be bored.

Mike: I agree with you, but it's impossible for a roommate to be perfect. I would hate for my roommate to want me to be perfect. Won't you? We should never demand too much of our roommates. Or we'll r uin our relationship, and we need to remember that.

Julia: OK, let's be realistic and try to appreciate what we have now.

Part Two Listening,Understanding, and Speaking

Listening I

M= man W= woman

M: Hello, 776-2235.

W: Oh, good evening. It's Mrs. Richards here. I'm phoning from Number 65 next door.

M: Yes?

W: Well, I've been trying to sleep since eleven o'clock, but I'm afraid the noise from your house is so lo ud that it's quite impossible for me to do so.

M: Oh, sorry.

W: Would you mind asking your friends to be a little quieter and turn the music down? I'm sorry but i t's absolutely deafening.

M: Sorry. Yes, I will.

W: Thank you.

Listening II

One cold evening during the holiday season, a little boy about six or seven was standing out in front of a store window. The little child had no shoes and his clothes were old and torn. A young woman passin g by saw the little boy and could read the longing in his pale blue eyes. She took the child by the hand and led him into the store. There she bought him some new shoes and warm clothes.

They came back outside into the street and the woman said to the child, "Now you can go home and ha ve a very happy holiday."

The little boy looked up at her and asked,"Are you God, ma'am?"

She smiled down at him and replied,"No, son, I'm just one of his children."

The little boy then said, "I knew you had to be a relative of God."

Listening III

"Are you going to 181st Street?" asked an old woman.

The younger woman leaving the supermarket was in a hurry,but she stopped and turned to look. She s aw an old lady with a small bag of groceries at her feet. She was breathing hard.

"If you're going toward 181st Street, could you carry my bag for me?"

ked very tired, she said, "Of course."

The old woman took hold of the younger woman's arm and they walked together slowly and talked. They were neighbors but they didn't know each other. The old woman lived alone and the younger woman liv ed with her family. They talked about the difficulty of living in a big city: the younger woman talked ab out the cost of food and the problems of raising children, the older about loneliness.

They finally reached the old woman's apartment house. She seemed reluctant to go in. She reached into h er purse. "Let me give you a dollar for your trouble," she said.

"Oh, no. It was no trouble."

"Well, we're neighbors," the old woman said. "We'll see each other again."

"I hope so."

The old woman took her bag and started to go in. Then she turned and said sadly, "But then, perhaps w e'll never see each other again."

Unit One Personal Relationships(2)

Part Three More Listening

Practice One

Jane: Laurie, it seems incredible that you've been with Pete for five years.

Laurie: Can you believe it?

Jane: Yes, it's hard to believe. Well, I remember you used to say that you would do anything for him, a bsolutely anything, now do you still think so?

Laurie: I remember. People always say things like that when they fall in love, Jane.

Jane: Exactly, but I'm asking you now, after five years, would you do anything for him?

Laurie: No, not anything. Obviously, there are things I wouldn't do, just the other night, I said "forget it ". But what do you have in mind? Give me an example.

Jane: OK, right, now let's think. Now, if um... OK, say he was wanted by the police, would you lie to protect him?

Laurie: Ooh, it'd depend on the crime I think. If it was a traffic ticket, probably. But no, ooh. Yes, I p robably would actually even if it was a serious one—isn't that terrible? I just realized that about myself. Yes, I probably would, unless, of course, he did something to me.

Practice Two

Jane: Right. OK, we'll leave that one, Laurie. What about your career? Would you give up your career? If Pete wanted you to give up your job, would you do that?

Laurie: No, Jane, why could he possibly want me to give it up?

Jane: Well, I don't know, say if he was feeling threatened by your success or something like that. Laurie: No, absolutely not.

Jane: But he might be, what if he really wanted you to give up your career? Would you?

Laurie: Of course not. Not for that reason, no. Because that would break us up eventually because of the resentment. I wouldn't ask him to give up his career, unless he changed careers and I don't know, say if he became a hit man or something.

Jane: What about if he, say if he found a new religion or something, that he was completely obsessed w ith it and he wanted you to convert to that religion, would you do that for him?

Laurie: He's a good Catholic boy, so I somehow can't see that happening. You mean like some cult or s omething? That I think would be the beginning of the end. If someone's so obsessive about religion, I thi nk, then there's only room for that.

Jane: But if you loved him? And that was part of him.

Laurie: I'd let him go to his God.

Practice Three

Ed: Hey Rocky! You've been holding this wall up all night. Get out and dance with someone like that gi rl over there.

Rocky: No way, Ed!

Ed: Oh come on man! What kind of woman do you like?

Rocky: I want a woman that fulfills my every need, and that girl is not the right type.

Ed: Hey. Where have you been? Times are changing, and you're never going to find a woman that will s hine your shoes and fill your beer mug all the time. Wake up!

Rocky: Oh really? I met a lot of women like that, just not at this party. Oh, I prefer women that stay h ome, cook, clean, and watch the kids.

Ed: Okay, but where do you fit into this wonder plan? I mean what are your household responsibilities o nce you get home from work?

Rocky: Hmm. Eat, watch TV, and throw out the trash.

Ed: Wait, wait, wait. I can't believe I'm hearing this. You're never going to get married. I recently read a news report that said that 40 percent of women don't think their husbands do their share around the hou se, and you seem to fit into that mold.

Rocky: That's interesting, but that doesn't change my point of view.

Ed: That's your problem. Well, I like women who are open-minded and have something interesting to say. Hey, and if I stick with you here, this is going to be a long, lonely night.

Practice Four

Norma: You know, Brian, it doesn't look like you've vacuumed the living room or cleaned the bathroom.

Brian: No, I haven't. Ugh. I had the worst day. I am so tired. Look, I promise I'll do it this weekend. Norma: Listen, I know the feeling. I'm tired, too. But I came home and I did my share of the housewor k. I mean, that's the agreement, right?

Brian: All right. We agreed. I'll do it in a minute.

both work, we both live in the house, we agreed that housework is... is both of our responsibility, I don' t like to have to keep reminding you about it. It makes me feel like an old nag or something.

Brian: Sometimes you are an old nag.

Norma: Oh, great!

Brian: No, it's just that I don't notice when things get dirty like you do. Look, all you have to do is tell me, and I'll do it.

Norma: No, I don't want to be put in that position. I mean, you can see dirt as well as I can. Otherwis e—I mean, that puts all the responsibility on me.

Brian: It's just that cleanliness is not a high priority with me. There are other things I would much rathe r do. Besides, the living room floor does not look that dirty.

Norma: Brian.

Brian: Okay, a couple crumbs.

Part Four Testing Yourself

Section I

Jane: What kind of man would you like to marry, Sally?

Sally: I suppose I'd have to take two things into consideration:his personality and his background. Jane: What would you look for?

Sally: Well, he'd have to be intelligent—I can't stand stupid people. He'd have to be hard-working, reliab le, and down to earth(practical). I couldn't get along with someone who wasn't practical.

Jane: I like a man with a good sense of humor.

Sally: Oh, I do, too. He'd have to be good-natured.I have a terrible temper myself, and I don't think a marriage can work if both people are the same.

Jane: What did you mean when you said that background was important?

Sally: As far as I'm concerned, people who've been brought up in different environments think differen tly. They usually just can't understand each other well enough to get married.

Jane: Do you think that good looks are important?

Sally: In my opinion, that matters the least, though of course I couldn't marry an ugly man.

Section II

A few months ago, I moved into a very small flat after living for years with my parents.It is the first time I have ever had a place of my own and I am very fond of it, despite the lack of space. I ha d been there only for a few days when a friend phoned and begged me to let him stay for a while. He explained he had lost his job recently but was sure he would find another one very soon. Since I th ought it would be only for a short time, I agreed.

More than a month has gone by and my friend shows no sign of moving out. There are only two small rooms in the flat, plus the small bathroom and tiny kitchen. He has more or less taken over the front roo m. I don't like sharing the bathroom, either. In fact, I just don't like other people living in my flat!

A few days ago, I decided that it was enough and that he would have to leave. I intended to tell him th at I wanted the place to myself again, but he persuaded me to let him stay longer. He still hasn't found a job and can't afford to rent a place of his own. And there just doesn't seem to be anyone else he can stay with.

Of course, I'd like to help him. He is, after all, a friend! But there are limits, even to friendship. I don't know what I'll do if he is here much longer.

Section III

Ralph: Well, my parents are not going to be able to look after themselves, I'm afraid. So I have to deci de what I'm going to do with them.

George: How old are they now, Ralph?

Ralph: They're approaching their seventies.

Gopal: Would you not have them living with you? Do you think you would want that?

Ralph: Absolutely not.

George: You wouldn't?

Ralph: Well, I'd rather not, no. I know that sounds selfish.

Gopal: That's interesting because in India, a lot of the grandparents live with their children and they play an important role in the home. They're not just there...

Ralph: ... But is that because they've always been in the home, Gopal?

Gopal: They have, true.

Ralph: That's the difference. To me it would be very unnatural to suddenly have them back and in my world.

George: Would you think of putting them in a retirement home?

Ralph: Um, yeah, that would be what I'd like to do.

George: Is that unthinkable to you, Gopal?

Gopal: Well, it's interesting because my parents are very independent. But I would feel happier if they ca me to me, then you know because my husband isn't Indian, it would be quite unusual. How about you, George?

George: I'm just like Ralph. I'm a long way from my parents; the idea of them living with me does see m pretty weird. But the terrible thing about retirement homes is that they're full of old people and if I w ere an old person, I would hate to be surrounded just by old people.

Ralph: I think the best alternative idea is to have a "granny flat", that is, to have a house next door. Gopal: Next door but separate enough to live in your own little space...

Unit Two Remembering and Forgetting

Part One Viewing, Understanding, and Speaking

Video Script

Jason: Yes, Mom?

Helen: Didn't you have something you had to do tonight?

Jason: Hmm, I can't think of anything.

Helen: You told me you had an article to turn in tomorrow. Did you finish it?

Jason: Oh, yeah, I was supposed to write an article for the high-school paper.

Helen: You'd better get to work on it right now. It's 8 o'clock.

Jason: I can't think of anything to write about.

Helen: Can't you write an article about how you feel about graduation?

Jason: That's a good idea. I'll go and work on it. Hmm, by the way, how did you feel about graduating from high school?

Helen: Me? A little scared and excited, too.

Jason: I feel the same way. I'm scared of leaving home and going to college.

Helen: Don't worry about that. Leaving home is part of growing up. Besides, you'd better get to work on your article.

Jason: OK.

(About one and a half hours later.)

Jason: Mom, where is the typing paper? I can't find any.

Helen: It's in Dad's study. I'll go and get some for you.

(Michael is in the study. He is working on his computer when Helen knocks on his door.)

Michael: Who is it?

Helen: Helen.

Michael: Come on in, honey.

Helen: Jason needs some typing paper. He's writing an article. (Helen takes out some typing paper from t he printer.) How was your work going?

Michael: I'm still preparing tomorrow's presentation. What time is it, Helen?

Helen: (She looks at her watch.) It's about 9: 30. Well, don't work too late.

(The next morning, Michael and Jason are getting ready to leave for the company and school.) Michael: Helen, where is my new grey coat? I can't find it anywhere.

Helen: It's in the closet.

Jason: Mom, where is my mathematics textbook? I left it on the desk several days ago and it's gone. Helen: I put it in the second drawer of your desk.

Michael: Honey, where is my briefcase? I put all my presentation papers in it.

Helen: It's beside your desk on the right side. All your papers are in it from last night.

Michael:(He finishes dressing and starts to leave.) You know something, honey? I can always count on y ou. You always know where everything is.

Helen: That's why everyone says I'm Mrs. Perfect Memory. Hurry up, or you'll be late. Ah, don't forget your briefcase, Michael.

Michael: Bye-bye.

Helen:Bye.

(When Michael comes home, Helen is busy preparing dinner in the kitchen. Helen finds that Michael is i n a bad mood, so she goes to the living room and sits beside Michael.)

Helen: Hi, honey, what's the matter, Michael? You look depressed.

Michael: Mr. Smith decided not to put the new product on the market yet. A whole month's work turned out to be useless for now.

Helen: Don't worry too much, Michael. Everything will be just fine. At least you can take some time off now. You've been working too hard lately.

Michael: Maybe later on, but I'd like to go over that presentation again.

Helen: Why don't you come and see what I'm fixing for you for dinner? I think you'll like it.

(Helen walks into the kitchen.)

Helen: Oh, my goodness. I forgot to turn the oven on. Now we can't have that famous pumpkin pie beca use it would take too long to bake now.

Michael: (He smiles.) Well, imagine that. Mrs. Perfect Memory finally made a mistake and forgot to turn on the oven.

Part Two Listening,Understanding, and Speaking

Listening I

A math professor was very absent-minded. When he moved from Cambridge to Newton, his wife, kn owing that he would forget that they had moved and where they had moved to, wrote down the new add ress on a piece of paper and gave it to him.

During the day, the professor had an idea in solving a math problem. He reached in his pocket, foun d the piece of paper and started to write on it. Then he thought it over and realized that there was a mi stake in his idea. So he threw the piece of paper away.

At the end of the day he went home (to the old address in Cambridge, of course). When he got the re, he realized that they had moved. However, he had no idea where they had moved to, and the piece o f paper with the address was long gone.

Fortunately, there was a young girl on the street. He went to her and asked, "Excuse me, perhaps yo u know me. I lived in this house until this morning, and we've just moved. Would you know where we'v e moved to?"

The young girl replied, "Yes, Daddy, Mommy thought you would forget, so I came to meet you." Listening II

The Absent-Minded Me

I will tell you a story of what happened to me

When my father once lent me his car.

Of all the foolish things that I've ever done,

This was the most foolish, by far.

We arrived at the school, my brother and I,

I was feeling quite lucky as I started

To go to my classes that day.

But at some point in time,

For some reason I completely forgot

That the car I had driven to school

Was still parked in the lot.

When at last the long school day was over

I walked out the back with a shout,

And continued, while talking with my good friend,

To walk home on my usual route.

I entered the house and asked, "Dad, where's your car?

I have a meeting I don't want to miss."

I realized right then from the look on his face

That he didn't think I'd say this.

I noticed a smile in his eyes

And he laughed in a humorous way.

He simply replied,

"You drove it to school just today."

The next sound I heard was uncontrolled laughter

Which had to be coming from Mother.

She managed to say in her usual way,

"We'd better go bring home your brother."

Part Three More Listening

Practice One

For an anniversary gift, my friend Nathan decided to give his parents a specially monogrammed quilt that said "The Wood Family—established ? ? /? ? /? ?" Unfortunately, he couldn't remember his parents' wedding date, so he dialed their home, and his father answered.

"Hi, Dad," Nathan said. "I need to know the date when you and Mom were married."

For the next several moments, the line was silent. Finally, Nathan heard his father's voice once again. "Carol, " he called out to his wife, "it's for you."

Practice Two

A large dog walks into a butcher's shop, carrying a purse in its mouth. He puts the purse down and sits in front of the meat case. "What is it, boy?" the butcher jokingly asks. "Want to buy some meat?"

"Woof!" barks the dog.

"Hmm," says the butcher. "What kind? Liver, bacon, steak..."

"Woof!" interrupts the dog.

"And how much steak? Half a pound, one pound, ..."

"Woof!" signals the dog. The amazed butcher wraps up the meat and finds the money in the dog's pu rse. As the dog leaves, he decides to follow. The dog enters an apartment house, climbs to the third floor and begins scratching at a door. With that, the door opens and an angry woman starts shouting at the d og.

"Stop!" yells the butcher. "He's the most intelligent animal I've ever seen!"

"Intelligent?" counters the woman. "This is the third time this week he's forgotten his key."

Practice Three

Memory seems to be a growing problem in my family. My wife has trouble remembering a number of things, including where she left her keys, whether she paid her credit card bill, when she visited her d entist last, and why she married me.

I have trouble remembering things, too, including appointments, anniversaries, and birthdays. My mem ory got me in big trouble last year: I couldn't remember the exact date of my wife's birthday. She was re ally upset, giving me no credit whatsoever for remembering the exact month.

I also have trouble remembering people's names. They introduce themselves to me and two seconds lat er I have no idea what to call them. "Hey you!" doesn't seem to please anyone, not even my sister.

If everybody worked on their memory, the world would have fewer problems. For example, the divorc e rate—growing faster than my bald spot—would decrease. A married man who's tempted to have an affai r would be able to remember what the ring on his finger means. And he might also remember his weddi ng vows.

Of course, having great memory has its disadvantages. When others hurt us, we would perhaps forgive, but we couldn't possibly forget.

At family reunions, we'd be bored too soon, after recalling every last detail of Uncle Mike's adventure in the Amazon, which he has told us only 189 times.

Great memory would also ruin our enjoyment of prime time TV, because half the shows are reruns. F orgetting the plot is crucial.

Practice Four

Every time I smell roses I can see myself again in the garden of that large house in Cornwall. The y ear is 1971, the month is March and the sun is shining. And when I smell a certain type of suntan oil, I am back again in the Greek islands. Or it is the smell of lavender that reminds me of my grandmother.

Smell is one of the senses that is most likely to produce pleasant memories, but it is the most diffic ult to recall. This is because only a small area of the brain is used in smell. Most people, however, can recognize at least 4,000 different smells, and women usually have a better sense of smell than men.

Our ideas of what smells are pleasant or unpleasant is something that we learn at about the age of th ree or four. It is not something we are born with. We learn what smells good and what doesn't. And we know what smells mean danger, for example, the smell of burning.

Flowers are one thing, but what about the smell of people? Each human being has a unique odor. A one-month old baby can recognize its mother by smell. In many parts of the world people greet each ot

they meet one another. In modern times we use soap and perfume to replace our natural odor.

Part Four Testing Yourself

Section I

Mr. Jones hadn't called his doctor for several years. Now it was two o'clock in the morning, and his wife had a bad stomachache that he was sure was appendicitis. The doctor said, "Relax. It couldn't possib ly be appendicitis. She probably has something wrong with her stomach. I took out your wife's appendix ten years ago, and in all of medical history, I've never heard of anyone having a second appendix." "That may be true," Mr. Jones said, "but haven't you ever heard of anyone having a second wife?"

Section II

One cold day in the middle of winter, Mr. and Mrs. Ross decided to fly to Florida for a vacation.

Mrs. Ross packed their summer clothes very carefully the night before they left home, and the next m orning they got up early and drove to the airport.

While they were waiting at the check-in counter, Mr. Ross began to question his wife about the things she had packed.

"Did you remember my red bathing suit?" he asked.

"Of course", she answered.

"You didn't forget our sports shoes, did you?" he asked.

"Of course not," she replied. Suddenly there was a long silence.

"Murray, what's wrong?" said Mrs. Ross. "You look worried."

"I'll bet you didn't bring the piano," he replied.

"The piano?" she said. "Why on earth would I bring the piano?"

"Because," he said quickly, "I left our plane tickets on top of it."

Section III

One day, Carol Evans was walking along the street when she bumped into another woman. She look ed at the woman very carefully. Then she said, "Kate Foster! Well, well, well, I haven't seen you for ten years."

She looked the woman up and down. "But you've changed, Kate," she went on. "You used to be fat, but now you're slim." She smiled at her, "But you look well and it's good to see you again." She took t he woman's hand and shook it. "But, oh, you have changed," she said. "I've never known anyone to chan ge so much. You used to have thick hair but now it's very thin. You didn't used to wear glasses but now you're wearing really thick ones." She smiled at the woman again. "But you're still the same Kate Foster I used to have coffee with every week. We had some good times, didn't we, Kate?"

"Excuse me, ma'am," the woman said, "but my name isn't Kate Foster."

Carol thought for a minute, and then she said, "So you've changed your name as well, haven't you?"

Unit Three More Than Words

Part One Viewing, Understanding, and Speaking

Video Script

B (boy): You know, it's too bad that except for you guys I hardly have any friends on campus. I'll proba bly never get married. Girls don't even talk to me.

C (boy) : You expect girls to talk to you? Why don't YOU speak first?

A (girl) : I think we all lack communication skills, even though we know they're important. If we can't c ommunicate with each other, it will be hard for us to make new friends. It will be also hard for us to m ake ourselves clear to others when we finally have a new job some day.

B: You're right. But what do you think we should do to improve our communication skills?

A: First we should be positive speakers.

C: What do you mean by "positive speakers"?

A: I mean we should think and speak positively. For instance, we should always take the initiative to tal k to others instead of waiting for others to talk to us. We can talk about current events, our daily life, o r the WEATHER!

B: Yeah, that's right. Maybe I should start talking about weather first thing in the morning! (Others laugh. )

A: We should listen attentively. Being good listeners also shows we are interested in what others have to say, and careful listeners tend to be better talkers.

C: You're right, but humor keeps our conversations interesting. Humor can keep a serious topic from beco ming boring. And, have you ever noticed that a humorous person will often be the center of attention?

D (girl) : Sure! And in addition to what all of you have said, I'd like to say that it's important to read more, experience more, and so you will have something to talk about.

E (boy) : Yes. But so far you've been talking about verbal language, while I think nonverbal language pl ays an important role in communication. For example, people use gestures instead of simply talking on m any occasions, especially when talking with good friends. A nod of the head, a smile, a very small chang e of facial expression can communicate a lot. What's more, when talking to someone, it's important to ha ve occasional eye contact with the person you are talking to. Sometimes, it can be really annoying if the person you're talking to looks down at the watch or looks elsewhere. I suppose it's an indication that yo u are boring them.

D: Yes. When it comes to nonverbal behavior, er... I think we have to consider cultural differences. In or der to communicate comfortably with foreigners, we should keep in mind that gestures don't mean the sa me thing in all cultures.

C: Can you give an example?

D: Yes. For us, nodding the head up and down means "Yes", shaking the head back and forth means "N o". But in Bulgaria, the custom is just the opposite. They nod the head up and down to mean "No", and shake it back and forth to indicate "Yes".

B: That certainly is different! If I ever have the chance to talk with a Bulgarian, I'll be glad to know tha

A: Yes, learning a foreign language involves a lot more than just its words and grammar. It is also neces sary to learn the culture. You know, I read that when people of Maori tribes meet each other, they will r ub their noses. It's the same as when we say hello. Isn't that interesting?

Others: Yes.

D: Shall we rub our noses next time we meet? (Others laugh. )

C: To communicate well, we have to be open and willing to talk to people, even when we don't really k now them. I remember when I was a little kid, I was very shy. I didn't dare talk to people, especially str angers. I think it was because I was brought up in a small town. But after I entered college, things bega n to change for the better. Talking has become a lot easier for me.

A: I cannot imagine you were shy! It seems to us you never stop talking!

(All laugh. )

Part Two Listening, Understanding, and Speaking

Listening I

One day, two travelers were discussing the difficulties they had had while traveling in foreign countri es.

A young woman from France told a story of the difficulty she had had when she was traveling in th e United States.

"I was eating in a restaurant," she said, "and I wanted to order some mushrooms. I was unable to m ake myself understood, so I asked for a pencil and paper and I carefully drew a picture of a mushroom."

"That sounds like a good idea," the other traveler said.

"I thought so, too," she continued, "but my drawing was not too good, because the waiter returned in about ten minutes, not with an order of mushrooms, but with a large umbrella!"

They both laughed. The young German man then told his story of a trip in Spain. He was, he said, unable to speak a word of Spanish.

"One day, while eating in a restaurant in a small village, I was having difficulty explaining to the w aiter that I wanted a glass of milk. Finally, I drew a picture of a cow on the back of the menu, and I made gestures showing how to get milk from a cow."

"What happened next?" the woman asked.

"The waiter still seemed puzzled. He looked at the picture for a very long time. Finally, he left and was gone for almost half an hour. When he returned at last, he handed me a ticket for a bullfight." Listening II

As a famous writer, Mark Twain was also famous in his day as a lecturer and teller of funny stories. He often went from town to town giving lectures that included many funny stories.

One day, he was walking down the street of a small town where he was going to give a lecture that evening. A young man came up to him and said, "Mr. Twain, I'd like to talk to you for a minute, please.

I have an uncle that I love very much. The problem is he never laughs or smiles. Is there anything you can suggest?"

"Don't worry. Bring your uncle to my lecture this evening, young man. I promise that he'll laugh and smile."

That evening the young man and his uncle sat in the first row, allowing Mark Twain to speak directly to them. He told some rather funny stories, but the old man never even smiled. Then he told the funnie st stories he knew, but the old man's face still remained blank. Mark Twain finished the lecture almost ex hausted.

Later Mark Twain was telling a friend about the experience.

"Oh!" said the friend. "You could have saved yourself the trouble. I know that old man. He has been deaf for years."

Listening III

More than Words

Saying I love you is not the words I want to hear from you.

It's not that I want you not to say, but if you only knew

How easy it would be to show me how you feel.

More than words is all you have to do to make it real.

Then you wouldn't have to say that you love me

'Cause I'd already know.

What would you do if my heart was torn in two?

More than words to show you feel that your love for me is real.

What would you say if I took those words away?

Then you couldn't make things new just by saying I love you.

Now I've tried to talk to you and make you understand

All you have to do is close your eyes and just reach out your hands and touch me

Hold me close don't ever let me go.

More than words is all I ever needed you to show.

Then you wouldn't have to say that you love me

'Cause I'd already know.

(Repeat the part marked with "*".)

Part Three More Listening

Practice One

For almost an hour, a customer tried on one swimsuit after another in our shop. As her saleslady, I w asn't of much help because she wouldn't open the dressing room (试衣室) door. However, she wouldn't op en it to let her husband or daughter see the various suits either. Annoyed, the daughter demanded she be allowed in the dressing room. The mother finally gave in.

"But not just yet," she cried out. "I'm in my birthday suit."

Practice Two

The lady who was in the bed opposite from where I was, who was a Nigerian lady whose English w asn't good enough, said to me, "How old is your son?" And I said, "He is seven." "Your other son," she said. I said, "He's seven." "No, your other son. Your big son." And it came in a blinding flash that she was talking about Mike. So I said, "That's not my son, that's my husband." Instead of retiring into a cor ner, licking her wounds, thinking, "Oh God, I've said the most awful thing." she went on with the subject by saying, "I said to my husband, it was strange. I haven't seen a son being so full of love for his mot her as that son is!" But she'd really just got me and, you know, now I can laugh. It's a joke and it's a n ice dinner-party story, in a way. But at the time I was completely destroyed.

Practice Three

People usually like to mark their space. Are you sitting now in your home or in a library or on a be ach or a train? Have you marked the space around yourself as yours? If you are on the beach you may have spread your towels around you; on the train you may have put your coat or small bag on the seat beside you; in a library you may have spread your books around you. If you share a flat you may have one corner or chair which is your own.

Once I was traveling on a train to London. I was in a section for four people and there was a table between us. The man across from me had his briefcase on the table. There was no space on my side of the table at all. I was annoyed. I thought he thought he owned the whole table. I had been reading a bo ok about nonverbal communication so I took various papers out of my bag and put them on his case! W hen I did this he stiffened and his eyes nearly popped out of his head. I had invaded his space! A few minutes later I took my papers off his case in order to read them. He immediately moved his case to his side of the table.

Practice Four

In interpersonal communication, people in almost every culture recognize four different distances: intim ate, personal, social, and public. Intimate distance occurs in a very close relationship such as between a mother and a child. Personal distance lets good friends talk closely but comfortably. Social distance is use d at parties or other gatherings. Public distance concerns more formal situations such as between a teacher and a student.

These four types of distance exist in all countries, but the amount of distance usually depends on the culture. At a party, for example, a Canadian may sit several feet away from you, while an Arab may sit very near to you. Your awareness of the other culture's use of distance can often help you communicate better with its people.

Part Four Testing Yourself

Section I

There was a long line of "souls" before the gate of "Heaven" and "Hell". Waiting in line beside each other were two residents of New York City, a taxi driver and a priest, and they started chatting to kill th e time. Finally, it was the taxi driver's turn to be judged; after talking with "God" for a few minutes, he was allowed to enter "heaven". The priest came after him and had his few minutes with "God". He, how ever, was sent to "hell".

Needless to say, the priest was surprised by this turn of events and asked "God" why he, who had co nstantly talked to people about "God", had been sent to "hell" and a taxi driver was going to "heaven". " God" replied, "We judge whether one goes to ‘heaven' not by the words he has said but by the deeds he has done on earth. While you talked about ‘God', people slept, but they all remembered me when he dr ove."

Section II

There was once a man who was miserable over the loss of his left eye. But one day he got the idea that he might, by making an artificial eye, be able to regain his good looks. This hope was so strong th at he started to work on it right away. After weeks of diligent experimentation, he produced an eye using a special kind of wood. He believed nobody would be able to tell that it was false. However he would not be satisfied until his wooden eye had been tested and shown to be attractive. So he went to a dance that weekend. There were many beautiful girls at this dance, but he had decided before he came that it would be much safer to ask, at least at first, a less attractive one. Therefore, seeing a girl in the corner with a particularly big nose, he came close to her. Proud and confident of his appearance, he asked the g irl, in a polite and gentle voice,"Would you like to dance?" Excited about the unexpected honor, she jump ed up and said twice, rapidly, "Would I? Would I?" Hearing this, the man's face grew red with anger and hurt. As he left her, he shouted back at her, "Big nose! Big nose!"

Section III

Knowing how to read body language is a useful communication skill, so is knowing how to use it. There are two basic groups of body language postures: OPEN/CLOSED and FORWARD/BACK.

OPEN/CLOSED is the most obvious. People with arms folded and legs crossed and bodies turned aw ay are signaling that they are rejecting messages. People showing open hands, fully facing you and both f eet planted on the ground are accepting you.

FORWARD/BACK indicates whether people are actively or passively reacting to communication. When they are leaning forward and pointing towards you, they are actively accepting or rejecting the message. When they are leaning back, looking up at the ceiling, doodling (乱涂乱画) on a pad, or cleaning their g lasses they are either passively absorbing or ignoring it.

Unit Four Fresh Start(1)

Part One Viewing, Understanding, and Speaking

Video Script

(James knocks at the door. )

Prof. Rice:Come in, please.

James:Good morning. Professor Rice.

Prof. Rice:Morning, James. What can I do for you?

James: I have a problem, Professor Rice. You know, I like sports a lot. And when I was in high school, I spent a lot of time every day playing basketball, soccer and volleyball. However, I've been here a mon th and I haven't been able to find any sports facilities on campus. It's very disappointing.

Prof. Rice:James, I can understand that. You see, this is a new campus. A lot of facilities are still unde r construction. But don't worry, before you know it, everything will be ready for you.

James: The other problem I have is I can't find any sports clubs on campus.

Prof. Rice:Isn't that even better? You can start one yourself. It will be a good opportunity for you to pr actice your organizational skills and talents. Other students will thank you for it.

James:Right. I wish I had thought of that before. Thanks a lot, Professor Rice. You've been a great hel p. OK, bye, now.

Prof. Rice:Bye. Good luck with your club.

(James leaves the office. Jenny knocks at the door. )

Prof. Rice:Come in.

Jenny: Professor Rice, do you have a few minutes?

Prof. Rice: Of course, Jenny. Take a seat. How can I help you?

Jenny: There's a guy I see around campus all the time, and I can't stop thinking about him. I'm really i nterested in him, but he doesn't even know I exist. I can't concentrate on my schoolwork. And I'm not ev en hungry! If this keeps on, I'm afraid I'll fail all of my courses.

Prof. Rice: Do any of your friends know him? Maybe they could tell you more about him. For example, if he already has a girlfriend or not. If he does, just try to forget about him.

Jenny: I guess I'm really afraid that he wouldn't like me any way. I'm not really very pretty or smart. Prof. Rice: That's not true. You have a lot of good qualities. So find out what you can about him throu gh your friends. That way you won't embarrass yourself. If he is already interested in someone else, then you can go on with your own life and concentrate on your schoolwork. I'm sure you will meet someone who deserves your affection and love.

Jenny: That makes sense. I'll try to find and see what I can find out about him.

Prof. Rice: Any time I can help.

Jenny: I have to go. Have a nice day.

Prof. Rice: Bye-bye.

(Jenny leaves the office. A moment later, Mavis comes. )

Prof. Rice: Come in. Hi, Mavis. You don't look very good. Are you feeling OK?

Mavis: Professor Rice, I'm afraid that I have to quit school.

Prof. Rice: Come on in. Sit down. Tell me exactly what happened. Is the schoolwork too hard for you? Mavis: No. The schoolwork is fine. But I just found out that I don't have enough money to finish even t his semester. My parents said they would try to get a loan for me, but they just called and said they fail ed. Now I don't have enough money even to pay the tuition fee. Not to mention other expenses. I have been thinking about this for a while. Now it seems the only solution is to quit.

Prof. Rice: You should never make a decision in a rush, Mavis. There is always a solution to the proble m. Did you know there are several ways of seeking help? For instance, the school scholarships, student lo ans, special student aid funds and on-campus job opportunities?

Mavis: I didn't know this, Professor Rice. Could you explain a bit more to me, please?

Prof. Rice: Well, those who got high scores on their SATs, the school has offered some Freshman Schol arships, ranging from 1000 to 5000 dollars. I remember you got very high scores, so you could try to ap ply for that scholarship. Also I have the application forms for student loans. Anyone who qualifies can be granted up to 5000 dollars a year. And you don't have to pay that back until after you graduate. Erm..., ah, here, Mavis, take this one home and read it carefully. If you are qualified, fill it out and bring it ba ck to me before the end of next week.

Mavis: Thank you very much, Professor Rice. Did you say that there are on-campus part-time jobs availa ble? I may try one of those.

Prof. Rice: Yes, I did. There are all kinds of job positions available, ranging from lab assistants to cafete ria helpers. The vacant job positions are posted in the student center. Sometimes professors in this college look for teaching assistants as well. I'll look for those for you, too. In the meantime you can check the part-time job bulletin in the student center to see what work might be needed now.

Mavis: It really helps to know about these things, Professor Rice. I appreciate your time and information. I'll get this form back to you on Friday.

Prof. Rice: Good, see you on Friday then.

Mavis: Good-bye.

(Two months later. James in the newly-built basketball court... )

James: Welcome to the Red Bull Basketball Club. I hope you'll have a great time with us, playing baske tball and making friends.

(On the way to teaching building... )

Jenny: My friends told me that Ted is engaged to a girl from his hometown. Well, that's life, I guess, a nd I'll get over him. (With Jenny's background voice saying the lines.)

(In the library, Mavis is working at the check-out counter... )

Mavis: I have been awarded the Freshman Scholarship. I paid my tuition fees. Now I am working part-ti me in the library on the evenings and weekends. (With Mavis' background voice saying the lines while w orking as a librarian. )

Part Two Listening,Understanding, and Speaking

Listening I

My cousin, John, is a university student. Last year he went to Italy and stayed there for two months.

I was surprised that John was able to have such a long holiday because he never has any money.

"How did you manage it, John?" I asked. "I thought you were going to stay for two weeks."

"It was easy," John answered. "I got a job."

"A job!" I exclaimed. "What did you do?"

"I gave English lessons to a grocer," John answered. "His name is Luigi. We have become great frien

"But you're not a teacher," I said.

"I told Luigi I couldn't teach," John explained. "But he insisted on having conversation lessons. He wa nted to practice his English. He has a lot of American customers, so it is important for him to speak En glish. I spent three hours a day talking to him. In return he gave me a room, three meals a day and a li ttle pocket money."

"Did your pupil learn much English?" I asked.

"I don't know," John said, "but I learned a lot of Italian!"

Listening II

J= Jim (male) C= Chris (female)

J: Hi, Chris.

C: Hi, Jim.

J: What are you doing this semester?

C: Oh, I'm still studying English. I have to do one more semester before I can start my real study.

J: You make it sound like prison. How are the classes?

C: I don't know. It seems like they never tell us what we really need to know.

J: What do you mean?

C: Look. When I study mathematics, for example, I go to class, I keep up, I do the homework, and I k now it.

J: How is your English class different?

C: First of all, they don't want to teach us all the rules. They tell us one rule. Fine, we use that rule, b ut soon it doesn't work. It becomes more and more complicated.

J: But you don't really learn a language from the rules anyway. You have to use it.

C: Yes. That's something else they tell us. But why can't we just go to class, study, and do our homewor k?

J: Well, can you learn to play soccer by sitting at home and reading about soccer?

C: No, of course not.

J: But why not? You could understand the rules, too.

C: Soccer isn't like that. You have to feel the ball, practice kicking it hundreds of times. No one can lea rn that by studying at home.

J: Well, learning a language is more like learning to play soccer. You have to ask a lot of questions, and listen to the answers carefully. And then of course lots of practice on all the other things—spelling, read ing, writing...

C: Maybe I'll join a soccer team and practice English and soccer at the same time. I can talk with peopl e before and after practice.

J: Good idea.

Unit Four Fresh Start(2)

Part Three More Listening

Practice One

Librarian: Are you having a problem?

Student: Yes. I have to do a research paper for history. There is a major book that I need, but I can't fi nd it.

Librarian: Did you try the card catalog?

Student: Yes, but it's not there.

Librarian: Well, if it's a recent book, it won't be in the card catalog. All acquisitions since 1993 are in t he computer. I'd advise you to try that.

Student: No wonder! This book was published in 1998.

Librarian: All you have to do is go to the computer terminal. Type in the title or the author's name and you will get the call number and the circulation status.

Student: Do you mean it will tell me whether the book is out or not?

Librarian: Yes, it will. It will also give you the due date. If the book is in the library, it will tell you i f it's on the shelf, in the reserve room or at the bindery.

Practice Two

We were learning German in a comfortable classroom. There were seven of us, ranging in age from 2 0 to 60. A couple of us knew a little German, the others knew absolutely nothing.

For the three weeks we were children again. We competed in games; when we won we were rewarde d with chocolates. We shouted, we sang songs, above all we laughed. And although the learning method s ounded strange for adults, it worked! On the first day we learned to count to 50. When Katya, our teach er, threw a ball at us, it was our turn to say the next number. We learned to go, stay, stand, open, close, see, hear, read, write by acting them out physically.

Opposites—big, little; fat, thin; high, low—Katya demonstrated them all. Later we learned prepositions by clapping our hands. And all the time the words were up on the wall on posters or shown to us on ca rds.

Twice every day we read a story. In the story there was an immense vocabulary having to do with ea ting, drinking, booking rooms, visiting friends, going to the theatre, skiing, boating, shopping, sightseeing, reading and writing. Katya told us to lie back, shut our eyes, settle down comfortably and she read for 3 5 minutes while music played.

The teachers don't like to say how many words you learn in a basic course but it's probably between 3000 and 5000. The method helps you to remember without making an effort. Learning becomes a pleas ure.

Practice Three

A good opportunity for many international students to pursue a higher education is to leave their nativ e country and come to the United States.

189 international students, mostly from India, decided to attend Southern University.

Following in his father's footsteps, Rajeshekhar Chimmalgi, a freshman physics major from India came to Baton Rouge in 1998 and attended Southern University. He has good things to say to hopeful attende

"At Southern, the physics' department staff and students helped me get through the registration process and advised me how to study and what classes to take," Chimmalgi said.

The majority of international students at Southern are there to obtain a graduate degree and then retur n to their home country. However, during their short stay in the U.S., many international students find it hard to fit in.

"It is really difficult because you are the only one and you don't know anyone," Chimmalgi said.

One of the easiest ways for them to feel comfortable is to be around people from their own culture. "

I have some friends from Jamaica and Trinidad, so I don't feel so out of place," said one student named Boogle.

Farhana Lubna, a third semester graduate student from Bangladesh, feels that Southern could do more to make them feel comfortable. He said, "at Louisiana State University, they have an international expo a nd foreign students introduce their culture to the university. I think Southern could do something similar t o that."

Practice Four

When students from other countries come to the United States, they are sometimes shocked at the info rmality in American college and university classes. For example, American professors do not dress up and they generally call students by their first names. Students can speak out in class, without raising their ha nds. Students can drink coffee, tea, juice, or soft drinks during class.

Foreign students can usually get used to these differences easily. However, two examples of American informality are very difficult for some to understand. First, American students call their teachers by their f irst names. Instead of calling a teacher Mr. Smith or Professor Johnson, they call them Tom or Barbara. I n some countries, students are not allowed to do that. Second, American students sometimes criticize the i deas of their teacher. They might also give their teachers suggestions about changing something in the cla ss. In many countries, students cannot openly criticize their teachers or classes.

Thus, some foreign students feel shocked, embarrassed and uncomfortable in American classrooms. The y have two choices. One, they can imitate the behavior of the American students. But this will make the m feel uncomfortable and disrespectful. Two, they can continue to follow their own customs. But in this case, the American teachers and students might think that the foreign students are too formal or too quiet.

What is the solution to this problem? There is no easy answer. However, time will help to solve the problem, because foreign students will become accustomed to the new behavior.

Part Four Testing Yourself

Section I

Roger: Hello.

Ann: Hello Roger? This is Ann.

Roger: Oh hi, Ann. How have you been? And how's your new apartment working out?

Ann: Well, that's what I'm calling about. You see, I've decided to look for a new place.

Roger: Oh, what's the problem with your place now? I thought you liked the apartment.

Ann: Oh, I do, but it's a little far from campus, and the commute is just killing me. Do you think you could help? I thought you might know more about the housing situation near the university.

Roger: All right. So, what kind of place are you looking for?

Ann: Well, I'd like to share an apartment with one or two roommates within walking distance to school. Roger: Okay, what's your budget like? I mean how much do you want to spend on rent?

Ann: Uh, somewhere under $200 a month, including utilities, if I could. Oh, and I'd prefer to rent a furn ished apartment.

Roger: Hmm. And anything else?

Ann: Yeah, I need a parking space.

Roger: Well, I know there's an apartment complex around the corner that seems to have a few vacancies. I'll drop by there on my way to class today.

Ann: Hey, thanks a lot.

Roger: No problem.

Section II

Interviewer: Er... Monique... tell me, how long have you been here in London?

Monique: I arrived ten days ago.

Interviewer: I understand you are taking an English course at this school.

Monique: Yes, that's right.

Interviewer: When did the course start?

Monique: It started... er... five days ago.

Interviewer: How long does it last?

Monique: It lasts a month, and there are three hours of classes every morning. In the afternoons there ar e trips to places of interest in London.

Interviewer: I see. Why did you decide to take this course?

Monique: For two reasons, really. You see, I work in the Sales Department of a computer company, and I often have to speak English to customers; so I wanted to improve my spoken English.

Interviewer: You speak very well!

Monique: Thank you.

Interviewer: And the second reason?

Monique: It was a good excuse to see London.

Interviewer: Is it the first time you've been here?

Monique: Yes.

Interviewer: And are you living with an English family here in London?

Monique: No, I'm living in a hotel, but I think it's better to live with a family; there are five French pe ople staying at the hotel, so we speak French together. I haven't met many English people yet! Interviewer: What do you do in the evenings?

Monique: Well, I spend about two hours doing my homework, and I sometimes watch television in the h otel.

Interviewer: Well, I hope you find the course useful.

Monique: Oh, I'm sure I will. That reminds me, my class starts in a few minutes. Bye.

Interviewer: Goodbye and good luck.

Section III

Learning a skill requires time. No one acquires an ability to do some activity instantly. It is possible t o pack information into your head in a relatively short period, but a skill must be developed. Any activit y, whether it is riding a horse, or writing a paper, is actually composed of several separate and different activities, each of which must be mastered a step at a time. The basics are learned first, then additional a bilities are developed and refined. A rider learns to sit a horse at the various gaits, then he learns how to position his hands and how to hold his feet. He is not expected to learn at once everything that riding i nvolves. The same is true as you develop your skill as a writer. You cannot possibly discover all that yo u need to know at once.

You will start with the basics of composing and move from there, learning to develo p a number of separate abilities that will improve your overall ability to write effectively. Don't be discou raged if your work is not perfect at first. No one expects it to be because it can't be. You should expect progress, not perfection, from yourself

.

Unit Five Animal world

Part One Viewing, Understanding, and Speaking

Video Script

Peter Brown: Good evening, everyone. Welcome to "Animal World" on Channel 2. I'm your host Peter Brown. You might have read or heard in the news about the discovery of a new animal in the Bobo are a. Today we have invited three people to come to our program to talk about that. Mr. Dickens, a famous explorer, who actually found the new animal. Mrs. Smith, whose family has been living in that area for generations, Mr. Johnson, a well-known zoologist. First, Mr. Dickens, could you please tell us briefly how you discovered the new animal?

Mr. Dickens: Yup. You know I have been interested in exploring the animals in the Bobo area. Five day s ago, when I was walking through the woods there, I came across a group of strange animals. They wer e crawling on the ground and making the sound "bobo".

Peter Brown: Interesting. What do they look like?

Mr. Dickens: They look like snakes but they each have a pair of transparent wings.

Peter Brown: Really? Mrs. Smith, you've lived in that area for a long time, have you seen this kind of animal there?

Mrs. Smith: Yeah. I think they have lived there for centuries. Many of our villagers have reported seeing them. I've seen them only once. I think they're really ugly. They are black, with a long tail and small b right eyes. Really scary.

Peter Brown: So, Mr. Johnson, you're a zoologist. From these descriptions, could you tell us what kind of animal this may be?

Mr. Johnson: It's hard to say at this point. I need more information. Mr. Dickens, you mentioned that th ey have wings. Can they fly?

Mr. Dickens: Erm... I don't think so. I stayed there all day long observing them. None of them flew. Mr. Johnson: Ms Smith, as a native in that region, do you or your villagers happen to know how they produce their young? Do they bear live young, or do they lay eggs?

Mrs. Smith: Oh, they lay eggs. Very colorful ones.

Mr. Johnson: In that case, probably they are a type of reptile. But I'm not sure about them. I think furt her investigation and research will have to be done on that.

Peter Brown: Thank you. Mr. Johnson. If any of you in the audience has any question to ask, please rai se your hand and I'll call on you.

Audience 1: Excuse me, Mr. Dickens. Do you think these animals are dangerous? Did they attack you w hen they became aware of your presence?

Mr. Dickens: I don't know. I don't think they knew I was around since I stayed away from them quite a distance.

Audience 2: Mr. Johnson, do you think this snake-like animal is poisonous?

Mr. Johnson: As I mentioned before, we need to do further study on these animals before we can answe r these types of questions about them.

Peter Brown: Thank you Mr. Johnson. We are looking forward to further research on these strange anim als. Thank you for joining us. Thank you for watching. Remember 6 p.m. every Friday. We'll lead you to a world of animals.

Part Two Listening,Understanding, and Speaking

Listening I

It was very cold out. Two rabbits were playing in a field. Far away they saw two small red things. T he rabbits went closer to look.

The two red things were pieces of an old red blanket. The pieces were thick and warm, but they wer e very small. They were too small to use.

Soon a fox came by. "Good day, my friends," he said. "You look worried. Do you have a problem?" The rabbits answered, "Yes! We need a needle and thread to sew the pieces of blanket together." "You ca n use my needle and thread if I can use the blanket too," said the fox.

The rabbits used the fox's needle and thread. When the rabbits finished their sewing, the fox looked at their work. "You did a good job," he said. "I'll see you tonight."

Night came and the wind was very cold. The fox came back to the rabbits."Good evening, my friends. It's a cold, cold night. But we will be warm! We have the nice, warm blanket you sewed with my need le and thread. You sewed down the middle of the blanket. The right thing is for me to sleep in the midd le." "Yes, that's right, Mr. Fox," said the rabbits.

So the fox lay down on the ground. The rabbits put the middle of the blanket over him. The blanket covered him, but it did not cover the rabbits. They were cold all night!

Listening II

Once there was a farmer in Laos. Every morning and every evening he and his buffalo plowed his fie ld.

One day a tiger saw the farmer and his buffalo working. The tiger was surprised to see a big animal listening to a small animal. He wanted to know more about the buffalo and the man.

After the man went home, the tiger spoke to the buffalo. "You are so big and strong. Why do you do everything that the man tells you to?" The buffalo answered,"Oh, the man is very intelligent." The tiger asked, "Can you tell me how intelligent he is?" "No, I can't tell you," said the buffalo,"but you can ask him."

So the next day, the tiger said to the man, "Can I see your intelligence?" But the man answered,"It's at home." "Can you go and get it?" asked the tiger. "Yes," said the man, "but I am afraid that you woul d kill my buffalo when I am gone. Can I tie you to a tree?"

After the man tied the tiger up, he didn't go home to get his intelligence. He took his plow and hit t he tiger. Then he said,"Now you know about my intelligence, even if you haven't seen it."

Part Three More Listening

Practice One

A lion wakes up one morning feeling really wild and unwell. He goes out and meets a small monkey and roars: "Who is the mightiest of all the jungle animals?" The trembling monkey says, "You are, all mighty lion!" Later, the lion sees an ox and asks the same question. The frightened ox answers:"Oh great lion, you're the mightiest animal in the jungle!"

Feeling good now, the lion confidently walks up to an elephant and roars the same question. Fast as lightning, the elephant takes hold of the lion and knocks it against the tree six times and then raises his giant foot and stamps on the lion till it looks like a pancake. The lion wanders away, lets out a cry, an d shouts to the elephant: "Just because you don't know the answer doesn't mean you have to get so unha ppy about it!"

Practice Two

Staff and boys were sound asleep at the Sussex boarding school when fire broke out in the early ho urs yesterday. Forty boys might all have been burnt to death, if the alarm had not been raised by the He admaster's dog, Peter, whose frantic barking woke the Headmaster and his family.

"Peter was asleep in the kitchen of my house," Mr. Phillips told our reporter. "He's not normally a ne rvous dog, but I thought he seemed a bit nervous last night. Then shortly after midnight he started makin g a loud noise. At first I thought he'd been frightened by thieves, but when I let him out he went straigh t over to C block, where the dormitory is located. I woke the master on duty and we discovered that a f ire had started in the games room, where the boys had played table tennis and other games.

We used the fire extinguisher and put out the fire, but had it not been for Peter, we might have had a tragedy on our hands."

The fire department believes that the fire was probably caused by a lit cigarette end—a little surprisin g perhaps, since smoking is strictly forbidden in the games room.

Practice Three

Sea lions get bored easily, explains trainer Hurley, because they're smart. So she spends at least 20 mi nutes, three times a day, with each sea lion. She plays games with them, teaches them new skills, and pr aises their efforts.

For example, Hurley started by training each sea lion to chase after a ball and touch it with its nose. First she waited for the sea lion to do it by chance. Then she praised the animal with positive reinforce ment, such as food, petting, or a game. Eventually, the sea lions knew to chase after the ball to get a re ward.

The next step was to get the sea lions to swim beside lifesize plastic whale models, Hurley says. She and her team placed the models in a boat and the sea lions would follow them. "We began training the animals to touch their noses to the whale's body," says Hurley, just like they did with the ball. "Eventuall y, the sea lions learned to do it." Then they trained them to carry videotape recorders on their bodies and videotape the plastic whale.

Now they're almost ready to chase after the real thing, Hurley says. If successful, she may send them to videotape other marine mammals, such as the enormous blue whales.

A=After doing all that work, you might wonder, do the animals get paid? Well, not in dollars and cen ts. But they do get loving caretakers, a good home, food, and drink—and human companions who are wil ling to play plenty of games.

Practice Four

V= vistor M= marine biologist

(At Sea World in San Diego, some visitors from China are asking questions about seals to a marine biolo gist working there.)

V1: I haven't ever seen a live seal before. Do many seals live in the ocean here?

M: No, most of them live in cold climates, some in the far north in the Arctic, and others in the far so uth, Antarctica. You know, we are lucky that we have as many living species of seals as we do have.

V1: Why?

M: Because seal hunting, by the late 1800's, had killed so many seals that many species were almost gon e forever.

V2: What saved them?

M: Many international agreements were reached to protect seals. This included the establishing of many s eal sanctuaries, places where it is now illegal to hunt and kill them. Also, here in the United States there is less demand for seal fur than there used to be.

V2: Why is that?

M: There are now many people and organizations who are against the killing of animals for their fur. Al so there are many new synthetic fibers that are so warm that fur is no longer needed.

V1: How many species of seals are there?

M: Eighteen. The most common one is called the harbor seal. It is found in both the north Atlantic and Pacific oceans.

V1: Thanks so much for talking with us.

M: You're welcome.

Part Four Testing Yourself

Section I

I was a waiter at a restaurant on a beach in Southern California. One day while still new at the job, I noticed two kids jumping up and down near the water's edge, pointing toward an animal that appeared to be struggling in the waves. I decided I couldn't watch a dog drown.

Jumping through the window, I ran toward the beach. As I started to take off my coat, a man came by. "What are you doing?" he asked.

"I'm going to save that dog!" I said.

Puzzled, he asked where I was from.

"The Midwest," I replied.

"Oh, I see," he said. "They don't have sea lions there, do they?"

Section II

Le Le and Ya Ya have arrived at the Memphis Zoo this week. The number of giant pandas in the Un ited States has increased to nine. They spread across four zoos. It's not easy getting them here.

In order to bring a pair of pandas into the United States, each zoo has to get a permit, because the p anda is the type of animal that may soon disappear from the world.

"Pandas are difficult to study in the wild. They live in mountains. They are shy, so it's rare that you would actually see one."

What the Western scientists know about pandas today mostly comes from studies of Ling Ling and Hs ing Hsing at the Smithsonian Institution's National Zoo.

Ling Ling and Hsing Hsing were the first two pandas in the U.S. zoo. They were given as a gift to t he United States in 1972 by the Chinese government.

The nine pandas now in the U.S. belong to the Chinese government, and are in the American zoos fo r 10 to 12 years. A baby panda which was born at the San Diego zoo three years ago also belongs to C hina.

Studies on pandas can improve their conditions. They provide knowledge that helps save the wild pop ulation.

Section III

Mice like to be in pairs. If you want to keep only one mouse as a pet, you need to be sure to spend enough time with the animal. Mice need attention. No matter how much you love it and play and care f or it, nothing takes the place of a friend for your mouse. No one knows a mouse better than another mo use.

If you're going to add a second mouse to your family, it's best to let one mouse get used to its home for a while first. Then, a few weeks later, add the second pet. Keep them separated for a while so they both get used to the home and let them visit each other regularly. Then after a few days, they should b e able to jump right in and be friendly with each other. Getting two female mice is usually a good idea. They get along well. Male mice will get along fine when they're young, but once they're adults, they ar e likely to hate each other. Getting one male mouse and one female mouse may also not be a good idea, unless you want a huge number of mice running around in your house within a few months. Mice prod uce babies quickly and frequently.

Unit Six A World of Mystery

Part One Viewing, Understanding, and Speaking

E =

H: Hey, Are you trying to tell me you are from Mars? Don't be costume.

E: Ouch! Stop! This is my life support! I landed on this planet only yesterday. How can you treat a visi tor so rudely!

H: I'm sorry. But did you say you just came to this planet?

E: That's right! I was traveling space the other day when I met a human being called Yang Liwei. He to ld me that his homeland on Earth is extremely attractive. So I decided to come here to have a look.

H: Wow! You are a real E.T.! Welcome, but I still don't believe it.

E: You'd better believe it. I'm a real E.T.! Good to meet you!

H: Welcome to Earth. Have you found anything different here?

E: Sure. There are so many people, bicycles and cars on the streets that they can hardly move. And the bicycles and cars look like toys. I have never seen them before. We don't need them at all. We can mov e freely

H:

E: But we do. It's beautiful here with all the trees and flow ers. I hear that there are lots of interesting places here.

H: There sure are!

E: And the food you eat attracts me very much, especially the vegetables and fruits.

H: Don't you have attractive and tasty foods at home?

E: No, we need only electricity. It gives us enough energy to keep alive and active.

H: Amazing!

E: And I notice that you play interesting and exciting games. I watched one game and enjoyed it very m uch. There were ten people and one ball moving back and forth. Is it called basketball?

H: Yeah, that's right. Basketball is one of the most popular sports. Many people here love it. It's not stra nge that you liked it when you saw it. There are also many other kinds of sports, such as football, tennis and volleyball. All of them are very exciting to us.

E: I wish we had exciting sports. We spend too much time on high technology. Everything in our world is controlled by computers and all we have to do is sit in front of them to get what we want and need.

H: So, do you play computer games as sports? Some of us like them very much.

E: They were popular on our planet one hundred years ago. Now nobody has much interest in them. I d on't want to hurt your feelings, but I must say our computer technology is much more advanced than you rs.

H: You must be kidding. We have always thought that humans are the most intelligent creatures in the u niverse. But anyway, I'd really like to take a trip to outer space and see what exactly your life is like. C an I go back with you? That would be great!

E: I'd love to take you there, but there are two problems. How would you survive on my planet without oxygen? And how could you return to Earth by yourself?

H: Do you mean that it's impossible for me to go with you to your place?

E: That's right. But if it is ever possible, I promise you I'll

have to go back now because I've almost used up the

you. I really do have to say goodbye for now.

H: One day I hope we do meet again and I hope you will keep your promise. Bye.

Part Two Listening,Understanding, and Speaking

Listening I

Reporter: How do you do, Mr. Howard? I'm from the Morning Express. I'd like to ask you some questio ns.

Mr. Howard: All right. What do you want to know?

Reporter: First, please tell me when and where you saw the UFO.

Mr. Howard: It was last night, around midnight. I had just fallen asleep when my dog barked. Reporter: What did you do?

Mr.Howard: I didn't know why he was barking, so I looked out of the window.

Reporter: Tell me what you saw in the yard.

Mr.Howard: Well, there was a huge silver rocket that glowed.

Reporter: Incredible! Our readers will want to know if there were people in the rocket.

Mr.Howard: There were faces looking out of the windows, but I couldn't identify them because of the cu rtains.

Reporter: Curtains on the windows of a UFO? Thank you very much, Mr. Howard!

Listening II

John: Sue, have you ever heard the story of King Umberto I of Italy?

Sue: King Umberto I? I don't think so.

John: It's a very interesting story. I read that on July 28th, 1900, King Umberto met a man who owned a restaurant in Milan.

Sue: Mm-hmm.

John: And he and this man, they looked exactly alike.

Sue: Oh?

John: They were identical. And they talked to each other, and they found out that both their wives were called Maria, both had sons named Vittorio and they were born on the same day at exactly the same ti me.

Sue: Oh, gosh!

John: Get this: They started to work in the same year. I mean, Umberto became king in the same year t hat this man opened his restaurant business.

Sue: Oh, wow. Well, their professions were different.

John: Yeah, well. But even their deaths were similar.

Sue: Hmm.

John: They were both going to take part in a sporting event near Milan. I mean, the king was going to be giving out the prizes, and the man was going to be in a shooting contest. And the day before the con test, the man who owned the restaurant was cleaning his gun and he shot himself.

Sue: Oh, my God!

John: He died instantly.

Sue: Hmm.

John: The next day, on the way to the sporting event, the king was assassinated. He was shot, and he di ed instantly.

Sue: Oh, boy, that really—I don't know if I believe all that.

John: It's a true story.

Sue: It really is? Is it really true?

John: I read it. It's a true story.

Part Three More Listening

Practice One

I've lived here beside Loch Ness since I retired last year. My house has a good, clear view of the loc h. In fact, it's only about a hundred meters from the lake, and there's nothing but the road in between.

Last Tuesday, I got up as usual at about seven o'clock and went into my garden. I looked around, an d something attracted my attention on the loch. There was almost no mist that morning, and I could see that there was something moving quite fast, going north, in the middle of the loch. It looked like a giant snake, with its head and part of its body above water, and it was moving very fast. I imagine that it w as about thirty meters long. I ran into the house to get my camera, but when I got back it had gone.

I waited for about five minutes and then it appeared again, this time nearer the road and my house, s o I could see it clearly. I had a good view of it about two minutes and I managed to take several photo graphs of it. The photographs haven't come out very well, unfortunately, but one or two of them show th e creature quite clearly. I suppose the whole incident lasted for about fifteen minutes, because I looked at my watch the last time I saw it, and it said a quarter past seven. I've never seen anything so strange in my life.

Practice Two

On April 14, 1868, two ships were scheduled to leave the busy port of New York for Europe. The ni ght before, their captains met and had dinner together. The dinner was very ordinary and certainly neither

man knew he would soon have a role in one of the world's greatest mysteries.

The two ships left the next morning. Their names: the Dei Gratia and the Marie Celeste. After several days at sea, Morehouse, the captain of the Dei Gratia, sighted the Marie Celeste, and he immediately rec ognized that something was wrong. It was not moving and there was no sign of life on deck. Morehouse and a few of his men took a small boat to the Marie Celeste to investigate. They searched every part o f the ship and found nothing—not a man, dead or alive, no signs of illness or combat, no disruption. In fact, everything was in good order, as if the crew had left ten minutes before. There was a ten-pound not e on a table, with an unfinished letter home near it, a freshly washed stack of clothes in the laundry, and plenty of food and water. These signs of normal, everyday life on an empty ship were the strangest feat ure of the mystery. What had happened to the captain and crew? If they had been attacked, why was eve rything still in its place and why were there no signs of a struggle? If they had died suddenly from a di sease, where were their bodies?

Practice Three

Easter Island is one of hundreds of Pacific islands that were formed from volcanic eruptions thousands of years ago. It is, however, the only one of these islands that carries its own mysteries. First, it is isol ated: it lies two thousand miles from the South American coast and fourteen hundred miles from the near est inhabited island. But more importantly, it is a place where a mysterious civilization once flourished, le aving behind more than a thousand huge stone statues as evidence to its greatness. The first Europeans ca me to the island in 1722, when three Dutch ships landed on Easter Sunday. Since that time, thousands of archaeologists have come to Easter Island to study the great stone statues, some of which weigh over a hundred tons. The archaeologists' work has produced many answers, but we may never understand all of t he history behind these stone faces. Even after a

nd has not been understood. In addition, no one knows

or even why they were built.

Practice Four

Crop circles are irregular circles that have appeared in farmers' fields across the world, mostly in Engl and.

Although crop circles first gained worldwide attention in the early 1980s, the first circles appeared mu ch earlier. There is even evidence of crop circles as early as 1678 in Hertfordshire, England. The first rep orted crop circle in modern times appeared in Tully, England, during 1966.

During the summer of 1980, many circles appeared in the English countryside. The phenomenon was c entered in the land around the town of Warminster, which was a world-famous UFO hotspot. As the year s passed by, more and more circles appeared each year, usually between the months of May and August i n the early morning hours. Crop circles spread beyond the Wessex counties of Wiltshire and Hampshire to other parts of England, and then, worldwide. Crop circles are now reported in over 30 countries, includin g Canada, Hungary, the United States, Japan, and the former Soviet Union. The circles grew more and m ore mathematically complex, and included rings, lines, squares, triangles, as well as circles.

There were various theories about the origin of this strange phenomenon. Dr. Terence Meaden, a Britis h physicist, believed that the circles were formed by electrified wind. He said that electrified air forms mi ni-tornadoes and spirals down on the fields, causing the circles. However, this theory does not account for the highly complex recent circles that have appeared. Hoaxers are often blamed for many of the circles, especially the more complex ones.

Part Four Testing Yourself

Section I

The Bermuda Triangle is a triangular area in the Atlantic Ocean. Legend has it that many people, ship s and planes have mysteriously disappeared in this area.

Many theories have been given to explain the extraordinary mystery of these missing ships and planes. But some people believe that there is no mystery to be solved. The number of wrecks in this area is no t extraordinary, given its size, location and the amount of traffic it receives. Many of the ships and planes that have been identified as having disappeared mysteriously in the Bermuda Triangle were not in the Be rmuda Triangle at all. Investigations to date have not produced scientific evidence of any unusual phenom ena involved in the disappearances. Thus, no explanation is needed. The real mystery is how the Bermuda Triangle became a mystery at all.

The modern legend of the Bermuda Triangle began soon after five Navy planes (Flight 19) disappeare d on a training mission during a severe storm in 1945. The most logical explanation as to why they disa ppeared is that lead pilot Lt. Taylor's compass failed. The trainees' planes were not equipped with working navigational instruments. The group was lost and simply ran out of fuel. No mysterious forces were likel y to have been involved other than the "mysterious" force of gravity

shortly after take-off,

Can you name the Seven Wonders of the Ancient World?

Don't worry if you can't. Although most people know that a list exists of the Seven World Wonders, only few can name them. What makes it even harder is that only one still exists. Six of the Seven Wond ers no longer stand, having been destroyed by natural disasters or by humans.

The list of the Seven Wonders of the Ancient World was originally compiled around the 2nd century B.C. The first mention of the idea is found in History of Herodotus as long ago as the 5th century B.C. Decades later, Greek historians wrote about the greatest monuments of the time. The final list of the Seve n Wonders was compiled during the Middle Ages. The list included the seven most impressive monuments of the Ancient World, some of which barely survived to the Middle Ages.

Here goes the list: the Great Pyramid of Giza, the Hanging Gardens of Babylon, the Statue of Zeus at Olympia, the Temple of Artemis at Ephesus, the Mausoleum at Halicarnassus, the Colossus of Rhodes, a nd the Lighthouse of Alexandria.

Today, archaeological evidence reveals some of the mysteries that surrounded the history of the Wonde rs for centuries. For their builders, the Seven Wonders were a celebration of religion, mythology, art, pow er and science. For us, they reflect the ability of humans to change the surrounding landscape by building

massive yet beautiful structures, one of which has stood the test of time to this very day.

Unit Seven Choices in Life

Part One Viewing, Understanding, and Speaking

Jane: (looking at the pyramid they built) Wow, partner, we did a great job, didn't we?

Tom: Yes, we sure did. Our planning paid off, didn't it?

Harry: I don't see what is so good about yours. I mean, didn't you see how tall ours was before it colla psed?

Jane: Sure, but the contest was to see who could build the taller pyramid that would remain standing. Tom: Do you know why you failed? You didn't lay a solid foundation. You know, a solid foundation is very important for a structure like this.

Alice: I don't think we failed. At least we've tried and we've gained valuable experience.

Tom: Yes, yes, but where is your pyramid now? It's nowhere to be found.

Harry: Tom, you are paying too much attention to the final result. In my opinion, the process is more i mportant.

Alice: Yeah and I really enjoyed the risk-taking process. I guess I always like to take risks and it's great fun. Even when I'm walking, I like to take a new path so I can see different and interesting things. So metimes I get lost, but I always see something different.

Jane: I think it's better to plan ahead, to know what you are doing, and play it safe. I always try to ima gine the possible results before I begin anything new. So when we were building the pyramid, my chief concern was on the possibility of collapse and the stability of the pyramid.

Alice: But you can never be sure of success in everything you try, no matter how well you plan ahead.

A person would never learn anything new or interesting without taking some risks. I'm convinced of that!

Harry: I agree with Alice. I'd rather try something challenging or different and fail than to never attempt anything that might not succeed.

Alice: And do you remember the aim of the competition? It was to build the highest possible pyramid of cards that would remain standing.

Tom: But how can you build a high pyramid without a solid foundation? Being ambitious and taking risk s isn't always bad and may even be exciting, but most of us want to win in a contest.

Jane: And whatever you say on how exciting it was to take a risk, you lost the game. It's something yo u have to face.

Tom: Yeah, that's right. And we did what was needed to win.

Alice: You two have to remember that this was just a game. Our main purpose was to have fun. On mo re important things we might take fewer risks.

Harry: Yeah, she's right. Of course we think that solid foundations matter at times. That's why we're goi ng to college. That's our solid foundation for life, and we don't take that many risks in getting our educat ion.

Tom: Still, I think you and Alice are different from Jane and me. We approach both life and games diff erently.

Harry: That makes all of our lives more interesting, right?

Other three: Right!

Part Two Listening,Understanding, and Speaking

Listening I

In the old days, ants and cicadas were friends. They were very different. The ants were hardworking, but the cicadas were lazy.

In the summer, the ant families were very busy. They knew that in the winter they would have to sta y in their anthill. They wanted to have enough food for the whole winter.

While the ants worked hard, the cicadas didn't do anything. They sang and danced all day. When they were hungry, they could always fly to the farm and get something to eat.

One day, the cicadas were singing and dancing. They saw a long line of ants bringing food to their a nthill. The cicadas said, "Stop, my silly friends. It's a very nice day. Come and dance with us." The ants said, "Don't you know about winter? If you don't work now, you'll have trouble later."

But the cicadas said, "We have strong wings. We can fly anywhere we want. Stupid ants!" And they continued to sing and dance.

In the winter, it rained all the time and it was very cold. In the anthill, there was singing and dancin g. But the cicadas had nothing to eat. They asked the ants for some food. The ants said, "We thought yo u could fly anywhere. Now who is stupid and silly?"

The cicadas cried and said their wings were wet from the rain. The ants said,"We're sorry, but now it' s too late. If we help you, there won't be enough food for us. Sorry, very sorry." And the ants closed the ir door.

The next day, when the ants opened their door, all the cicadas were dead! That's why we can hear ci cadas sing in the summer, but in the winter they are silent.

Listening II

Many years ago, there lived a rich man who wished to do something for the people of his village. Fi rst, however, he wanted to find out whether they deserved his help.

In the center of the main road into the village he placed a very large stone. Then he hid nearby and waited to see what would happen. Soon an old farmer passed with his cow.

"What fool put this big stone right in the center of the road? " said the farmer, but he made no effor t to remove the stone. Instead, with some difficulty he passed around the stone and continued on his way. Another man came along, and the same thing happened; then another came, and another, etc. All of the m complained about the stone in the center of the road, but not one of them took the time and trouble t o remove it.

Then came a young man, who was kind-hearted and hard-working. He saw the stone and said to hims elf, "It will be dark soon. Strangers or neighbors will come along in the dark, stumble on the stone, and

perhaps hurt themselves."

The young man then began to remove the stone. He had to push and pull with all his strength to mo ve it to one side. But imagine his surprise when under the stone, he found a bag full of money and this message: "This money is for the thoughtful person who removes this stone from the road. That person d eserves help."

Part Three More Listening

Practice One

W: How can you say that?

M: Say what?

W: That... that it'll be the end of our relationship if I take this job.

M: What do you mean how can I say it? I've just said it.

W: But why?

M: Why?

W: Stop repeating my questions! Answer them.

M: Isn't it obvious? If you go to New York, I won't be able to see you. And you won't be able to see me! How can we have a relationship if we never see each other?

W: We'll find a way if we really want to!

M: How can I come to see you? On my salary?

W: I'll lend you the money.

M: What? Take money from you? Never!

W: All right. I'll come to see you.

M: You'll be too busy! I know you! You are so busy now that we hardly see each other, and we live in the same city!

W: Why didn't you say all this when I first told you I was thinking of taking the job?

M: I tried to.

W: You said I shouldn't let our relationship stand in the way.

M: No, I didn't.

W: Yes. That's what you said.

M: But I never thought you'd really do it! And anyway, you said it would be only for six months or so! Now you tell me you're going to be there for two years!

Practice Two

A little girl walked daily to and from school. Though the weather one morning was not good and clo uds were forming, she walked to the elementary school as usual.

As the day progressed, the winds whipped up, along with thunder and lightning. The mother of the lit tle girl was very worried. She thought her daughter would be frightened on the way home, and feared tha t the storm might harm her child. Following the roar of the thunder, lightning would cut through the sky like a flaming sword.

Being concerned, the mother got into her car and drove along the route to her child's school. Soon sh e saw her daughter walking along, but at each flash of lightning, the child would stop, look and smile. O ne followed another, each with the little girl stopping, looking at the light and smiling.

Finally, the mother called her over to the car and asked, "What are you doing?" The child answered, "God keeps taking pictures of me!"

Practice Three

Harry hears his alarm and turns on the radio. He hears the announcer say, "Good morning, everyone. And I hope it's a good day for you, not an unlucky one. It's Friday, the 13th. It's cold and rainy outside. It's a good day to stay home, if you can."

What's unlucky about Friday the 13th? Harry dresses and goes into the kitchen. He opens the refrigera tor. Where's the orange juice? Harry looks in the back of the refrigerator. He knocks a carton of milk off the shelf. The milk spills on his pants and shoes and covers the floor. He cleans up the mess and runs to change his clothes. By now, he's late for work. Where are his car keys? He looks everywhere, then fin ally opens the refrigerator again. There they are, on the top shelf. He can't find his umbrella, so he runs through the rain to his car. The seat is all wet because he didn't close the window last night. Harry puts the key in the ignition and turns it. The engine starts, then dies. He tries again, but the same thing happe ns. Harry looks at the gas gauge. It's on empty.

Harry leaves his car and goes back in the house. He takes off his clothes and gets back into bed. It's Friday the 13th, a good day to stay home.

Practice Four

"The elderly" is a phrase that used to bring out many negative feelings. Many older people felt that t hey were finished with the best part of their lives. They just stayed at home and counted the days. For t hem, the days of excitement and adventure were over.

The elderly today, in contrast, choose a quite different lifestyle. They are often very healthy and adven turous. Some are still enthusiastic about their work, and many are excited about their interests. Retirement is not boring or frightening for them.

Helen is a perfect example. For forty-three years, she had been accustomed to the traditional life of a housewife and mother. During that time, she had brought up six children. She had ten grandchildren, and they were rapidly growing up.

When her last child finally moved out, she was not sad about it. On the contrary, she was thrilled ab out the opportunity for adventure. Helen began to make her preparations for the adventure of a lifetime. " And then," she says simply, "I took off."

Part Four Testing Yourself

Section I

One day, an old mule fell into a farmer's well. Fortunately, the water wasn't very deep, so the mule st ood on the bottom of the well.

The farmer didn't think it was worth the trouble to save the mule. So he called his neighbors together and asked them to help him haul dirt to bury the old mule in the well and put him out of his misery.

When the dirt started falling, the old mule got frightened. But as the farmer and his neighbors kept sh

oveling, and the dirt kept falling, the mule got a strange idea: Why not just shake off the dirt every time a shovel load hit him and step up?

So that's what he did, as blow after blow of dirt hit him on the back. "Shake it off and step up. Sha ke it off and step up." The mule kept telling and encouraging himself. No matter how painful the blows, or how bad the situation seemed, the old mule fought off the panic and just kept right on shaking it off and stepping up. And it wasn't long before the exhausted old mule stepped up over the wall of the well t o freedom.

The dirt which was going to bury him had actually helped him. This happened because of the way he "chose" to handle the dirt, the adversity, that others kept shoveling into his life.

Section II

Gloria is a student in a nursing school in the United States. She's going to graduate next month. She has two job offers. One is in a city hospital; the other is in a country hospital.

The hospital in the city is large; it's a 600-bed hospital. It's a cancer hospital. It gives excellent care t o its patients. It's in a big city, near museums, theaters, and restaurants. The salary is high, $25,000 a yea r. But apartment rents are high, too.

The hospital in the country is small, a 50-bed hospital. It's a general hospital that takes care of all ki nds of patients. It's in a beautiful area, near lakes, rivers and mountains. The salary is average, $20,000 a year. But apartment rents are low.

Gloria likes the city and the country. She doesn't know which hospital to choose. If you're in your ear ly thirties and have never married, you're part of a growing U.S. population group. Researchers said that i n 1970 only 9 percent of men between the ages of 30 and 34 had never married; today it's 25 percent. F or women, the numbers went from 6 percent to 16 percent.

What's the reason for this large increase? Well, part of it is economic, said the researchers. It's harder for people in their twenties to marry and support a family now because their salaries may not be enoug h to live on.

People choose to marry later and have children later than they used to. At the same time, some highl y educated women choose not to marry because they are now able to support themselves without a husba nd. Also, more single people are having or adopting children than in the past. Most singles who have nev er married seem to be very happy with their lives.

Section III

Throughout our lives, we are faced with choices: choices in schools, in careers, in personal and comm unity life. Sometimes the decision is clear, and we can look ahead optimistically and say, "I hope that ev erything will work out." At other times the decision is not clear, and we find ourselves repeating, "I wish I knew what to do. I wish I had the answer." We go to others for advice, asking those around us, "Wh at would you do if you were in my position?" and we ask ourselves, "What if I did this or I did that?"

Eventually we make the choice. Some are good choices, and some are bad choices. Some choices brin g happiness and satisfaction, while others bring regrets: "I wish I hadn't done that," or, "If I had known better, I would never have done that."

Living with a good choice is easy, but living with a bad choice can be difficult. Yet as we evaluate o urselves and our actions, every day each of us has the opportunity to look forward or to look backward, to be optimistic or to be pessimistic. We can live with hopes and dreams, or we can live with wishes an d regrets.

Unit Eight Romantic Stories(1)

Part One Viewing, Understanding, and Speaking

Video Script

A Romamtic Gift on Valentine’s Day

Episode 1:

(Mike, Tom and Simon are discussing something at the school snack bar. Then, Jerry comes in and joins them. )

Jerry: Hey, Guys! Fancy meeting you here! So what are you guys talking about?

Mike: Well, we're deciding whose turn it is to pay the check today.

Jerry: Oh? That's a difficult question! I have a more difficult problem for you though. If you can help me, if you can give some ideas for it, I'll gladly pay the bill!

Tom: Great! What's your problem?

Jerry: I want to give my girl a very special gift on Valentine's Day, but I haven't any idea as to what it should be.

Simon: Simple! You can take her out for a romantic dinner. I bet the music and candlelight at the restaurant will add to the romance of your date that night.

Jerry: (imagining his girlfriend and he are sharing a dish... ) Yeah..., we could share a dish. Now... but that's not a real gift. I mean it's not something that will last long.

Mike: I see. I got an idea. Buy your girl a watch and ask her to wear it everyday!

Jerry: A watch! You know, it's really fashionable now for a girl to have a Swatch.

Mike: It's more than fashionable! What's more, whenever she looks at the watch, it'll remind her of you.

Jerry: That's good. Fashionable and thoughtful gift! But... a Swatch will cost a lot!

Tom: Yeah. It's more of an expensive gift than a romantic one! Maybe a book would be a little cheaper.

Jerry: A book? What kind of book?

Tom: A textbook!

Jerry: What?

Tom: I'm just kidding. You know, girls are crazy about Jimmy's picture books. You can get her one of those popular love stories. Personally, I think, the... "Turn Left, Turn Right", that's a pretty good one.

Jerry: Yeah... And I can write "I'm lucky to have met you in such a big world!" and sign my name on the cover. But... won't it be too sentimental to do that?

Tom: Well, love is a sentimental affair! Don't you think so?

Jerry: That's true. But... but we have to go Dutch.

Simon: What?! Say that again!

Jerry: Your ideas were good, but they weren't good enough. In other words, they weren't perfect! Mike: You liar! We've much better ideas than you do.

Jerry: But I... I didn't bring any money with me.

Tom: Really? Then what we'll do is... we'll send your girl the bill, you know, as a Valentine's Day gift. And then...

Jerry: Oh! No! No! No! If you guys have had enough to eat, I'll just put it all on my account. Episode 2:

(Mike met Jane on the net and started their romance. Today, it's their first date. They are supposed to meet each other at the school coffee shop, each carrying a magazine. Mike asked his classmate Simon to go with him. )

(Mike and Simon are sitting by the window and waiting for Jane. )

Simon: So how did you meet Jane?

Mike: I met her in a chat room.

Simon: Oh really? I've heard about making friends on the net, but I've never tried it.

Mike: Why not?

Simon: I don't want to talk with a bunch of strangers on a network.

Mike: That's the whole point. All your worries disappear because you can't see the other person. The net allows you to talk to people who you wouldn't talk to otherwise.

Simon: I just want to have a conversation with one other person.

Mike: You can do that. The net makes it possible for two people to talk alone without prejudice because you can't see each other.

Simon: Well, I'll watch how you talk someday.

Mike: That's fine with me. But today, I have a date with Jane. Believe me, it's worth trying! Simon: I don't know. I feel funny talking through a computer.

Mike: Remember, that's how I met Jane. I guarantee that you could talk to girls who would not talk to you if they saw your face.

Simon: What's that supposed to mean?

Mike: Well, look in the mirror, man. Excuse me. I have to go to the men's room.

Simon: Come back as soon as possible! Your girl is coming!

(Mike goes to the men's room and Simon begins to read the magazine Mike leaves on the table. Just at this moment, a very unattractive girl comes in with a magazine in her hand. )

Jane: (coming close to Simon) Nice to meet you, Mike!

Simon: (surprised) Mike? I'm not Mike. You must've made a mistake!

Jane: (sit down) Mike, I know you may feel disappointed about my looks. But are good looks so important?

Simon: No, I don't mean... I mean I'm not Mike.

Jane: Am I so ugly?

Simon: No, you actually look... look very unusual. But I'm not Mike!

(Mike comes out from the men's room and suddenly understands everything. He decides to leave the mess to Simon and escape.)

Simon: (sees Mike and shouts) Mike! Mike! Mike is...

Jane: (becomes angry) Stop! I don't have to bear it!

Simon: (points to Mike) It's a mistake! Mike is running out of the coffee shop now. I'm his classmate Simon.

Jane: (still does not believe him) Are you doing this as a last resort?

Simon: (gives up) OK. Well, I'm Mike. Would you like to have a cup of coffee with me, Jane? Jane: In your dreams! Look in the mirror, man. (leaves the coffee shop angrily)

Simon: My gosh! (covers the magazine over his face) Online romance is not for me!

Part Two Listening,Understanding, and Speaking

Listening I

Mailman

Tom and Pat met at a party. For Tom, it was love at first sight. They laughed and talked all evening. When they left the party, it was 2 a.m.

For the next year, Tom and Pat were together every weekend. They went everywhere together—to movies, to parks, to museums and to restaurants.

One night, at a romantic restaurant, Tom asked Pat, "Will you marry me?" "No," Pat answered. "I'm not ready to get married."

Tom began writing love letters to Pat. Every day he wrote a letter and mailed it to her. Every day the same mailman delivered the letter to Pat. The mailman always smiled when he gave Pat the letter. "Another letter from your boyfriend," he said.

Tom sent Pat love letters every day for two years—700 letters altogether. Finally Pat said, "I'm ready to get married now."

Did Pat marry Tom? No, she didn't. She married the mailman.

Listening II

Love

Love is real, real is love

Love is feeling, feeling love

Love is wanting to be loved

Love is touch, touch is love

Love is reaching, reaching love

Love is asking to be loved

Love is you

You and me

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UNIT 1 P17 1.你应该适当花一点时间休息和锻炼。(reasonable) You should spend a reasonable amount of time relaxing and exercising. 2. 总的来说，孩子们比过去任何时侯都更健康，受到了更好的教育。(in general) . In general children are healthier and better educated than ever before. 3. 待适当的机会来临，他就能抓住。(come along) When the right opportunity comes along, he’ll take it. 4.每天他都留出点时间跟家里人在一起，享受生活。(set aside) Every day he sets aside some time to be with his family and enjoy life. 5.我记得那些黑暗的街道以及同父亲手拉手走路的情景。(hand in hand) I remember those dark streets and walking hand in hand with my father. 6.他最终辜负了父母的期望。(live up to) He finally failed to live up to his parents’expectations. 7.相比之下，我们的用油量大幅度上升了。(in contrast) In contrast ,our use of oil has increased enormously. 8.经过努力，他成功地克服自己的致命弱点。(ovecome)

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Unit 4 Fresh Start In-Class Reading Fresh Start 新的开端 1当我父母开车离去，留下我可怜巴巴地站在停车场上时，我开始寻思我在校园里该做什么。我决定我最想做的就是平安无事地回到宿舍。我感到似乎校园里的每个人都在看着我。我打定主意：竖起耳朵，闭上嘴巴，但愿别人不知道我是新生。 2第二天早上我找到了上第一堂课的教室，大步走了进去。然而，进了教室，我又碰到了一个难题。坐哪儿呢？犹豫再三，我挑了第一排边上的一个座位。3“欢迎你们来听生物101 课，”教授开始上课。天哪，我还以为这里是文学课呢！我的脖子后面直冒冷汗，摸出课程表核对了一下教室——我走对了教室，却走错了教学楼。 4怎么办？上课途中就站起来走出去？教授会不会生气？大家肯定会盯着我看。算了吧。我还是稳坐在座位上，尽量使自己看起来和生物专业的学生一样认真。 5下了课我觉得有点饿，便赶忙去自助食堂。我往托盘里放了些三明治就朝座位走去，就在这时，我无意中踩到了一大滩番茄酱。手中的托盘倾斜了，我失去了平衡。就在我屁股着地的刹那间，我看见自己整个人生在眼前一闪而过，然后终止在大学上课的第一天。 6摔倒后的几秒钟里，我想要是没有人看见我刚才的窘相该有多好啊。但是，食堂里所有的学生都站了起来，鼓掌欢呼，我知道他们不仅看见了刚才的情景，而且下决心要我永远都不会忘掉这一幕。 7接下来的三天里，我独自品尝羞辱，用以果腹的也只是些从宿舍外的售货机上买来的垃圾食品。到了第四天，我感到自己极需补充一些真正意义上的食物。也许三天时间已经足以让校园里的人把我忘在脑后了。于是我去了食堂。 8我好不容易排队取了食物，踮脚走到一张桌子前坐下。突然我听到一阵熟悉的“哗啦”跌倒声。抬头看见一个可怜的家伙遭遇了和我一样的命运。当人们开始像对待我那样鼓掌欢呼的时候，我对他满怀同情。他站起身，咧嘴大笑，双手紧握高举在头顶上，做出胜利的姿势。我料想他会像我一样溜出食堂，可他却转身重新盛一盘食物。就在那一刻，我意识到我把自己看得太重了。

新编大学英语3 课文翻译及习题答案 unit9

Unit 9 Music In-Class Reading Music to Your Gear 参考译文 音乐与开车 安迪·埃利斯 1 尽管音乐能使你胸中的怒气平息，但是开车时听音乐也会损害你的健康。近期研究表明，听声音很响的音乐会严重地影响司机的注意力，而且心理学家也提醒人们，不断地在车里放这种音乐是很危险的，尤其是处于车流中或在高速公路上开车时。 2 音乐有两个极端，任何一个极端都有可能带来危险。重金属音乐以其强烈的节奏会使人莽撞驾驶，而聆听处于另一个极端的优美的、令人舒心的音乐，会使司机过分放松，以至于丧失安全意识，陷入迷迷糊糊的欲睡状态。 3 英国汽车协会一直关注道路安全，它委托搞了一个项目，研究严重车祸与音乐之间的关系。这项研究发现，17至25年龄段的男人是最危险、最易产生车祸的群体。研究还发现，这个群体的人70%的开车时间都在听音乐。 4 快节奏或重金属音乐要是放得很响，会使人易怒好斗，开起车来就会冲劲十足，这种司机也就更容易去冒险。开车的速度受到了音乐的速度和节奏的控制。 5 在试验中，给那些自愿参加实验的司机听声音很响的音乐，他们说尽管他们不一定感到非要开快车，但的确发现自己换档更快了，加速也快了，刹车更急了。若是让这些司机听慢节奏的抒情曲，他们承认经常感到自己走神，他们在高速公路上长途开车时，至少有两位参试的司机发现自己不知不觉地在跨越车道标记。 6 这些自愿参试的司机（有些刚刚拿到驾驶执照）所发表的意见非常说明问题。十八岁的西蒙告诉英国汽车协会，“《走出地狱的蝙蝠》里的快节奏摇滚乐真会让人送命的。我发现自己不知不觉地越开越快。” 7 另一名自愿参试的司机一直在听ZZ Top乐队最流行的曲子，他说，“我一直在快速行驶，扯着嗓门唱歌，没有看见也没有听见那辆一直想超过我的消防车。” 8 还有些人说：“我陷入了深思”…… “人的感觉会变得麻木” …… “听不见别的汽车是个问题”，“我一直在随着音乐的节奏加快速度。” 9 一些慢节奏的背景音乐，如肖邦的音乐，会刺激人的大脑，使思维模式发生变化，激发阿尔法脑波，使人有一种舒服愉快的感觉。处于放松状态在大多数情况下对我们有好处，但开车时则不然。心理学家雪利?费希尔教授提醒人们说：“最大的危险是疲劳驾驶。有些音乐会使你无法集中注意力，甚至陷入轻度睡眠状态，那样就会造成可怕的惨祸。” 10 “问题的关键在于根据具体情况选择合适的音乐。刺激性的音乐适合在漫长、枯燥的道路上听，但是当交通状况糟糕时，或是交通拥挤时，这种音乐会分散你的注意力。” 11 然而，音乐也有其好的一面，正如英国汽车协会的心理学家罗伯特?韦斯特所指出的那样：“如果有些音乐影响我们安全行驶，那么反过来也是有道理的。

新编大学英语第三版综合教程3答案

Unit 1 Personality V ocabulary 1. 1) self-conscious 2) self-confidence 3) self-esteem 4) self-destructive 5) self-worth 6) self-concept 7) Self-awareness 8) self-assurance/self-confidence 2. 1)B 2)I 3)L 4)A 5)H 6)D 7)E 8)N 9)J 10)M 11)C 12)F 13)G 14)K 3. 1) profound 2) jealousy 3) numerous 4) overweight 5) overcome 6) eventually 7) slim 8) compliments 9) diminish 10) reassurance 11) detrimental 12) isolated 13) self-esteem 14) accented 4. 1) reflected 2) concerned/worried 3) profound effect/influence 4) viewed/regarded 5)sensitive 6) respond/react 7)eliminated 8)overcome my fear 9) concentrate on 10) made no comment Translation 1) You should spend a reasonable amount of time relaxing and exercising. 2) In general children are healthier and better educated than ever before. 3) When the right opportunity comes along, he’ll take it. 4) Every day he sets aside some time to be with his family and enjoy life. 5) I remember those dark streets and walking hand in hand with my father. 6) He finally failed to live up to his parents’expectations. 7) In contrast, our use of oil has increased enormously. 8) He succeeded in his efforts to overcome his fatal weakness. Part Four Writing and Translation 2. Translation Practice

新编大学英语3课后填空题

Unit(1) 1.The doctor’s discovery will have a ( profound深度的;知识渊博的) influence on mankind. 2.She was overwhelmed with ( jealousy妒忌) when she heard that he had been given a promotion. 3.I went to the beach ( numerous 很多的) times last summer. 4.You are ( overweight 超重的) and so you should eat less. 5.When you learn a second language you have many difficulties to ( overcome战胜;克服). 6.If you keep practicing ,you might ( eventually最后,终于) become a good dancer. 7.Exercising is one of the ways of keeping ( slim苗条的). 8.She asked us all what we thought of her new hairstyle ,but she was only looking for ( compliments赞美;恭维). 9.The amount of water in the pond will ( diminish减少;减弱) as the dry season continues. 10.Mary’s comforting words provided the ( reassurance恢复自信) I needed . 11.They are worried that their decision might prove to be ( detrimental影响) to the future of the company. 12.When a person has an infectious disease ,he is usually ( isolated孤独;隔绝的) from other people. 13.This type of unsympathetic无同情心的approach can destroy a child’s confidence and ( self-esteem自尊;自负) . 14.Throughout his speech ,he（accented口音;强调) the seriousness of the situation. Unit(3) 1.We are ( constantly不间断的) reminded of his success. 2.The change in leadership will have a huge ( impact影响;作用) on government policy. 3.The financial ( burden重负) will be more evenly shared. 4.( Candidly坦率地;自然的) ,David, I think you’re being unreasonable. 5.Seeing my work completed successfully gives me a strong sense of ( fulfillment完成;履行;实现). 6.The company had 143 ( salaried领薪水的) staff, most of whom it could no longer afford to keep. 7.She expressed ( resentment埋怨;不满) at being interviewed by a social worker. 8.He’s been running the company with the ( assistance帮助) of his son. 9.She needs to ( perfect完美的) her Arabic before going to work in Cairo. 10.Harry could scarcely ( suppress禁止,隐瞒) a smile. Unit(4) 1.I have got the Key ( in case也许;免得) we want to go inside. 2.( Every so often有时;偶尔),she spends a weekend in London. 3.His punishing累人的work schedule had made him ( resort to诉诸于;采取) drugs. 4.Let's（talk over说服；讨论；商量）the problem with our teacher. 5.Maybe we can forget what has happened and （start over重新开始）. 6.They were claiming record profits when, （in reality事实上）,the company was close to bankruptcy. 7.If we lose the contract, hundreds of jobs are （at stake危险）. 8.He（seized on抓住）the suggestions as a way of getting out of his financial difficulties. 9.The bank has offered a reward for any information ( leading to领到) the arrest of the man. 10.After two years spent teaching abroad ,she returned home for a month to （take stock of估计；观察）her life. Unit 5 1.The soldiers（renewed更新的；重建的）the attack after stopping for a little while. 2.The rules of safe driving ( apply运用；申请) to everyone. 3.It's no use being sorry if you （persist坚持）in doing it. 4.The cold winter was （succeeded）by a stormy spring. 5.I can't just （drop使落下；放弃）everything to receive casual visitors. 6.The details of the policy have not been（revealed显示；透露）yet. 7.The sight of the Great Wall filled the visitors with （wonder对……感到疑惑）.

新编大学英语综合教程1-unit1

Unit 1 Personal Relationship In-Class Reading The Gift of Life 以生命相赠 1 炸弹落在了这个小村庄里。在可怕的越南战争期间，谁也不知道这些炸弹要轰炸什么目标，而它们却落在了一所由传教士办的小孤儿院内。 2 传教士和一两个孩子已经丧生，还有几个孩子受了伤，其中有一个小女孩，8岁左右，双腿被炸伤了。 3 几小时后，医疗救援小组到了。医疗小组由一名年轻的美国海军医生和一名同样年轻的海军护士组成。他们很快发现有个小女孩伤势严重。显然，如果不立即采取行动，她就会因失血过多和休克而死亡。 4 他们明白必须给小女孩输血，但是他们的医药用品很有限，没有血浆，因此需要匹配的血型。快速的血型测定显示两名美国人的血型都不合适。而几个没有受伤的孤儿却有匹配的血型。 5 医生会讲一点越南语，护士会讲一点法语，但只有中学的法语水平。孩子们不会说英语，只会说一点法语。医生和护士用少得可怜的一点共同语言，结合大量的手势，努力向这些受惊吓的孩子们解释说，除非他们能输一些血给自己的小伙伴，否则她将必死无疑。然后他们问孩子们是否有人愿意献血来救小女孩。 6 对医生和护士的请求，孩子们瞪大眼睛，一声不吭。此时小病人生命垂危。然而，只有这些受惊吓的孩子中有人自愿献血，他们才能够得到血。过了好一会儿，一只小手慢慢地举了起来，然后垂了下去，一会儿又举了起来。 7 “噢，谢谢，”护士用法语说。“你叫什么名字？” 8 “兴，”小男孩回答道。 9 兴很快被抱到一张床上，手臂用酒精消毒后，针就扎了进去。在整个过程中，兴僵直地躺着，没有出声。 10 过了一会儿，他发出了一声长长的抽泣，但立即用那只可以活动的手捂住了自己的脸。 11 “兴，疼吗？”医生问。 12 兴默默地摇了摇头，但一会儿忍不住又抽泣起来，并又一次试图掩饰自己的哭声。医生又问是不是插在手臂上的针弄疼了他，兴还是摇了摇头。 13 但现在，偶尔的抽泣变成了持续无声的哭泣。他紧紧地闭着眼睛，用拳头堵住嘴，想竭力忍住哭泣。 14 医疗小组此时非常担忧，因为针不会使他们的小输血者一直感到疼痛。一定是哪里出了问题。恰好这时，一名越南护士前来帮忙。看到小男孩在哭，她用越南话很快地问他原因。听了小男孩的回答后，又立即作了回答。护士一边说，一边俯身轻轻拍着小男孩的头，她的声音亲切柔和。 15 一会儿，小男孩不再哭了，他睁开眼睛，用质疑的目光看着越南护士。护士点了点头，小男孩的脸上马上露出了宽慰的神色。 16 越南护士抬起头平静地对两名美国人说: “他以为自己快死了。他误解了你们。以为你们要他献出所有的血，小女孩才能活下来。” 17 “那他为什么还愿意这么做呢?”海军护士问。 18 越南护士把这个问题向小男孩重复了一遍。小男孩简单地回答道: “她是我的朋友。” 19 他为了朋友甘愿献出自己的生命，没有比这更伟大的爱了。