高级英语视听说教程1

Chapter 1 N apoleon：From Schoolboy to Emperor

Napoleon was a French soldier who became emperor of France. He was born in 1769 on the island of Corsica. When he was only 10 years old, his father sent him to military（军事）school in France. N. wasn’t a very good student in most of his classes, but he excelled（优于）in mathematics and military science. When he was 16 years old, he joined the French army. In that year he began the military career that brought him fame, power, riches, and, finally, defeat. N. became a general in the French army at the young age of 24. Several years later, he became the emperor of the French Empire.

N. was many things. He was, first of all, a brilliant（杰出的）military leader. His soldiers were ready to die for him. As a result, N. won many, many military victories. At one time he controlled most of Europe, but many countries, including England, Russia, and Austria fought fiercely against him. His defeat –his end –came when he decided to attack Russia. In this military campaign against Russia, he lost most of his army.

The great French conqueror died alone -- deserted by his family and friends –in 1821. N. was only 51 years old when he died.

Postlistening

A. The Comprehension Check

1. Recognizing Information and Checking Accuracy

1. When was Napoleon born? (a)

2. What kind of student was Napoleon in most of his classes? (d)

3. What did Napoleon's military career bring him? (d)

4. When did Napoleon become emperor of the French Empire? (d)

5. One reason that Napoleon won many military victories was that his soldiers were ready to fight to the death for him. (T)

6. Austria and Russia fought fiercely against Napoleon, but England did not. (F England also fought against him.)

7. Many of Napoleon's family and friends were with him when he died. (F He died alone and deserted by his family and friends.)

8. Napoleon died before he reached the age of 52. (T)

Listening Factoid#1

The cause of Napoleon's death at the age of 51 on the island of St. Helena is still a mystery. There is no doubt that a very sick man at the time of his death. One theory about the cause of his death is that he had stomach cancer. Another theory is that he was deliberately poisoned by a servant. This third theory suggests that he was poisoned, but not by his servant. This third theory suggests that that he was poisoned, accidentally by fumes（烟气）from the wallpaper were analyzed and traces （追踪）of arsenic were found in it. Arsenic is powerful poison that was used in some of the dyes in wallpaper during the time that Napoleon lived. More than 170 years after his death, people are still speculating(猜测) about the cause of his death.

Listening Factoid #2

1. Ten people who speak make more noise than 10,000 who are silent.

2. In politics, stupidity is not a handicap（不利条件）.

3. A man will fight harder for his interests than for his rights.

4. Men of genius（天才）are meteors（流星）intended to burn to light their century.

5. I know, when it is necessary, how to eave the skin of the lion to take the skin of the fox.（舍不得孩子套不着狼）

6. History is the version of past events that people have decided to agree upon.

7. It is success which makes great men.

Chapter 2 P ompeii：Destroyed, Forgotten, and Found

Today many people who live in large metropolitan（大都市的）areas such as Paris and New York leave the city in the summer. They go to the mountains or to the seashore to escape the city noise and heat. Over 2,000 years ago, many rich Romans did the same thing. They left the city of Rome in the summer. Many of these wealthy Romans spent their summers in the city of Pompeii. P. was a beautiful city; it was located on the ocean, on the Bay of Naples.

In the year 79 C.E., a young boy who later became a very famous Roman historian was visiting his uncle in P.. The boy’s name was Pliny the Younger. One day Pliny was looking up at the sky. He saw a frightening sight. It was a very large dark cloud. This black cloud rose high into the sky. Rock and ash flew through the air. What Pliny saw was the eruption –the explosion -- of the volcano, Vesuvius. The city of P. was at the foot of Mt. V..

When the volcano first erupted, many people were able to flee the city and to escape death. In fact, 18,000 people escaped the terrible disaster. Unfortunately, there was not enough time for everyone to escape. More than 2,000 people died. These unlucky people were buried alive under the volcanic ash. The eruption lasted for about 3 days. When the eruption was over, P. was buried under 20 feet of volcanic rock and ash. The city of P. was buried and forgotten for 1,700 years.

In the year of 1748 an Italian farmer was digging on his farm. As he was digging, he uncovered a part of a wall of the ancient city of P.. Soon archaeologists began to excavate –to dig -- in the area. As time went by, much of the ancient city of P. was uncovered. Today tourists from all over the world come to see the ruins of the famous city of Pompeii.

Postlistening

A. The Comprehension Check

1. Recognizing Information and Checking Accuracy

1. At what time of the year did wealthy Romans like to visit Pompeii? (in the summertime)

2. In what year did Pliny pay a visit to his uncle/s house in Pompeii? (in 79 C.E.)

3. What did Pliny see when he was looking out over the Bay of Naples one day? (a large dark cloud)

4. Where was Pompeii located in relation to Mt. Vesuvius? (Pompeii was located at the foot of Mt. Vesuvius.)

5. When did an Italian farmer discover a part of an ancient wall of Pompeii? {in 1748)

6. Rome was located at the foot of Mt. Vesuvius. (F Pompeii was located at the foot of Mt. Vesuvius.)

7. Most of the people of Pompeii were able to flee the city and to escape death. (T)

8. Pompeii was buried under two feet of volcanic ash. (F Pompeii was buried under 20 feet of volcanic ash.)

9. Pompeii lay buried and forgotten between 79 C.E. and 1748. (T)

10. The Italian farmer was looking for the ancient city of Pompeii. (F The farmer was digging on his farm.)

11. Tourists come to excavate the city of Pompeii, (F Tourists come to see the ruins of the ancient city of Pompeii.)

Listening factoid #1

In 1951, an Australian pilot prevented his plane form being shot down-by flak form a volcano. The plane was flying over a volcano in Papua, New Guinea when the volcano suddenly erupted. It sent ash and flak 36,000 feet into the air. Bits of stone pounded against the plane’s wings and fuselage, but the pilot kept control and flew the plane to safety. Incidentally, almost 3,000 people on the ground died as a result of the eruption of this volcano.

Listening factoid #2

Pliny the Younger saw the eruption of Mount Vesuvius form a distance. On the day of the eruption, the boy’s uncle Pliny the Elder was in command of a Roman fleet which was not far off the shore of Pompeii. On seeing the remarkable eruption of Mt. Vesuvius, Pliny the Elder, who was a great naturalist, sailed to shore to take a look at the eruption of the mountain. On his approach to the shore, he was met by a shower of hot cinders which grew thicker and hotter as he advanced. He finally landed on the shore, and went to a house away form the beach. He even went to sleep, but later in the night, the servants woke him up. By then, the house had begun to rock so violently that Pliny and everyone in his household left the house and went toward the beach to escape. Tying pillowcases on their heads, and using torches to light the way, they groped their way to the beach. But it was too late for Pliny the Elder. Apparently, he became tired and lay down on the ground to rest. But when he lay down on the ground, he died. His death was probably due to carbon dioxide poisoning. Since CO2 is heavier than air, it hugs the ground and makes it impossible to breathe when one is close to the ground. It is likely that others in the area also died of carbon dioxide poisoning if they lay down to rest on the ground below Mt. Vesuvius.

Chapter 3 L ance Armstrong: Survivor and Winner

Lance Armstrong was born on September 18, 1971 in a suburb of Dallas, Texas, called Plano. Lance began running and swimming competitively when he was only 10 years old. By the time he was 13, he was competing in triathlons and won the Iron Kids Triathlon. Lance’s mother, who raised L. mostly by herself, recognized and encouraged his competitive spirit.

During his senior year in high school, L. was invited to train with the US Olympic cycling developmental team in Colorado. From that time on, L. focused completely on cycling. By 1991, L. was the US National Amateur Champion. He also won 2 major national races the same year -- even beating some professional cyclists.

Although he was generally doing very well, L. had his ups and downs. In 1992, he was expected to do very well at the Barcelona Olympics, but finished in 14th place. This was a big disappointment. L. got over the disappointment and decided to turn professional. In his first professional race, the 1992 Classico San Sebastian, he ended up finishing dead last, 27 minutes behind the winner. L.’s mother continued to encourage L. through his difficult times.

Things went much better for L. in the following years. In 1993, he was the youngest person

to win the World Race Championships. In the same year, he entered the Tour de France for the first time. He won one stage of the race, but dropped out of the race before finishing. In 1995, he even won the Classico S. S., the race he had finished last in, in 1992. L. also won the most important US tournament, the Tour du Pont, 2 times, in both 1995 and 1996. By 1996, L. was ranked 7th among cyclists in the world, and he signed a 2-year contract with a French racing team. At that time, everything was looking very good for L.A..

However, everything changed dramatically and drastically in October of 1996, shortly after his 25th birthday. At this time, L. was diagnosed with advanced cancer that had already spread to his brain and lungs. He almost immediately underwent 2 cancer surgeries. After these 2 surgeries, he was given a 50-50 chance of survival as he began an aggressive 3-month course of chemotherapy. The chemotherapy left L. very weak, but the treatment worked well. Quite soon after, L. was declared free of cancer. L. returned to cycling and training only 5 months after he was initially diagnosed with cancer. He vowed he would return to competitive cycling better than ever.

However, his French cycling team dropped L. from the team. They didn’t believe that L. would ever be able to return to his former level of strength and endurance. Fortunately the US Postal Service Team became his new sponsor. With the support of the US Postal Service Team, L. returned to racing in 1998. After one particularly bad day during one of his races, L. pulled over and decided he was done with racing. However, after spending time with his really good cycling friends, L. returned to racing, and again he was off again in pursuit of cycling victories!

L.’s big comeback was marked by his victory at the 1999 Tour de France. L. repeated this feat in the years 2000, 2001, 2002, 2003 and 2004, for a total of 6 consecutive victories in the Tour de France, the most prestigious and the most grueling of all cycling contests. L.s’Tour de France record may never be beaten or even matched. Interestingly, L. was the youngest person to win the World Cycling Championships in 1993 and the oldest person ever to win the Tour de France in 2004!

In addition to his amazing athletic performance, L.A. has established the L.A. Foundation, which is devoted to providing information about cancer and support to cancer victims. He has also written a book about his life and winning the TdF, called Every Second Counts, and for L., every second has counted.

L.A. gives a lot of credit for his success to his mother, whose independent spirit and support for L. inspired him to overcome all of life’s obstacles, both on and off the racetrack. Lance, in return, has provided inspiration to many, for his courage –both athletic and personal.

Postlistening

A. The Comprehension Check

1. Recognizing Information and Checking Accuracy

1. How old was Lance when he began running and swimming competitively? (b)

2. Which sports contest did Lance win when he was 13 years old? (b)

3. How old was Lance when he was diagnosed with advanced cancer? (c)

4. What chance for survival was Lance given after he underwent two surgeries? (c)

5. Who was Lance's sponsor when he won the Tour de France in 1999? (d)

6. What is the name of the book that Lance wrote that is mentioned in the lecture? (b)

7. Lauce’s cancer had already spread to his lungs and brain before it was diagnoised? (T)

8. Lauce’s French team dropped Lauce because they didn’t think he would ever return to his former level of strength and endurance. (T)

9. Lauce won the Classico San Sebastian two times. (F He lost the first time and won the second time.)

10. Lauce is the only cyclist to win the Tour de France five times consecutively. (F Lauce is the only person to win the Tour de France six times consecutively.)

Listening factoid #1

Amazingly enough, the bicycle is a more efficient mean of transportation than any other method of traveling. It takes much less energy to bicycle one mile than it does to walk one mile. In fact, it can take up to five times as much energy to walk a mile than to bicycle a mile. If we compare the amount of energy a human being uses to bicycle three miles, or about 5 kilometers, we find this amount of energy would power a car for only about 278 feet, or 85 meters.

Listening factoid #2

According to Professor Steve Jones, the three most important inventions in the history of mankind were fire, speech, and the bicycle. He says that the invention of fire freed human being from the power of climate, dangerous animals, and monotonous diets. The invention of speech meant that human being s could begin to build civilization. And the invention of the bicycle –by which he really means modern transportation in general- meant that groups of human beings were no longer isolated, but could travel great distances. Being able to travel much more freely meant that there could never again be more than one species of human beings as there had been in ancient times.

Chapter 4 The Internet: How it Works

The Internet consists of millions of computers, all linked together into a gigantic network. Now every computer that is connected to the Internet is part of this network and can communicate with any other connected computer.

In order to communicate with each other, these computers are equipped with special communication software. To connect to the Internet, the user instructs the computer’s communication software to contact the Internet Service Provider, or ISP. Now an Internet Service Provider, or ISP, is a company that provides Internet service to individuals, organizations, or companies, usually for a monthly charge. Local ISPs connect to larger ISPs, which in turn connect to even larger ISPs. A hierarchy of networks is formed. And this hierarchy is something like a pyramid, with lots of small networks at the bottom, and fewer but larger networks moving up the pyramid. But, amazingly, there is no one single controlling network at the top. Instead, there are dozens of high-level networks, which agree to connect with each other. It is through this process that everyone on the Internet is able to connect with everyone else on the Internet, no matter where he or she is in the world.

How does information that leaves one computer travel through all of these networks, and arrives at its destination, another computer, in a fraction of a second?

The process depends on routers. Now routers are specialized computers whose job is to direct the information through the networks. The data, or information, in an e-mail message, a Web page, or a file is first broken down into tiny packets. Each of these packets has the address of the sender and of the receiver, and information on how to put the packets back together. Each of these

packets is then sent off through the Internet. And when a packet reaches a router, the router reads its destination address. And the router then decides the best route to send the packet on its way to its destination. All the packets might take the same route or they might go different routes. Finally, when all the packets reach their destination, they are put back into the correct order.

To help you understand this process, I’m going to ask you to think of these packets of information as electronic postcards. Now imagine that you want to send a friend a book, but you can send it only as postcards. First, you would have to cup up each of the pages of the book to the size of the postcards. Next, you would need to write your address and the address of your friend on each of these postcards. You would also need to number the postcards so that your friend could put them in the correct order after he receives the postcards. After completing these steps, you would put all the postcards in the mail. You would have no way to know how each postcard traveled to reach your friend. Some might go by truck , some by train, some by plane, some by boat. Some might go by all 4 ways. Now along the way, many postal agents may look at the addresses on the postcards in order to decide the best route to send them off on to reach their destination. The postcards would probably arrive at different times. But finally, after all of the postcards had arrived, your friend would be able to put them back in the correct order and read the book.

Now this is the same way that information is sent over the Internet using the network of routers, but of course it happens much, much faster!

Postlistening

A. The Comprehension Check

1. Recognizing Information and Checking Accuracy

1. What is the Internet? (d)

2. What is a router? (c)

3. What is carried on every tiny packet of information that travels through the Internet? (d)

4. What is a router compared to in the lecture? (b)

5. The Internet is controlled by one gigantic ISP. (F There is no one controlling network at the top)

6. Routers can send the packets of information in one e-mail massage over many different routes to their destination. (T)

7. The lecturer compares the tiny packets of information that travel through the Internet to electronic postcards. (T)

Listening factoid #1

Jeff Hancock, a scientist at Cornell University, asked 30 students to keep a communication diary for a week. The students wrote down the numbers of conversations they had either face-to-face or on the telephone and the number of e-mail exchanges they had, both regular e-mails and instant messages, that lasted more than 10 minutes. They also wrote down the number of lies they had told in each conversation or e-mail exchange. When Jeff Hancock analyzed the students’communication records, he found that lies made up 14 percent of e-mails, 21 percent of instant messages, 27 percent of face-to-face conversations, and 37 percent of phone calls.

His findings surprised some psychologists, who thought it would be easier to lie in e-mail than in real-time conversations. One explanation is that people are less likely to lie when there will be a record of their lies, such as in an e-mail.

Listening factoid #2

If you have an e-mail account, you have no doubt been spammed. That is, you have received unsolicited e-mail from someone you don’t know, someone who is usually trying to sell you something!

Most people say that they hate spam. For many people, spam mail is just a nuisance, but for businesses it’s very expensive, as their employee waste considerable working time going through and deleting span. According to Message Labs, a company that provides e-mail security, 76% of the world’s e-mail is spam and it costs businesses approximately $12 billion dollars a year. According to a survey by Commtouch Software, another anti-spam company, in the last few months the number of spam attacks increased by 43%. Their report predicts that within two years, 98% of all e-mail will be spam!

Chapter 5 Language: How Children Acquire Theirs

What I’d lie to talk to you about today is the topic of child language development. I know that you all are trying to develop a second language, but for a moment, let’s think about a related topic, and that is: How children develop their first language. What do we know about how babies develop their language and communication ability? Well, we know babies are able to communicate as soon as they are born―even before they learn to speak their first language. At first, they communicate by crying. This crying lets their parents know when they are hungry, or unhappy, or uncomfortable. However, they soon begin the process of acquiring their language. The first state of language acquisition begins just a few weeks after birth. At this stage, babies start to make cooing noises when they are happy. Then, around four months of age they begin to babble. Babies all over the world begin to babble around the same age, and they all begin to make the same kinds of babbling noises. Now, by the time they are ten months old, however, the babbling of babies from different language backgrounds sounds different. For example, the babbling of a baby in a Chinese-speaking home sounds different from the babbling of a baby in an English-speaking home. Babies begin a new stage of language development when they begin to speak their first words. At first, they invent their own words for things. For example, a baby in an English-speaking home may say “baba”for the word “bottle”or “kiki”for “cat.”In the next few months, babies will acquire a lot of words. These words are usually the names of things that are in the baby’s environment, words for food or toys, for example. They will begin to use these words to communicate with others. For example, if a baby holds up an empty juice bottle and then says “juice,”to his father, the baby seems to be saying, “I want more juice, Daddy”or “May I have more juice, Daddy?”This word “juice”is really a one-word sentence.

Now, the next stage of language acquisition begins around the age of 18 months, when the babies begin to say two-word sentences. They begin to use a kind of grammar to put these words together. The speech they produce is called “telegraphic”speech because the babies omit all but the most essential words. An English-speaking child might say something like “Daddy, up”which actually could mean “Daddy, pick me up, please.”Then, between two and three years of age, young children begin to learn more and more grammar. For example, they begin to use the past tense of verbs. The children begin to say things such as “I walked home”and “I kissed Mommy.”They also begin to overgeneralize this new grammar rule and make a log of grammar mistakes. For example, children often say such thins as “I goed to bed”instead of “I went to

bed,”or “I eated ice cream”instead of “I ate ice cream.”In other words, the children have learned the past tense rule for regular verbs such as “walk”and “kiss,”but they haven’t learned that they cannot use this rule for all verbs. Some verbs like “eat”are irregular, and the past tense forms for irregular verbs must be learned individually. Anyway, these mistakes are normal, and the children will soon learn to use the past tense for regular and irregular verbs correctly. The children then continue to learn other grammatical structures in the same way.

If we stop to think about it, actually it’s quite amazing how quickly babies and children all over the world learn their language and how similar the process is for babies all over the world.

Do you remember anything about how you learned your first language during the early years of your life? Think about the process for a minute. What was your first word? Was it “mama”or maybe “papa”? Now think also about the process of learning English as a second language. Can you remember the first word you learned in English? I doubt that it was “mama.”Now, think about some of the similarities and differences involved in the processes of child and adult language learning. We’ll talk about some similarities and differences in the first and second language learning processes tomorrow. See you then.

Postlistening

A. The Comprehension Check

1. Recognizing Information and Checking Accuracy

1. At what age do babies begin to communicate? (a)

2. Which of the following is an example of “telegraphic”speech? (b)

3. At what age do children begin to use the past tense? (c)

4. At four months of age the babbling of babies sounds the same all over the world. (T)

5. A baby’s first words are usually words that he or she inverts. (T)

6. A child uses only vocabulary and no grammar before about two years of age. (F He/she actually used a kind of grammar in making two-word sentences at about 18months of age.)

7. Children probably say “I goed”instead of “I went”because they hear their parents say this.

(F Children say “I goed”instead of “I went”because they are overgeneralizing the grammar rule for the regular past tense verbs to the irregular verb “go.”)

Listening Factoid #1

Have you ever wondered about what the world's original language was? Or whether children would begin to speak if they never heard language? Well, more than 2,500 years ago, an Egyptian pharaoh asked himself the same questions. He had the idea that children who didn't hear adults speaking any language would begin to speak the world's "original language." So he had two newborn babies of poor parents taken away from them. He gave the babies to a shepherd to take care of. No one was allowed to speak to them. About two years later, the shepherd reported to the pharaoh that the children were making a sound like "bekos." This sound "bekos" sounded like the word for bread in the Phrygian language, so the pharaoh concluded that Phrygian was the original language in the world. There was only one problem with the pharaoh's conclusion. He overlooked the fact that "bekos" sounded very much like the noise that sheep make!

Listening factoid #2

Do you know that grownups use baby talk? Why? To help babies learn to speak David Sacks, a linguist, says that, "babies in their first year of life learn to speak-first in baby talk, then with the

rudiments of genuine vocabulary-by imitating the speech sounds they hear around them. (Often these sounds are addressed to the baby in an exaggerated, singsong form; for example, "How did you sleeeep? " which apparently helps the child to learn.) But some scholars have theorized that language in the nursery is partly a two-way street and that certain family-related words in English and other tongues were formed originally-perhaps prehistorically-in imitation of baby talk. Such words are easy for babies to pronounce. The parent will say to the baby, "Say dada" and so the word "dada" retains a secure place in the language. What are these words that are easy to say? While the words vary from language to language, in English they are some of the "ba," "da," "ma," and “pa" words.

The earliest speech sounds out of an infant's mouth, sometimes as early as the second month of life, might typically be pure vowels. The sounds "ah," "ee," and "oo" are said to predominate among babies all over the world, with "ah " as the earliest and most frequent sound. The infant's next step, usually begun before four months of age, is to float a consonant sound in front of the vowel: "ma-ma-ma," the sound of pure baby talk.

Chapter 6 Hydroponic Aquaculture: How One System Works

The growing of plants without soil has developed from experiments carried out to determine what substances (like soil and water) make plants grow. Growing plants in water( rather than in soil) --- in other words, hydroponics--- dates back many more years than you might think. Scientists believe that hydroponics or aquaculture is at least as ancient as the pyramids of Egypt. Scientists also know that a primitive form of aquaculture has been used in the region of Kashmir for centuries. In fact, scientists believe hydroponic growing actually preceded soil growing. They even believe that using hydroponics as a farming tool started in the ancient city of Babylon with its famous hanging gardens. These hanging gardens were probably one of the first successful attempts to grow plants hydroponically.

However, returning to more modern times, researchers at the University of the Virgin Islands have developed a system of hydroponic aquaculture that is both simple and low cost. The system uses gravity to create recirculating water systems in which fish are raised and vegetables are grown. Let me take a minute to explain the process of how this particular system of hydroponic aquaculture works on the island of St. Croix in the Virgin Island.

To start with, rainwater is collected in a large 3,000-gallon tank. This tank is located on the highest point of the island. The tank is so large that it measures about 12 feet in diameter. Once the tank is filled with rainwater, fish are added to the tank and subsequently raised in a large tank. So, first, the researchers collect rainwater in a large tank, then they add fish; the fish swim around and excrete waste into the water.

The next step in the process happens in this way. The rainwater collected in the large tank slowly runs out of the bottom of the large fish tank and into another tank. This other tank holds the waste from the fish. The water is then filtered. After the water is filtered, it is passed through a “bio-filter”that contains bacteria. These bacteria convert any harmful ammonia produced in the fish waste into nitrates. These nitrates are then used to feed the plants in the next stage of the process.

So, what happens next? Well, after the water has passed through this bio-filter, it enters two 100-foot-long hydroponic tanks. Just above the 100-foot-long tanks of water, plants are suspended

on trays. In this particular case, the plants suspended on trays are lettuce plants. The plants’roots stand in the water. Now, through the roots, the plants soak up or absorb the nitrates and other nutrients in the water before the water drains out of these 100-foot-long tanks into a large reservoir. The reservoir is located at the lowest point on the island. It is now necessary of course to get the water from the lowest part of the island back up to the highest point on the island so the water can circulate through the process again. Now, how do they get the water from the reservoir up to the 3,000-gallon fish tank, and then the hydroponic process starts all over again.

The aquaculture scientists say that this relatively simple system produces about 25,000 heads of lettuce, and one ton of fish in a year from just one 3,000-gallon fish tank. A commercial company would need to have several tanks in order to make the process profitable, but researchers at the University of the Virgin Islands have demonstrated exactly how aquaculture can be used to grow plants without using soil. The process could help some countries that are looking to develop new methods to produce food in “soil-less culture”. Just to give an example, in the case of tomatoes, dirt farmers raise about 3,500 plants per acre. In hydroponics, the tomato plants can be placed much closer together, and it’s possible to cultivate as many as 10,000 plants on an acre of land. In the future, we will probably see more and more agriculture being done as hydroponic aquaculture. And many consumers won’t know the difference.

Postlistening

A. The Comprehension Check

1. Recognizing Information and Checking Accuracy

1. How old do scientists think aquaculture is? (d)

2. Which country (or region) did the lecturer not mention in his talk? (c)

3. What makes the water pass from one tank to another in the hydroponic system described? (d)

4. What does the bio-filter contain that destroys harmful ammonia in the fish waste? (a)

5. About how many heads of lettuce can be produced in a year with the system described? (d)

6. Growing plants in a soil environment predates the growing of plants in an aquaculture environment. (F Scientists believe hydroponic growing actually preceded soil growing.)

7. The width of the large fish tank described is 12 feet in diameter. (T)

8. The large fish tank is 100 feet long. (F The tanks with the lettuce,

9. The lettuce plants use the nitrates from the water as food. (T)

10. Gravity takes the water from the tank with the lettuce plants above it to the tank with the fish in it. (F A pump is needed to cycle the water from the tank with the plants above it to the tank with the fish in it.)

Listening factoid #1

The jackfruit tree of southern Asia bears the world's largest tree fruits. The fruits can weigh as much as 110 pounds. As many as 250 fruits are produced by a single tree each year. People in India and Sri Lanka eat the fruit fresh or make a syrup out of this large fruit. Would you like to eat the jackfruit?

Listening factoid #2

Did you know that the Aztecs of Central America did hydroponic gardening long ago? How did they do it? First, they built rafts of rushes and reeds tied together with tough roots. Then they dredged up soil from the shallow bottom of the lake, and piled it on the rafts. Because the soil

came from the lake bottom, it was rich in a variety of organic substances and nutrients. On these rafts they planted vegetables, flowers, and even trees. The roots of these plants, pushing clown toward a source of water, would grow through the floor of the raft and down into the water. The rafts were joined together to form floating islands as much as 200 feet long. On market days, a farmer on one of these floating islands would pole his raft close to a market place, pick his vegetables or flowers, and sell them to shoppers walking by. The shoppers got really fresh (and hydroponic) fruits and vegetables.

Chapter 7 A Tidal Wave: What Is It? What Causes It? How Can We Predict It?

A tidal wave is a very large and very destructive wall of water that rushes in from the ocean toward the shore. Many scientists call these waves tsunami. In Japanese tsunami means “storm wave.”But do you know that tidal waves are not caused by storms and that they are not true tides at all? A true tide is the regular rise and fall of ocean waters, at definite times each day, but a tidal wave comes rushing in suddenly and unexpectedly. A tidal wave is caused by an underwater earthquake. Scientists call the underwater earthquake a seaquake. The word “seaquake”is made up of two words, the word “sea”which means “ocean”and the word “quake.”“To quake”means “to shake”or “to tremble.”When a seaquake takes place at the bottom of the ocean, the ocean floor shakes and trembles, and sometimes the ocean floor shifts. It is this shifting that produces the tidal wave. The tidal wave begins to move across the sea at great speed.

Tidal waves have taken many human lives in the past. Today scientists can predict when a tidal wave will hit land. They use a seismograph to do this. A seismograph is an instrument that records the strength, the direction, and the length of time of an earthquake or seaquake. It is not possible to hold back a tidal wave, but it is possible to warn people that a tidal wave is coming. This warning can save many lives.

Postlistening

A. The Comprehension Check

1. Recognizing Information and Checking Accuracy

2. They can predict when a tidal wave will hit land. (c)

3. It is caused by a seaquake. (d)

4. It is a synonym for "underwater earthquake." (b)

5. During a seaquake, it shakes, trembles, and sometimes shifts. (e)

6. It records the strength, the direction, and the length of time of earthquakes. (f)

Listening Factoid #1

The largest wave known was not a tsunami. It was caused by a landslide that sent about 100 million tons of rock crashing into a bay in Alaska in 1958. The slide produced a single wave which covered the hills on the opposite side of the bay up to a distance of nearly 1,700 feet inland. Then the wave, which was 200 feet high, raced back out to sea. No one was killed.

Listening Factoid #2

The speed of a tsunami depends on the depth of the water in the ocean. The deeper the water, the faster the tsunami moves. In the Pacific Ocean, for example, a tsunami travels at a speed of up to 600 miles, or 970 kilometers, per hour. As the tsunami comes close to the shore, however, the

speed of the tsunami drops to about 100 miles (or 160 kilometers) per hour. That's still speedy—and deadly! As the tsunami approaches land, its speed drops, but this is when the wave begins to grow in height. Tsunamis may rise to 100feet or 30meters in height.

Tsunamis occur in all of the oceans of the world, though they are the most common in the Pacific. Chapter 8 Levels of Language Usage: Formal and Informal

Today I want to talk about levels of language usage. You probably have noticed that people express similar ideas in different ways, depending on the situation they are in. This is very natural. All languages have two broad, general categories, or levels of usage: a formal level and an informal level. English in no exception. I’m not talking about correct and incorrect English. What I’m talking about are two levels of correct English. The difference in these two levels is the situation in which you use a particular level. Formal language is the kind of language you find in textbooks, reference books such as encyclopedias, and in business letters. For example, a letter to a university would be in a formal style. You would also use formal English in compositions and essays that you write in school. People usually use formal English when they give classroom lectures or speeches and at ceremonies such as graduations. We also tend to use formal language in conversations with persons we don’t know well or with people we have a formal relationship with, such as professors, bosses, doctors, friends of our parents’, strangers, etc. Informal language is used in conversation with colleagues, family, and friends, and when we write personal notes or letters to close friends, as well as in diaries, etc.

Formal language is different from informal language in several ways. However, today I’m going to talk only about a couple of ways. First of all, formal language tends to be more polite. Interestingly, it usually takes more words to be polite. For example, I might say to a friend or family member, “Close the door, please,”but to a stranger or someone in authority I probably would say “Would you mind closing the door?”or “Excuse me, could you please close the door?”Using words like “could”and “would”makes my request sound more polite, but also more formal. I want to be polite but not too formal with my friends and family.

Another difference between formal and informal language is some of the vocabulary. There are some words and phrases that belong in formal language and others that are informal. Let me give you a couple of examples of what I mean. Let’s say that I really like soccer. If I’m talking to my friend or colleague I might say “I’m just crazy about soccer!”But if I were talking to my supervisor or a friend of my parents’, I would probably say “I really enjoy soccer”or “I like soccer very much.”Let’s say I’m telling someone some news I heard about the police arresting a criminal. To my friend I might say, “The cops bagged the crook.”To my parents’friend I might say “The police arrested the thief.”

Although the line between formal and informal language is not always clear and although people are probably less formal today than in the past, it is useful to be aware that these two levels, or categories, do exist. The best way for a nonnative speaker of English to learn the difference is to observe the different ways English speakers speak or write in different situations. Television newscasters, your college professors in your class, your doctors in their offices, etc., will usually speak rather formally. However, your classmates, teammates, family members, and friends will generally speak in an informal fashion. The difference can be learned over time by observing and interacting with native speakers.

Postlistening

A. Comprehension check

1. Recognizing information and checking accuracy

1. Which of the following are usually written in formal English? (b)

2. Which of the following people do we usually speak to in informal language? (d)

3. Which of the following is the most formal way to make a request? (d)

4. Which of the following should not be in a composition you write in school? (b)

5. It's unusual to find both a formal and informal level of usage in a language. (F All languages have two broad, general categories, or levels of usage: formal and informal.)

6. People usually use formal language when they first meet someone. (T)

7. The sentence "Mary is crazy about that music" would be acceptable in a conversation between classmates. (T)

8. The best way to learn the difference between formal and informal English is to look up every new word in the dictionary. (F The best way is to pay attention to how native speakers use language in different situations and to interact with them.)

Listening factoid #1

The Oxford English Dictionary, often referred to as the OED, contained 414,825 words when it was finally completed in 1928. The OED had been started 71 years earlier. Yes/ it took 71 years to complete this dictionary. However, this was not the longest time it ever took to complete a dictionary. One dictionary of the German language took 106 years. Another dictionary of the Italian language was begun in 1863 and still isn’t finished.

Listening factoid #2

The slang words swell, groovy, and cool all have about the same meaning. Swell, groovy, and cool all mean something good-something desirable. The difference between these words is mostly generational. That is, people growing up in the 1930s, '40s, and '50s often used the word swell when they really liked something. The word groovy, which means about the same thing, became popular in the 1960s. In the 1970s, the slang word cool became popular. The word cool is still used today, but swell and groovy are not used very much at all, especially not by anyone born in the 1970s or later.

Chapter9 Power: The Kinds People Use and Abuse

John Mack, who is the author of a book about power, says that the need for a sense of personal power is one of the primary forces in human life. On the other hand, he also says that a feeling of powerlessness is one of the most disturbing of human emotions ―a feeling to be avoided at all costs. Just what is power?

Psychologists define power as the ability to determine or to change the actions or behavior of other people. Psychologists are trying to identify different kinds of power so that they can better understand how people use these different kinds of power to gain control over other people. They are trying to understand how people manipulate other people for good and evil purposes. Psychologists have identified five basic types of power, and I’d like to talk about each of these briefly in the next few minutes.

The first type of power is called information power. Some psychologist believe that

information power is one of the most effective types of power and control. The person who has information that other people want and need, but do not have, is in a position of power. Why is this? Well, most people like to receive and have information. Having information increases a person’s own sense of power. People who provide information can manipulate those who do not have information. Often, when people receive information, they do not know that they are being manipulated by those who provided the information. The psychologist named Edwards says, for example, that newspapers provide a lot of information to their readers, and that these newspaper readers generally believe the information they read. Readers do not question the accuracy of the reports about world events they read in the newspapers.

A second type of power is called referent power. For example, a person may want to behave like the members of a particular group, such as a soccer team ( or a group of classmates), or a person may identify with and want to be like a certain teacher, a friend, or say , a rock star. If you identify with another person, that person has power over you, and that person can influence your actions and behavior. Many people imitate and are controlled by the people they identify with. Let me give you a sad example of the use of this type of power for evil purposes. In the 1970s in Jonestown, Guyana, more than 900 people committed suicide when their religious leader Jim Jones told them to kill themselves. They did what he told them to do because he had referent power over them. They identified with him; they believe him, and they did what he told them to do. More recently a man named David Koresh controlled the lives and destinies of a small community of men, women, and children in Waco, Texas. Most people in his community died in a fire, along with their leader, during a confrontation with U.S. government agents.

A third kind of power is classified as legitimate power. Government officials, according to Edwards, have a lot of legitimate power. When the government decides to raise taxes or make people go to war, most people will do what their government officials tell them to do. One psychologist reported on an experiment that showed an example of this type of power. In this experiment, a researcher asked people on the street to move away from a bus stop. When he was dressed as a civilian, few people moved away from the bus stop. When the researcher was dressed as a guard, most people moved away from the bus stop. The guard’s uniform seemed to give the researcher a look of legitimate power.

A fourth kind of power is called expert power. An expert is a person who is very skilled in some area, such as sports, or who knows a lot about something, such as computers. Most people are impressed by the skills or knowledge of an expert. Some of these “experts”use their skills at playing sports or knowing about computers to gain power and influence ―and to gain money or admiration, according to Edwards. In other words, they use their expertise to gain power.

Finally, reward or coercive power is used by people who have the power to reward or punish another person’s actions or behavior. Giving a reward will change people’s behavior because it offers people a chance for gain. Giving a punishment may or may not cause the people to do what the powerful person wants them to do, but the changes may not last for a long time. The person who uses coercive power may also have to carefully watch that the less powerful person does, in fact, change his or her actions or behavior.

To sum up, then, power may be gained in many ways. It may come from having information that other people want or need; it may come from being a referent for other people to identify with or to imitate; it may come from having an official, or legitimate, position of authority; it may come from having skills or expertise; or it may come from having the power to reward or punish

people. We all exercise one or more of these various kinds of power over other people, and other people will try to exercise one or more of these kinds of power over us throughout our lives.

Postlistening

1. Recognizing Information and Checking Accuracy

1. What kind of power do newspapers provide to those who read them? (d)

2. If a teenager wishes to act like a favorite rock singer, which type of power does that singer have over the teenager? (b)

3. Which kind of power may or may not lead to changes that the person in power wants and requires? (a)

4. When a government decides to raise taxes on a product like gas, what kind of power is being wielded? (c)

5. Some psychologists believe that information power is one of the most effective types of power.

(I heard it.)

6. If a young person wants to act like an older sister, the older sister is a referent of identification.

(I can infer it.)

7. Jim Jones used power for evil purposes. (I can infer it.)

8. David Koresh and his followers died in a fire. (I heard it.)

9. Napoleon identified with his father, who used power well. (I did not hear it and cannot infer it.)

10. Government officials have a lot of legitimate power. (I heard it.)

11-14. Students prepare their own statements about the content of the talk and ask classmates to listen to their statements and to check the appropriate boxes.

Listening Factoid #1

A powerful king named Mithradites lived in Asia Minor almost 2,000 Years ago. He was so afraid that someone would try to poison him that, in order to build up an immunity to poison, he spent many years drinking small amounts of poison. King Mithradites was very successful in building up his immunity to poison. No one was able to poison him. However, his immunity to poison proved to be a problem when he decided to commit suicide in order to avoid being captured by the Roman army. To avoid being captured by the Romans, he tried to commit suicide by drinking poison. Unfortunately, the poison would not work. In the end, one of his slaves killed him with a sword so he could avoid capture. The man of great power was put to death by the man who had no power.

Listening Factoid #2

When girls study ancient civilizations, they often learn about societies where leadership roles and decision making were in the hands of the men of the society. Only on very few occasions are they able to identify with those in authority or those who have played an influential role in the society. The ancient kingdom of Kush was unusual in that powerful queens ruled the kingdom, which occupied the area located in the southern part of modern Egypt and the northern part of today's Sudan. The study of the Kingdom of Kush tells the story of a society where women took on roles of leadership ----a society where women were highly respected and held positions of power alongside men. Furthermore, during part of its history, it was a queen of Kush that led the Kushite revolt against the injustice of Roman rule and Rome's imposition of taxes on the Kushite people.

Chapter 10 Asian and African Elephants: Similarities and Differences

The African and the Asian elephants are the largest land animals in the world. They are really enormous animals. The African and the Asian elephants are alike, or similar, in many ways, but there are differences between the 2 types of elephants, too.

What are some of the similarities between the African and the Asian elephant? Well, for one thing, both animals have long noses, called trunks. An elephant sometimes uses its trunk like a third hand. Both kinds of elephants use their trunks to pick up very small objects and very large, heavy objects. They can even pick up trees with their trunks. For another thing, both the African and the Asian elephants have very large ears, although the African elephant’s ears are considerably larger. In addition, both animals are intelligent. They can be trained to do heavy work. They can also be trained to do tricks to entertain people. In other words, they both work for people, and they entertain people also.

As I said before, the African and Asian elephants are alike in many ways, but they are also quite different, too. Let me explain what I mean. The African elephant is larger and heavier than the Asian elephant. The African male elephant weighs between 12,000 and 14,000 pounds. In contrast, the average Asian male elephant weighs between 7,000 and 12,000 pounds.

Another major difference between the 2 kinds of elephants is the size of the ears. Asian elephants have smaller ears than African elephants do. The teeth are different, too. The African elephant has 2 very large teeth. These teeth are called tusks. The Asian elephant sometimes does not have any tusks at all. The elephants differ in color, too. The African elephant is dark gray in color while the Asian elephant is light gray. Occasionally an Asian elephant is even white in color! The last big difference between the 2 elephants is their temperament. The Asian elephant is tamer than the African elephant. In other words, the African elephant is much wilder than the Asian elephant. As a result, it’s more difficult to train the African elephant to perform tricks to entertain people. That’s why the elephants you see in the circus are probably Asian elephants …not African elephants.

Yes, there certainly are differences between the African and the Asian elephants, but there is one big similarity between the 2 animals: they are both fascinating and enormous animals.

Postlistening

A. Comprehension Check

1. Recognizing Information and Checking Accuracy

1. What part of an elephant's body is its trunk? (b)

2. Which animals can be trained to work for man? (c)

3. What is the range of an African male elephant's weight? (c)

4. Which of the following best describes the Asian elephant in comparison with the African elephant? (c)

5. Which is true of both elephants? (d) .

6. Elephants use their trunks to pick up both small and large objects. (I heard it.)

7. Elephants enjoy working and doing tricks for people. (I cannot infer it.)

8. African elephants are generally more dangerous than Asian elephants. (I can infer it.)

9. Asian elephants like people more than African elephants do. (I cannot infer it.)

10. Some Asian elephants have tusks. (I can infer it.)

Listening factoid #1

In the early 1970s five baby elephants were released in Kruger National Park in South Africa near a herd of buffalo. Park rangers later reported that one of the young elephants had joined the herd of buffalo and was acting like a buffalo. A visitor to the park in 1980 saw the ten-year-old elephant with its adopted family of about 20 buffalo. The buffalo and the elephant were trying to chase some lions away from a water hole. A few years later a park ranger reported seeing the young elephant and the herd of buffalo drinking water from a water hole when a herd of elephants arrived to drink water. The herd of buffalo ran off when they saw the herd of elephants, and the young elephant ran off along with the herd of buffalo. It appears that the elephant was accepted as a member of the herd by the buffalo.

Listening Factoid #2

An elephant grasps objects with its trunk much as a person does with a hand. The elephant's trunk can carry a log that weighs as much as 600 pounds (or 272 kilograms). The tip of the trunk can pick up an object as small as a coin. An elephant also uses its trunk to communicate with other elephants. When two elephants greet each other, each places the tip of its trunk in the other’s mouth. A mother will comfort her calf by stroking it with her trunk. Young males also play-fight by wrestling with their trunks.

Chapter 11 Lincoln and Kennedy: Similar Destinies

John F. Kennedy and Abraham Lincoln lived in different times and had very different family and educational backgrounds. Kennedy lived in the 20th century; Lincoln lived in the 19th century. Kennedy was born in 1917, whereas Lincoln was born more than a hundred years earlier, in 1809. As for their family backgrounds, Kennedy came from a rich family, but Lincoln’s family was not wealthy. Because Kennedy came from a wealthy family, he was able to attend expensive private schools. He graduated from Harvard University. Lincoln, on the other hand, had only one year of formal schooling. In spite of his lack of formal schooling, he became a well-known lawyer. He taught himself law by reading law books. Lincoln was, in other words, a self-educated man.

In spite of these differences in Kennedy and Lincoln’s backgrounds, some interesting similarities between the 2 men are evident. In fact, books have been written about the strange coincidences in the lives of these 2 men. For example, take their political careers. Lincoln began his political career as a congressman. Similarly, Kennedy also began his political career as a congressman. Lincoln was elected to the U.S. House of Representatives in 1847, and Kennedy was elected to the House in 1947. They went to Congress just 100 years apart. Another interesting coincidence is that each man was elected president of the United States in a year ending with the number 60. Lincoln was elected president in 1860, and Kennedy was elected in 1960; furthermore, both men were president during years of civil unrest in the country. Lincoln was president during the American Civil War. During Kennedy’s term of office, civil unrest took the form of civil rights demonstrations.

Another striking similarity between the 2 men was that, as you probably know, neither president lived to complete his tern in office. Lincoln and Kennedy were both assassinated while in office. Kennedy was assassinated in Dallas, Texas, after only 1,000 days in office. Lincoln was assassinated in 1865 a few days after the end of the American Civil War. It’s rather curious to note

that both presidents were shot while they were sitting next to their wives.

These are only a few examples of the uncanny, or unusual similarities in the destinies of these 2 Americans –men who had a tremendous impact on the social and political life in the United States and the imagination of the American people.

POSTLISTENING

A. The Comprehension Check

1. Recognizing Information and Checking Accuracy

A variety of answers are possible. Here are some sample responses.

1. In what century was Lincoln born? (the 19th century)

2. Why was Kennedy able to attend expensive private schools? (because his family was rich)

3. How many years did Lincoln attend school? (one year}

4. How did Lincoln get most of his education? (by reading books at home)

5. How did both Kennedy and Lincoln begin their political careers? (as congressmen; as members of the U.S. House of Representatives)

6. When was Kennedy elected president? (in 1960)

7. During which American war was Lincoln president? (during the American Civil War)

8. How did both Kennedy and Lincoln die? (by assassination; they were assassinated)

9. How long was Kennedy president of the United States? (1,000 days)

10. When was Lincoln murdered? (in 1865, a few days after the end of the Civil War)

Listening factoid #1

Lincoln issued the Emancipation Proclamation during the Civil War. The Proclamation freed the slaves, but only those in the Confederate states. It did not free the slaves living in Kentucky, Maryland and the other slave-holding states that fought on the side of the North. Why then is Lincoln called "The Great Emancipator"? He deserves to be called "The Great Emancipator" not because of this 1863 proclamation, but because he urged Congress to adopt the Thirteenth Amendment, which abolished slavery in the United States. The amendment was passed by the American Congress in 1865.

Listening factoid #2

Most of you would probably not be very surprised to learn that there was someone else at the party with your exact birthday if there were 365 people at the party. But how about if there were only 30 people? Do you think it would be likely that there would be another person at the party with the same birthday as yours? Well, actually, you would have a 50% chance of meeting someone with your exact birthday if there were only 23 people at the party! This is surprising to most people, and when it happens, it seems like a remarkable coincidence, but, in fact, it is simply a statistical probability.

Chapter 12 The Titanic and the Andrea Doria: Tragedies at Sea

On the morning of April 10, 1912, the luxury liner the Titanic left England on a voyage to New York. Four days later, she lay at the bottom of the Atlantic Ocean. On Wednesday, July 18, 1956, the ocean liner the Andrea Doria left Italy. The Andrea Doria was also traveling to New York. Eight days later this great ship also lay at the bottom of the Atlantic.

The sinking of these two huge ships, these two very, very large ships shocked the world.

Reports of these two tragedies filled the newspapers for days. When the Andrea Doria went down, people compared her sinking with the sinking of the Titanic. There were similarities between the two events; however there were also important differences.

What were some of these similarities? First of all, both ships were transatlantic ocean liners. In addition, they were also both luxury liners. They carried many of the world’s rich and famous people. In fact, ten American millionaires lost their lives when the Titanic went down. Today millions of dollars worth of gold, silver and cash may still remain locked inside these two sunken ships.

Another similarity was that, as each ship was sinking, there were acts of heroism and acts of villainy. Some people acted very bravely, even heroically. Some people even gave up their lives so that others could live. There were also some people who acted like cowards. For example, one man on the Titanic dressed up as a woman so that he could get into a lifeboat and save his own life. One last similarity was that both of these ships were considered “unsinkable.”People believed that they would never sink.

I’d like to shift my attention now to the differences between these great ship disasters. To begin with, the Titanic was on her maiden voyage; that is, she was on her very first voyage across the Atlantic. The Andrea Doria on the other hand, was on her 101st transatlantic crossing. Another difference was that the ships sank for different reasons. The Titanic struck an iceberg whereas the Andrea Doria collided with another ship. Another contrast was that the Andre Doria had radar to warn of the approach of another ship, but the Titanic was not equipped with radar. The Titanic only had a lookout. The lookout was able to see the iceberg only moments before the ship struck it. But, of course, the greatest difference between these two terrible accidents was the number of lives lost. When the Titanic sank, more than 1,500 people died. They drowned or froze to death in the icy north Atlantic water. Over 700 people survived the sinking of the Titanic. In the Andrea Doria accident 60 people lost their lives, and about 1, 650 lives were saved. One of the reasons that so many people died on the Titanic was that the ship was considered to be unsinkable, and so there were about half the number of life boats needed to rescue all the people aboard the ship. The Andrea Doria had more than enough lifeboats to rescue every person on the ship; however, they were able to use only about half of the lifeboats they had because of a mechanical problem. The passengers and crew of the Andrea Doria were very lucky that another ship was able to rescue most of them. The passengers on the Titanic were not so fortunate. It is interesting that the wreck of the Titanic was only found in September of 1985.

Whenever there are large numbers of people traveling together on a boat, ship, or plane, the possibility of disaster is always present. Most people arrive safely at their destination, but accidents like shipwrecks and plane crashes do happen, and these accidents remind us that no matter how safe we feel, accidents can happen suddenly and unexpectedly.

Postlistening

A. The Comprehension Check

1. Recognizing Information and Checking Accuracy

1. What was the destination of the Titanic as it was sailing across the Atlantic? (c)

2. How were the Titanic and the Andrea Doria similar? (d)

3. How were the Titanic and the Andrea Doria different? {b)

4. Dressing up as a woman to save your life is an example of which of the following? (c)

5. What was different about the sinking of the Andrea Doria from the sinking of the Titanic? (b)

6. Fewer people on the Titanic would have died if there had been more lifeboats available. (I can infer it.)

7. The Andrea Doria was crossing the Atlantic for the 101st time. (I heard it.)

8. More people on the Andrea Doria would have died if there hadn't been another ship near by to rescue most of the people. (I can infer it.)

9. It's very dangerous to travel the Atlantic by ship. (I cannot infer it.)

10. The Titanic struck an iceberg, but the Andrea Doria collided with another ship. (I heard it.)

Listening Factoid #1

In a recent survey reported in the Pittsburgh Post-Gazette, American men were asked if they would give up their seats to other people if they were on the Titanic today. Seventy-four percent of the men said they would give up their seat in a lifeboat for their child. Almost as many men, 67%, said they would surrender their seat to their wife. Fifty-four percent reported that they would give their seat to their mother, and 52% said they would for their father. Only 35% said they would give up their seat to any other woman who was not a wife or a child. However, 52% said they would give up their seat for the Catholic humanitarian Mother Teresa, but only 8% said they would give their seat to pop singer Madonna.

Listening Factoid #2

The story of the ill-fated Titanic continues to interest people today partly because of the 1988 Hollywood movie, Titanic. People are also still interested because of the discovery of where the Titanic lies at the bottom of the Atlantic Ocean. In 1986, Robert Ballard and a group of scientists located the resting place of the Titanic beneath 12,000 feet, or 3,647 meters, of water in the north Atlantic.

Since Ballard's discovery of the resting place of the Titanic, a number of scientific and commercial expeditions have visited the site, and more than 8,000 artifacts have been taken (or stolen) from the sunken ship. These artifacts include jewelry, dishes and glasses, and many other things that went down with the ship.

Various companies have taken tourists in submarines to visit the Titanic. Some of the submarines have landed on the deck of the sunken ship, and left holes in the deck of the Titanic.

Scientists have determined that the wreck of the Titanic has deteriorated significantly since its 1986 discovery for two reasons: (1) natural forces; and {2) underwater tourists and treasure hunters.

It is estimated that by the year 2004, more than 200 tourists had visited the Titanic in submarines, Treasure hunters had also visited in submarines and taken thousands of artifacts or treasures from the ship. In fact, in 2003, a menu taken from the Titanic sold for 25,000 euros at an auction, and one of the Titanic's deck chairs went for 30,000 euros.

Everyone seems to want a piece of the Titanic, and a piece of history.

Chapter 13 Dinosaurs: Why They Disappeared

Several theories have been proposed about why the dinosaurs disappeared from the face of the earth. In recent years one popular theory proposes that climatic changes caused the dinosaurs to become extinct. This climatic change theory says that millions of years ago the climate of the

新视野大学英语视听说教程1完整答案

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