新视野第二版第三册听力原文Unit10Book3

Unit 10

III. Listening In

Task 1: Short-term memory.

M: Did you catch Prof. Brown’s lecture on memory? I dodged it.

W: Yeah. It was very interesting. He said that we have short-term and long-term memories.

M: So what? Without attending the lecture, I know that. First there’s information you hear and retain for only a little while. The other kind sticks in your mind for a long time. Have I got it right?

W: Yes, you do. An interesting part of his lecture is the magic number seven. A psychologist called Miller did experiments to show that the capacity of short-term memory was about seven items, or seven plus or minus two items.

M: I don’t quite see what you mean.

W: Here’s an example. After listening to a long string of digits, most adults can repeat about seven digits in the correct order. This suggests our short-term memory can keep about seven items. M: I can dig it. More than seven digits, even a clever man like me starts to make mistakes. W: Well, have you heard about the magic number four? M: That’s news to me.\\

W: Trying to remember seven digits makes you feel the strain. But you can usually memorize three or four digits painlessly.

M: I quite agree. When you try to recall a 10-digit telephone number, you can divide the digits into three groups: first, the area code, such as 215, then a three-digit chunk, and finally a four-digit chuck.

W: This method of remembering telephone numbers is far more effective than trying to remember a string of 10 digits. By the time Prof. Brown finished, we all believed our working memory couldn’t comfortably handle more than four small numbers at a time. Are you convinced?

1. B 2.C 3.D 4.C 5.A

Task 2: Where did the professor go?

This is a true story, which happened to friends of ours in a small town in South Africa. They were a hospitable couple who often entertained their neighbors with drinks or tea. One spring night, they invited a retired professor to supper. During the evening, it began to pour with rain, and the heavens really opened. Because the professor had walked there, they offered to put him up for the night. They pointed out that by staying overnight, he did not need to go out in the bad weather. The professor agreed on the soundness of the idea, thanked his hosts profusely, and the matter seemed to be settled. But while the couple were washing the dishes after supper, the forgetful professor disappeared. No one could find him anywhere. Eventually, after about half an hour, the front doorbell rang. There was the professor soaked to the skin. When he was asked what on earth he had been doing in the rain, he replied that because he was going to stay there overnight, he had gone home to get his pajamas and toothbrush.

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

Task 3: How to improve your memory?

Everyone can take steps to improve their memory, and with time and practice most people can gain the ability to memorize huge amounts of information. Here are some tips:

First, take mental exercise. Regularly “exercising” the brain keeps it growing and promotes the development of new nerve connections that improve memory. By learning a new language or learning to play a musical instrument, you can keep your brain active.

Second, take physical exercise. Regular aerobic exercise promotes blood circulation to the brain and helps it avoid the memory loss that comes with aging.

Third, eat well and eat right. Fresh fruits and vegetables such as broccoli, blue berries and spinach are the best sources of the vitamins, minerals, fiber, and antioxidants. Antioxidants protect and support brain functions. Also, you need to get enough protein, which is necessary to maintain healthy muscles, organs, and nerve cells. Eating five or six small meals throughout the day instead of three large meals also seems to improve mental functioning by limiting dips in blood sugar, which may affect the brain negatively.

Fourth, avoid chemical poisoning. Avoid eating foods that contain such additives as artificial sweeteners, preservatives, and artificial colors. These chemicals can accumulate in the body and become toxic, causing brain damage, memory loss, and Alzheimer’s disease. If you eat foods polluted with pesticides or insecticides instead of organically grown foods, the toxic chemicals can affect nerve functions and cause memory loss. Moreover, avoid alcohol, tobacco and illicit drugs; they destroy brain cells at a rapid rate.

Fifth, sleep well. The amount of sleep we get affects the brain’s ability to recall recently learned information. Getting a good night’s sleep--a minimum of seven hours a night--can improve your memory.

Sixth, reduce stress. Chronic stress can make remembering much more difficult. Even temporary stress can make it difficult to focus on concepts or to observe things. So, you should try to relax. Regularly practice yoga or other calming exercises.

1. brain

2. nerve connections 3. musical instrument 4. your brain

5. blood circulation 6. vegetables

7. Protect and support 8. healthy 9. sugar

10. memory loss 11. nerve functions 12. tobacco 13. improve 14. remembering 15. temporary

VI. Furthering Listening and Speaking

Task 1: Skills to remember things better

Six skills are recommended here to help you remember things better.

1. Focus your attention. Often we forget things not because our memory is bad, but rather because

we do not concentrate or pay attention. For instance, often we don’t learn people’s names at first because we aren’t really concentrating on remembering them. If you make a conscious effort to remember such things, you’ll do much better.

2. Create vivid, memorable images. You remember information more easily if you can visualize it.

If you want to associate a child with a book, try not to visualize the child reading the book--that’s too simple and forgettable. Instead, come up with something more dramatic, like the book chasing the child or the child eating the book.

3. Repeat things you need to learn. When you want to remember something, be it your new

co-worker’s name or your best friend’s birthday, repeat it, either out loud or silently.

4. Record important tasks. Write down what you must do in a diary. If you don’t have a pen, wear

your watch on your right wrist or wear it upside down; this will help you remember the task. You can also leave yourself a telephone message reminding yourself of something important.

5. Group things you need to remember. Random lists such as a shopping list can be especially

difficult to remember. To make them easier, try categorizing the individual items on the list. If you can put 10 things into three groups, you can remember them more easily.

6. Organize your life. Keep items that you frequently need, such as keys and eyeglasses, in the

same place every time. Improved organization can help free up your powers of concentration so that you can remember routine thing.

1.A 2.B 3.D 4.D 5.C

Task 2: Is your memory in good shape?

M: Tell me your secret. You’re suddenly getting excellent marks in every subject, and you used to be a bottom-of-the-class student just like me.

W: Simple enough. I read an article in a scientific journal that linked studying with remembering, based on a recent research into the brain.

M: Oh! That stuff is old hat: study at the same time every day, be sure your clothes are comfortable, make sure you have enough light, blah, blah, blah.

W: Not so fast, wise guy. I’m talking about principles like “Mental Visualization”, creating a picture in your mind of what is to be remembered.

M: OK. That does sound different. Is “Association” a principle--you kno0w, connect what you want to remember with something you’re familiar with?

W: Right on! “Consolidation” is another. I review my notes right after class and consolidate, or absorb the new material into what I’ve already learned.

M: You’re moving ahead fast with those principles. I swear this weekend I’m going to study 16 hours a day both Saturday and Sunday.

W: Whoa, big guy. That’s not the way. Follow the principle of “Distributed Practice”. Shorter

study sessions distributed over several days are better.

M: That system is all very well for you; you’ve got a good memory. But what about me? I’ve got a memory like a sieve.

W: You’re too modest. There’s nothing wrong with your memory. But memory is like a muscle; it needs exercise. And don’t forget it.

1. excellent marks 2. principles 3. picture 4. Association 5. familiar with 6. Consolidation 7. already learned 8. 16

9. Distributed Practice 10. shorter 11. muscle 12. exercise

Task 3: How to remember names?

You just called the TV repair shop, and the voice on the other end of line told you, “This is Don Smith.” About five minutes later, you told your wife that “this guy” would be out to fix the TV in the morning. You couldn’t think 9of his name although you knew he mentioned it on the phone. This happens all the time to just about any of us unless we have learned to concentrate and implant a name in our memory, right at the time we hear it. To do this, you must make a habit of repeating the name back to the person. This action will remind you to store the name in your “memory bank” each time you hear someone’s name, and within a short time the “repeating” process can be discontinued.

When you meet someone in person, use the same procedure, and in addition, visualize something different, unusual or ridiculous about the person’s appearance, position, or actions that ties in with his or her name. Later, you may write the descriptive information on one side of a card and the name on the other side. Look at it repeatedly, see the “picture” in your mind’s eye as you look at the name; or when you see the name, visualize the “picture” you have assigned to the name.

Getting this system to work will require changes in your thinking, and it may take several days or several weeks to become proficient.

1. Maybe we can’t remember the name.

2. We can repeat the name back to the person to help us store the name in our “memory bank”. 3. We can repeat the name. In addition, we can visualize something different, unusual, or ridiculous about the person’s appearance, position, or actions that ties in with his or her name. 4. The descriptive information on one side of the card and the name on the other side.

5. We can look at it repeatedly, seeing the “picture” in our mind’s eye as we look at the name; or when we see the name, visualize the “picture” we have assigned to the name.

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