新视野视听说教程第三册(第二版) Unit 8 听力原文(Collin 2014.10.17整理)

Unit 8 II. Basic Listening Practice 1. Script W:

Are those cigarettes yours? I thought you quit. If you go back to it, your teeth and fingers will be nicotine-stained; your breath and clothes will smell smoky. M: I didn‟t. I swear. Ads showing diseased lungs kept me from starting again. Believe me, I‟ll never again be a slave to smoking. Q: Why didn‟t the man go back to smoking? Script M: What‟s that noise? It‟s really loud! Sounds like gunshots! W: It‟s the local “youth” throwing firecrackers. Don‟t go out. They‟re likely to throw one at you or put one through the letterbox if you bother them. Q: What may the young people do? 3. Script M: I wish I had left my wallet at home. But I‟m sure I put it in my back pocket. W: Oh, no, it‟s easy for a pickpocket to take it from there. You should out your money in your breast pocket. Q: What should the man do, according to the conversation? 4. Script M: I hate that subway station. Whenever you come our, you‟re always plagued by beggars. W: I know, but the kids really get to me. I can‟t help but feel sorry for them. They look so miserable. Q: What do the man and woman think about the young beggars? 5. Script

M: The bank call me today: they wanted to know if I spent 3,000 dollars in a furniture shop this morning! Of course I didn‟t! W: Someone must‟ve made a copy of your credit card. It‟s easily done. You‟ll have to cancel it at once and get a new one. Hopefully, the bank will cover the damage. Q: What does the woman recommend the man to do? Keys: 1.C 2.C3. B 4.A 5.D III. Listening In 1

Task 1 Internet safety for youngsters The increasing popularity of social networking sites and mobile phone text ing has presented society with problems in how to protect children online. Mor e and more youngsters are becoming victims of Internet bullies. Parents are fin ding it more difficult to ensure their kids are safe online. Gone are the days when mom and dad could keep an eye on their children's surfing on the Inter net. Today's new mobile and networked world poses new and dangerous threat s to online kids. About one-third of all teenagers who use the Internet say the y have been targets of a range of annoying and potentially menacing

online

activities—such

as

receiving

threatening messages; having their private e-mails or

text messages forwarded without consent; having an embarrassing picture post ed without permission; or having rumors about them spread online. However, t he most common complaint from online teens is not direct threats or physical violence, but rather it is about private information being shared. Two recent initiatives aim to teach children about cyber-safety. Internet safety will soon be taught in high schools. In Indiana, pare nts will attend an Internet Social Networking conference. The school authorities are launching a program aimed at educating students on how to use the Internet safely and avoid suspicious websites. A government official said: \"Advances in instant communication media, including Twitter, Facebook, and other instant messaging services, are affecting our modern society. Parents, brothers, sisters, teachers, and children alike will need to understand the dangers the connected world presents.\" The Indiana conference will explore topics like cyber-bullying, sexting, and online child exploitation. A local lawyer said: \"The No. 1 way to keep children safe is for them to be skeptical. If they do not believe automatically what

people tell them, they will be sa fer.\" Keys: B A C C D 2

Task 2 Nursing home abuse In the United States, families turn to nursing homes to give the elderly ca re and attention, but many nursing homes have been cited for abuse. Accordin g to a review of state inspection records requested by Republican Henry Wax man, some 5,283 nursing homes were cited for abuse violations. These homes were cited for nearly 9,000 abuse violations in the past two years. \"We found examples of residents being punched, choked, or kicked by sta ff members or other residents,\" Waxman said. The story of Helen Smith reported by CBS News last year is a shocking reality for thousands of old Americans. She was attacked by a certified nursing assistant at a nursing home, who was angered because she'd soiled herself. \"He choked me and broke my wrist,\" said Smith. Helen Smith died two days after her interview. That nurse assistant got a year in the county jail and a CBS News investigation found that three other e mployees at the same nursing home had been fined for abuse, which should h ave barred them from nursing home work.

The nursing home industry agrees on the need for stiffer background chec ks, but disagrees abuse is widespread. \"Abuse is not the norm in nursing hom es, and many staff members deserve praise,\" said Carol Sellers, vice president of Washington Home, a nearly 200-bed center in the District of Columbia. \"The great majority of long-term care in our nation is excellent. There're people every day that are working very hard to provide that care,\" said Charle s Roadman, president of the American Health Care Association. To deal with nursing home abuse, Bruce Brown, spokesman for the Ameri can Association of Homes and Services for the Aging said, \"We strongly belie ve nursing homes that exhibit consistently poor performance should either clean up their act or be put out of business.\" 3

Keys: C D C B C Task 3 Battling poverty Today I„ll be presenting a report on our findings on the condition of the world„s population. It may be a surprise to you that half the people in the wo rld live on less than two dollars a day, and one billion people live on less tha n one dollar a day. I„m going to look at poverty and its relationship to population issues. We must work fast if

we hope to reduce poverty by half, by the year 2015. Our survey shows that the first step should be to improve health-care syst ems. In the world„ poorest countries, people are expected to live just 49 years. One in ten children doesn„t reach his or her first birthday. According to our study, poor health and poverty are linked. Women are affected most by poor-c are systems, especially pregnant women. The second job we have to do, as many of you can guess, is to reduce b irth rates. We have found that when given a choice, poor people in developing countries have fewer children than their parents dis. A possible reason for thi s is probably that smaller families have fewer expenses and more chances of i ncreasing their earnings and savings. Since the 1970s, developing countries with lower birth rates have had fast er economic growth. They have had higher productivity, more savings and mor e investment. Obviously we must encourage family planning and lower birth ra tes. Now, here is the third measure we must take: promote education in devel oping countries. Investing in education, especially for women, can reduce pover ty. Educated women have more opportunities to

work and a chance to live bet ter. Moreover, they tend to send their children to food schools so that they ca n climb the social ladder. 4

Well, any questions? None? OK. Now I„ll talk about the fourth step we n eed to take… Keys: (1) 49 (2) first birthday (3) health care systems (4) reduce (5) expenses (6) increasing (7) lower (8) faster (9) education (10) reduce poverty (11) more opportunities (12) live better (13) social ladder IV. Speaking Out MODEL 1 Nursing home abuse is a national epidemic. John: Nora, what are you doing? What are these notes about? Nora: Well, they are for a 1,000 word essay on abuse on the elderly, due Monday. John: That‟s a big topic. What made you decide to write about that subject? Nora: Granny‟s going into a nursing home. And this essay is driving me crazy. John: Narrow down the topic. Pick one aspect, like nursing home. Do an outline. Nora: You mean list the ideas under headings: Introduction, Body, and the Conclusion? John: Yes. In the Introduction, say people live longer now, crowing nursing homes. Nora: Then maybe in the Body I can explain how the owners try to save money on food

and care. John: Right. Here I see a good quotation: “Nursing home abuse is a national epidemic.” Nora: I have statistics: 500 homes inspected; in one-third, care was substandard. John: Mention government offices and lawyers who‟ll help in cases of abuse. Nora: Then, I think I can summarize the main ideas about the helpless elderly in the Conclusion. John: Good. When you‟ve written a first draft, read it aloud to eliminate awkward spots. Nora: I‟m feeling a lot better about this essay and a lot less worried about Granny now. John: The essay is a piece of cake; but ensuring Granny‟s OK is a lot harder. MODEL2 This beauty battled the bottle. Chris: Hey Nora. 5

Nora: Hey Chris. How is it going? Chris: Not too bad. Sit down. Sit down. Hey, who was that food-looking girl you were talking to near the auditorium? Nora: “The Drunken Doctor”, Dr Doyle, who gave dynamite Ladies Only lecture. Chris: No, no. I mean the blonds, healthy-looking, the twenty-something girl in blue. Nora: Yeah, exactly. She‟s a doctor, but she used to be

a drunk. Now she tells women the dangers of drinking. Chris: I can‟t imagine some one as pretty as she is to be a drunk. And a doctor, too! Nora: She says there are alcoholics all over the world, 16 million plus just in the U.S. Chris: I‟m surprised that there are so many people who lack the will-power to stop. Nora: It‟s a disease

that strikes young and old, rich and poor, and al walks of life. Chris: Drunks are often dirty old men

begging for money. How did Dr. Doyle get hooked? Nora: She was an intern in a big hospital: long hours, little sleep, and constant stress. Chris: I suppose at first alcohol helped her to relax, but she realized. Nora: First it was a drink at night, then two, then a bottle, then drinks to wake up. Chris: That‟s a sad story. Nora: More inspiring than sad. She got help and stopped. Now she helps others. Isn‟t that wonderful? MODEL3 There are high risks with games of chance. Script Susan: Hey, Chris. Why so you look so depressed? Chris: Oh, it‟s my

brother. You know, he has got a gambling problem. You can‟t understand gambling as an addiction unless you‟ve been hooked. Susan: Apparently it‟s like being addicted to drugs or alcohol. You just want more and more. Chris: It‟s exactly like alcoholism; it takes over you life. It‟s on your mind constantly. Susan: Yeah, like some horrible disease. But you can get help. Chris: My brother tried to stop, but he felt restless…bad tempered. His nerves were always on edge. Susan: Did he try Gamblers Anonymous? It‟s a self-help group with experience just like his. Chris: Yeah, he‟s not alone. It‟s estimated there are 10 million addicts in America. Susan: I don‟t want to nag him, but isn‟t it a question of taking control of his life? Chris: I see your point, but he‟s a compulsive gambler. Susan: I know. But if he gets help, maybe he‟ll get better. Chris: No doubt. It‟ll be tough. Though but worth it. Susan:

Remember the proverb “Better medicine has wholesome effects.” 6

V Let‟s talk Rise in older people using drugs Voice-over: Barbara is 55. She„s been using heroin for 30 years. Barbara: I met this guy and he introduced me to heroin. And he gave me my first six of heroin. Voice-over: She was in Manchester for the heroin boo m in the 80s. Now she„s in Yorkshire and away from the drug scene. But tryi ng to get off heroin hasn„t got as life„s gone on. Instead the difficulties of gr owing older like and bereavement have been the triggers which have put her b ack to drugs. hat„s left a big hole in this life. You really mind, certainly. Interviewer: Are there triggers that can, can keep you taking it as you get older? Barbara: Yeah, I would think so, yeah, definitely. I mean, me personally, the boredom, boredom is what triggers me. I„m a person needs some, somethin g feeding my and I haven„t got that. Vaddicts they are less likely to overdose, so they don„t appear on anyone„s radar. And when Barbara that pensioners d on„t do drugs. Barbara: Nobody seemed to know what to do with me really. I mean I went to the pain clinic, as soon as they saw the it

was out of the d oor, you know. So they, they, I think certainly need to change. VI Further listening and speaking Task 1: How to Solve Unemployment Problem Script Alan: I have a meeting with my accountant tomorrow morning. She„s prep aring my income tax return, and I need to go over some of the receipts with her. Pamela: Income tax return! Don„t you think the government just squanders our hard-earned tax on 7 some unnecessary projects? Alan: Sure, someone they do, but we are living pretty well and, to be ho nest, I don„t mind paying taxes. If I„m paying income tax, it means I„m earni ng would be much lower. Pamela: If the poor would just get jobs, our taxes would be much lower. Alan: Most people would rather work than receive charity, but the situatio n is complex: sometimes there are no jobs that they are trained for. Pamela: Then they should take the needed training—upgrade their skills an d knowledge to become more employable. Alan: Training and upgrading cost money. Some government tax dollars ar e directed to programs that help the poor get jobs. Pamela: But even when jobs are available, some of the unemployed don„t want to

work. They would rather have a handout. Alan: It„s partly a matter of education. Some people have to be educated to realize how much fuller their life would be if they were not dependent on charity. Pamela: I think the government should attack unemployment by reducing t he tax rate. That would put more money into people„s pockets, then they woul d spend more, and the spending would create more jobs for the poor. Alan: Many people would agree with you. Keys: BACBC Task 2: Why buy lottery tickets? Script 8

Charles: Did you hear? Next week„s lottery will be 28 million dollars! Yo u got your ticket yet? Joan: I didn„t buy lottery tickets, and I don„t gamble o n other ways, either. Lottery tickets ate just another way of taxing the poor. Charles: What do you mean by that? Joan: Many of the big spenders on lottery tickets are poor. They are spen ding money they can„t afford to spend. Charles: I just buy lottery tickets for fun. You know…the first prize is a huge amount, and if would be exciting. Joan: But you don„t need the money to enjoy life, so for you it„s a game. But when the poor buy lottery tickets, it is often out of desperation. Charles: You must be

right. Casinos are opening everywhere, and many p eople go on gambling holiday—you can even take a gambling cruise. Joan: Imagine being on an ocean cruise and spending all your time indoor s bent over a card table or a roulette wheel. Charles: Maybe there should be some programs to help people overcome t heir gambling addictions something similar to Alcoholics Anonymous. Joan: There„s indeed an online program that can help. But nobody can for ce gamblers to join it. They must first want to be cured themselves. Key: 1. She thinks many (of the) big spenders on lottery are poor, spending m oney they can„t afford to spend. 2. He just buys lottery tickets for fun. He thinks if he won a huge amou nt, it would be exciting. 9

3. They buy lottery tickets out of desperation. And the thrill of a win, of something for nothing, is addictive. 4. Casinos are opening everywhere, many people go on gambling holidays, and one can even take a gambling cruise. 5. It will be helpful to habitual gamblers only when they want to be cure d themselves. Task 3: Held Back Because I Speak Spanish Script I was raised speaking English, but I also spoke Spanish at home.

When I went to school for the first time, I was enrolled in ESL classes—classes of E nglish as a Second Language. I was also put in the Limited English Proficienc y Program. In all these classes, I always got the highest grades. I was the bes t reader and speaker. There was no reason for me to be in any of those class es. When my parents discovered that I was in those classes instead of in reg ular classes with other English-speaking students, they went to the school admi nistration to complain about the discrimination. The school had nothing to say. My parents tried to get me out of the ESL classes, but the school fought it very hard to keep me there. And then we found out why—for every student t he school had in the ESL and Limited English Proficiency Program, they woul d receive$400. This was pretty devastating. The school„s only excuse for keepi ng me there was because I lived in a Spanish-speaking household, and that I was influenced by the way my parents spoke. My parents were outraged, but I remained in the ESL and Limited English Proficiency Program until I was in the fifth grade. Then parents transferred me to another school where they had friends. The new school gave me an English

proficiency test. I aced it. SO I didn„t have to attend those programs for non-native English speakers. I was finally on the 10

right track and back at the head of the class. The first school I had would ha ve never let me out of those programs or even let me take the test. I was too ―Spanish‖ for them. Key: CDABA 11