新视野大学英语视听说第二版第三册原文+答案

新视野大学英语视听说教程第三册答案

Uint 1

II. Basic Listening Practice 1. Script

W: Have you chosen your electives for next semester yet? Are you taking French writing again?

M: Yes I am, but it’s compulsory for us next semester. So I think I’m going to take marketing as an elective instead.

Q: Which class will the man choose as his elective?

2. Script

M: Did you go to that business strategy lecture on Friday? I missed it and need to copy your notes.

W: I’d say you could borrow my notes, but Sarah has got them. Be careful not to miss Professor Brown’s lecture; he takes attendance in that. Q: What does the woman tell the man?

3. Script

W: Wow, Steven! In the library! What brings you here?

M: I’m enjoying the view. All the girls in fashion design are here preparing for an exam on Monday.

Q: Why is the man in the library?

4. Script

W: How’s your group doing with this statistics presentation? Mine’s doing a terrible job.

M: Yeah, mine too. David and Mike are OK, but Steven doesn’t pull his weight and Suzan’s never around. I don’t see how we can pass unless Steven and Suzan realize that this is their last chance. Q: What is true of Steven and Suzan?

5. Script

W: You took an MBA at Harvard Business School, didn’t you? What’s it like?

M: It’s expensive, about U.S. $ 40,000 a year, plus the cost of food and housing. But the teaching is first-class. The professors have a lot of practical experience. They use the case system of teaching, that is, you study how actual businesses grew or failed.

Q: Why is he MBA teaching in Harvard Business School first-class?

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

III. Listening In

Task 2: How to select elective courses?

Script

Consider these tips on elective courses and you 'll choose those that will serve you best.

To begin with, you should select the courses that fit your profession. It is a good idea to choose elective courses closely related to your chosen profession. Potential employers will appreciate every bit of extra training and knowledge that they don't have to give you. For example, you may select elective courses in chemistry, biology or even physics if you are doing a science major. For business majors, select electives in accounting, business administration, and even computing, as you will never know when these will come in handy in the corporate world.

Moreover, you can choose an education that includes many fields of study. If you are taking a heavy load of career-related courses, you may prefer electives that are not directly related to your major. If you receive a well-rounded education, some employers believe that you have better potential. For example, if you have courses in science along with your business degree, you could possibly win a job over someone who majored purely in business with no outside electives.

Finally, you can also select a challenging elective course. Part of getting an education is learning how to learn, and elective courses should help you achieve this goal. You need not to memorize all the information from each class, but you should get a better understanding of the world. So, pick elective courses that challenge your belief system and make you look at the world in a different way. For instance, you can consider a philosophy elective if you have been told that you are a little narrow-minded.

1 extra training 2 chemistry 3 accounting 4 many fields of study 5 better potential

6 business degree 7 challenging 8 how to learn 9 better understanding 10 narrow-minded

Task3: How to Get Straight A’s

Script

It is interesting to note how straight A students achieve academic excellence. Here, according to education experts and students themselves are the secrets of super-achievers.

First, they know how to set priorities. Top students allow no intrusions on their study

time. Once the books are open or the computer is turned on, phone calls go unanswered, TV shows unwatched, snacks ignored. Study is business, and business comes before recreation.

Also, good students can study anywhere and everywhere. Claudia Hill, an Arizona State University business professor recalls a runner who worked out every day. Hill persuaded him to use his spare time to memorize biology term. Then he posted a list of biology terms on the mirror in the bathroom. He learned a few terms every day while brushing his teeth. Eventually, he scored high on the final examination.

Moreover, top students schedule their time well. Study times are strictly a matter of personal preference. Some work late at night when the house is quiet. Others get up early. Still others study as soon as they come home from school when the work is fresh in their minds. All agreed, however, on the need for consistency. One student said, “Whatever I was doing, I maintained a certain period of time every day for studying.”

Another important characteristic of super-achievers is that they know how to read, According to a book entitled Getting Straight A’s, the secret of good reading is to be “an active reader-one who continually asks questions that lead to a full understanding of the author’s message”.

1. Which of the following is NOT mentioned about super—achievers starting to study?

2. What did the runner do to score high on the exam? 3. What is the thing all top students agree on?

4. What does the speaker mean by “an active reader”? 5. What is the main idea of the passage?

Kes: 1B 2.C3. D 4.A 5.D

VI. Further Listening and Speaking

Task1: Problems with our educational system Script

Hi, everybody. My topic today is “Problems with Our Educational System”.

I disagree on a lot of the ways that things have happened for a long time in our educational system. It seems that educators just want to give standardized tests, which focus only on academic performance and neglect students’ abilities and interest in other areas. I think there’re a lot of people who are very intelligent, but haven’t had the opportunities they could have had if they had learned in a broader-minded educational systems. I feel that a lot of courses that students are required to take in high school are too academic, and, as a result, many kids have lost their interest in

learning.

Educators often fail to recognize various kinds of intelligence. They simply exert a lot of pressure on students to be as well-rounded as possible. I think being well-rounded isn’t really possible. And as a consequence some students I believe to be intelligent can’t get into good colleges if they, you know, haven’t scored well on the math section, even if they are brilliant writers.

Another thing that disturbs me is that the so-called weak students are separated from the rest of the school. Some kids are kept in a separate class if their grades are lower then others’. And they’ve very aware of their social position, you know. I think it causes them to act in a way that is not really positive. They’re just acting in a way that they are expected. Often their grades go from bad to worse. And that’s pretty sad. I think that many of the kids in those classes are intelligent, but they never actually realize their potential because of the way they are treated early on in their education. Problems Results Educators just want to give standardized Kids lose interest in learning. tests. They only focus on academic performance but neglect students’ abilities and interest in other areas. Educators often exert a lot of pressure on Some intelligent kids can’t get into good students to be as well-rounded as colleges. possible. “Weak” students are separated from the Their grades go from bad to worse. rest of the school.

Task 2: The Final Exam

Script

At a university, there were four sophomores taking a chemistry course. They were doing so well on all the quizzes, midterms, labs, that each had “A” so far for the semester.

These four friends were so confident that on the weekend before the final, they

decided to go up to the University of Virginia and party with some friends there. They had a great time and didn’t make it back to school until early Monday morning.

Rather than taking the final then, they decided to find their professor after the final and explain to him why they missed it. They explained that they had planned to come back in time for the final exam, but, unfortunately, they had a flat tire on the way back and didn’t have a spare. As a result, they missed the final.

The professor thought it over and then agreed they could make up the final the following day. The guys were relieved and elated. The next day, the professor placed them in separate room, handed each of them a paper, and told them to begin.

They looked at the first problem, worth five points. It was a simple question on a chemical reaction. “Cool,” they thought at the same time, each one in his separate

room, “This is going to be easy.” Each finished the problem and then turned the page. On the second page was a question worth 95 points: “Which of the tires was flat?”

Task3: Harvard University

Script

Harvard University is the oldest institute of highest learning in the United States. Founded 16 years after the arrival of the Pilgrim at Plymouth, the university has grown from nine students with a single master to the present enrollment of more than 21,000 students, including undergraduates and students in 10 graduate and professional schools. Over 14, 000 people work at Harvard, including more than 2,100 faculty members. Harvard has produced eight American presidents and many Nobel Prize winners.

During its early years, Harvard offered a classic academic course based on the model of English universities, but consistent with the prevailing Puritan philosophy. Although many of its early graduates became ministers in Puritan churches throughout New England, the university never formally affiliated with a specific religious group.

Under President Pusey, Harvard started what was then the largest fundraising campaign in the history of American higher education. It was an 82.5-million-dollar program for the university. The program increased faculty salaries, broadened student aid, created new professorships, and expanded Harvard’s physical facilities.

Neil L. Rudenstine took office as Harvard’s 26th president in 1991. As part of an overall effort to achieve greater coordination among the university’s school and faculties, Rudenstine encouraged academic planning and identified some of Harvard’s main intellectual priorities. He also stressed the important of the university’s excellence in undergraduate education, the significance of keeping Harvard’s doors open to students from families of different economic backgrounds, the task of adapting the research university to an era of both rapid information growth and serious fund shortage.

1. What is main idea of the passage?

2. How many teachers did Harvard have at the very beginning?

3. What was the relationship between Harvard University and religion during its early years?

4. Which of the following is NOT mentioned as an achievement of President Pusey’s fundraising program?

5. What did President Rudenstine do?

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

Uint 3

Culture makes me what I am

II. Basic Listening Practice

1. Script

W: Many Chinese students are too shy to say anything in a classroom.

M: I think they don’t speak because their culture values modesty, and they don’t want to appear to be showing off. Goes back to Confucius.

Q: Why don’t Chinese students say anything in classroom according to the man?

2. Script

W: The government is doing something at last about sex discrimination in the

workplace. Women deserve the same pay as men for the same work.

M: Yeah. In the United States, women earn only 70 percent of what men do for the same job. It’s a situation that has to be changed. Q: What does the man say about women?

3. Script

W: I admire Michael Dell. He had a dream to be the world’s largest manufacturer of personal computers, and he has realized that dream.

M: And he dropped out of university to become a success. I wonder if there is a lesson in that.

Q: What do we learn about Dell from the conversation?

4. Script

M: Successful entrepreneurs are often self-made people who have a vision and know where they are going.

W: But do they enjoy life like you and me, or is money their only concern? Q: What are the two speakers’ attitudes toward successful entrepreneurs?

5. Script

W: Do you agree that equal opportunity for all in an educational system is important? M: Yes, but we have to recognize that all of us are not of equal ability. Q: What does the man imply?

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

III. Listening In

Task 1: Competition in America

Script

Alan: What are you reading, Eliza?

Eliza: An article on American competition.

Alan: Competition is everywhere and constant. Why so much fuss about it, Miss

Knowledge?

Eliza: Don’t make fun of me. According to the author, competition is especially

important in American life. They’re taught to compete from early childhood. When children play games, they learn how to beat others.

Alan: And many girls want to look more attractive than the girls sitting next to them

in class. Do you think that way?

Eliza: Don’t be silly. Let’s get back to the point. When children are growing up, they

compete with one another in their studies.

Alan: Isn’t that also true of students in other nations? As we all know, many Asian

students kill for a high test score and grab every opportunity to sharpen their competitive edge over others.

Eliza: American boys find great pleasure in competing with each other in sports,

according to the author.

Alan: I do like sports. When our football team beats the other team, I feel great.

Makes me want to shout out loud. But isn’t that normal throughout the world? Eliza: American people also compete with each other at work and at climbing the

social ladder.

Alan: But there’s competition in other countries as well.

Eliza: You’re right in a sense, but the author says the idea of competing is more

deeply rooted in the minds of Americans. They’re even taught that if you lose and don’t feel hurt, there must be something wrong with you.

Alan: I hear that some Asians put emphasis on cooperation. Which approach do you

think makes more sense?

Eliza: It’s hard to say. Anyway, there’s no accounting for different cultures.

1. What is the dialog mainly about? 2. What is the woman doing?

3. What do children learn from playing games according to the woman? 4. What does the man say about students’ studies?

5. What does the woman say when asked which makes more sense, competition or cooperation?

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

Task 2: Americans’ Work Ethic Script

For four hundred years or more, one thing has been a characteristic of Americans. It is called their “work ethic”. Its (S1) roots were in the teaching of the Christian Puritans

who first settled in (S2) what is now the northeastern state of Massachusetts. They believed that it was their (S3) moral duty to work at every task to please God by their (S4) diligence, honesty, attention to details, skill, and attitude. To these Puritans, it was a (S5) sin to be lazy or to do less than your best in any task. They and later Americans tried to follow the Bible’s (S6) teachings, “If a man will not work, he shall not eat.”

Therefore, Americans have for (S7) centuries believed that they were guilty of sin if they did not work as carefully and hard as they could when they did anything. God would punish those who were careless or lazy in their work. (S8) Even as children they were taught, “If it’s worth doing at all, it’s worth doing well.”

But some people have gone beyond the usual sense of diligence. They are especially attracted to the notion of “climbing the ladder” so as to increase their status, financial position, and sense of self-worth. (S9) In English a new word has been created to describe people who work compulsivelly. The word “workaholic” describes an individual who is as addicted to work as an alcoholic is to alcohol.

There are conflicting points of view about workaholics. Those concerned with problems of mental stress believe workaholics abuse themselves physically and mentally. (S10) Others hold that workaholics are valuable members of society because they are extremely productive. The American culture values achievement, efficiency, and production, and a workaholic upholds these values.

Task 3: Cross-cultural ips on doing business Script

Countries from around the globe, such as Germany, the U. S., The U.K., and Russia, conduct a lot of business in China--the biggest market in the world. Here are some tips to help you deal more successfully with people from those nations.

Firstly, you must be punctual with the Germans. Being even five minutes late makes a poor impression. Being punctual is alao very important with the Americans and the British. But while it's important to be on time for business meetings, nobody expects you to be punctual for a special event. Half past seven really means a quarter to eight, or even eight o'clock! With Russians, always be on time, but don't be surprised if your Russian contact is very late! It is not unusual for them to be one or even two hours late!

In the business environment of those four countries, it is best to wear formal clothes of dark colors. In Russia, designer clothes are rather common. However, don't be surprised if you go to an office in the U.K. on a Friday and find everyone wearing jeans. Many companies in the U.K. have \down Fridays\when people wear casual attire.

In conversation, the British and the Americans love humor and talking about sports. The weather is also a good topic of conversation with the British, but you should avoid political talk. With the Russians, say positive things about their country, and

avoid making complaints. The Germans, however, prefer to get straight down to business!

Remember that with the Germans, once a deal has been agreed upon, you can't change it! With the Americans, money is more important than relationships, whereas with the Russians it's important to get to know your contacts well. Also, don't be surprised if a British meeting seems like chaos, with everyone participating and giving opinions! Remember these tips and you will be on your way to a successful international business career! Questions and key

1. What is true of the Americans and the British in terms of punctuality? 2. In which country do people have \

3. What can you infer about the Russians from their conversation? 4. How can you do business well with the Russians?

5. What is the speaker's attitude toward the four nationalities?

Keys: 1.D 2.A 3.D 4.A 5.C

VI. Further Listening and Speaking Task 1: Punctuality

Script

To Americans, punctuality is a way of showing respect for other people’s time. Being more than 10 minutes late to an appointment usually calls for an apology, and maybe an explanation. People who are running late often call ahead to let others know of the delay. Of course, the less formal the situation, the less important it is to be exactly on tome. At informal get-togethers, for example, people often arrive as much as 30 minutes past the appointed time. But they usually don’t try that at work.

American lifestyles show how much people respect the time of others. When people plan an event, they often set the time days or weeks in advance. Once the time is fixed, it takes almost an emergency to chance it. If people want to come to your house for a friendly visit, they will usually call first to make sure it is convenient. Only very close friends will just “drop in” unannounced. Also, people hesitate to call others late at night for fear they might be in bed. The time may vary, but most folks think twice about calling after 10:00 p.m.

To outsiders, Americans seem tied to the clock. People in some Eastern cultures value relationships more than schedules. In these societies, people don’t try to control time, but to experience it. Many Eastern cultures, for example, view time as a cycle. The rhythm of nature---from the passing of seasons to the monthly cycle of the moon---shapes their view of events. If they have wasted some time or let an opportunity pass by, they are not very worried, knowing that more time and

opportunities will come in the next cycle. But Americans often want to jump at the first opportunity. They are unwilling to stand by idly and give up the opportunity.

The early American hero Benjamin Franklin expressed that view of time like this: “Do you love life? Then do now waste time, for that is the stuff life is made of.”

1. According to the passage, when people are late in America, what do they do?

2. According to the passage, what do Americans do after the time for an appointment is fixed?

3. How do people in some Eastern countries view relationships and schedules?

4. According to the passage, why aren’t some Eastern people worried if they let an opportunity pass by?

5. What was Benjamin Franklin’s view of time? Keys: 1.C 2.B 3.A 4.C 5.D

Uint 4

Taste the sweets and bitters of family life.

II. Basic Listening Practice

1.Script

M: Amy, sit down, we need to talk. Your mother and I are going to separate.

W: What! Are you crazy? You can’t do that! What will my friends say? I just want to have a normal family. Q: What is the girl saying?

2. Script

M: Good evening, Mrs. Jones. The manager sent you these roses and his best wishes to you both for a happy anniversary.

W: Thank you. We like the room and the service here, and we especially appreciate the manager’s consideration/

Q: What can we learn from the conversation?

3. Script

W: While I’m scrambling the eggs, could you put the flour into the bowl? M: You bet, darling. I’ll also turn the oven on so that it gets warmed up. Q: Where does this conversation probable take place?

4. Script

W: I have a very important meeting tonight, and I’m afraid I can’t miss it.

M: But this evening is the parents’ meeting at school, and I was expecting you’d come to it. OK, I’ll phone Dad, maybe he and his girlfriend will come. Q: What can be inferred from the conversation?

5. Script

W1: So you’re still single? If you’d listen to me and used the Internet, you’d have a

husband by now.

W2: I did use the Internet. I posted an ad that read “Husband Wanted”. There were dozens of e-mail responses. But they all said pretty much the same thing: You can have mine.

Q: What can we infer from the conversation?

Keys: 1.C 2.A3.B 4.C 5.D

III. Listening In

Task1: Nuclear Family Living Patterns Script

A nuclear family is typical in high-industrialized societies. Beginning in the early 20th century, the two-parent family known as the nuclear family was the predominant American family type. Generally children live with their parents until they go away to a college or university, or until they acquire their own jobs and move into their own apartment or home.

In the early mid-20th century, the family typically was the sole wage earner, and the mother was the children’s principle care giver. Today, often both parents hold jobs. Dual-earner families are the predominant type for families with children in the United States. Increasingly, one of the parents has a non-standard shift; that is, a shift that does not start in the morning and end in later afternoon. In these families, one of the parents manages the children while the other works.

Prior to school, adequate day care of children is necessary for dual-earner families. In recent years, many private companies and home-based day care centers have sprung up fulfill this need. Increasingly, a company’s arrangement of day care as well as government assistance to parents requiring day care is occurring.

Task 3:Views on filial piety see change

Script

With fast economic development in Hong Kong, young people are less likely to cherish the traditional notion of filial piety. Instead, they are gradually taking a new approach to a welfare society, according to a three-year survey conductd by the City University of Hong Kong.

As many as 85 percent of the respondents expect the government to take up the responsibility for supporting the elderly, and 77 percent agree with the idea that burden should fall on society as a whole rather than on individual families.

Researcher Richard Wong, who took charge of the study, is sad about the eroding of traditional family bonds. He said that while most people still respect their parents and grandparents, they tend to equate economic assistance with love. When asked about how they would show their love for their old parents, many simply said they would send them to old people's homes. Others said that they would give money, and only two percent of the respondents said they would be ready to take care of the psychologiacal health of their parents.

According to the study, middle-aged people who have children of their own take their filial duties more seriously. Also, married women know better than men the need for this kind of loving care.

Researcher Wong questioned the wisdon of adopting the new concept of government welware. He said, \Kong the personal tax rate is only 15 percent. How can you expect the government to take care of all the elderly?\

He further pointed out that even when a socail security network can support all senior citizens, it cannot replace the love that only family members can give. Questions and key

1. According to most of the respondents, who should take up the responsibility for supporting the elderly?

2. Which of the following is a way for most respondents to show respectht and love for their old parents?

3. Which of the following types of people have more loving care for their old parents? 4. According to Researcher Wong, why is a welfare society not realistic in Hong Kong?

5. What it the passage maily abou? 1. A 2. A 3. A 4. D 5.C

VI. Further Listening and Speaking Task 2: Single-parent problems Script

Question:

Hi, I have been divorced for 8 years. My ex sees our child Maria on a relular basis. She is eight and in the second grade. My ex has a wife that is 20. My ex and his wife

go to the school almost every day to see our daughter. Our daughter has failed the second grade and how has to repeat it. I have seen her grades plummet since those two started showing up at school. They are both very controlling and verbally abusive to me and to our daughter. I'm concernend about this. He forced my daughter to call his wife mommy. I am really tired of their unkind visits. I don't know what to do. If you have any advice to give me, I would be grateful. Thanks. Answer (by a woman psychiatrist):

Hi, Diana. It's obvious to me that your daughter is having problems with the visits. I would suggest having a frank conversation with your daughter to see what she feels the problems are. If she says it is all these problems as you have stated above, I would try to talk to yout ex about her problems. I'll try to stick to what your daughter feels to be the problems and hope he will help your daughter do better at school. If he is not responsive, then I'll take your daughter for counseling to help her.

You can't make others do things that are right for your child, not even the father, so spend your energy on things you can control like counseling for your daughter. Also, you should speng quality time with her and allow her to vent her feelings on you, and let her know you are always there for her no matter what happens. Try to keep her self-esteem high. When a child fails a grade, they will feel bad. Good Luck!

Questions and key

1. What does Diana think aobut the visits by her ex and his wife to her daughter? 2. What has happened to the daughter's studies?

3. What does the psychiatrist advise the woman to do first? 4. What will the psychiatrist do to Diana's ex-husband? 5. What is NOT advised by the psychiatrist for Diana to do? 1. B 2. C 3. A 4. D 5. C

Task3: A man who remarried Script

If you want me to tell you why I remarried, that’s my story.

Remarried is the last thing I’d consider for two years after my divorce. I had heard about the high rate of remarriage failure. More importantly, I wondered how remarrying would affect my 10-year-old son. My heart ached when I saw my son draw a picture of himself, my ex-wife and me holding hands, with sadness on our faces. Since my parents have married and divorce eight times altogether, I hope my son would not have to go through the same pain I had experienced. As a result, my primary focus after divorce was my relationship with my son John, not finding a wife. As time went by, my son gradually grew up, and he became of my loneliness and anxiety. One day he asked me to consider dating. The first timer he said this, I ignored him. The second time he brought it up, I reconsidered my reservations about dating. I began to date Maria. As our relationship developed over the following year, I was

concerned about my son would actually respond to her. At first, John’s affection for Maria was lukewarm. For instance, he would hug her, but the act seemed mechanical. But after several times, he warmed up to her. Seeing that the time was ripe, I asked Maria to marry me. She accepted, so our family of two smoothly became a family of three. Thinking back, I believe my remarrying was the right choice.

Some single-parents are still besitant about remarrying. Now that you’ve heard my story, I hope you won’t hesitate and let golden opportunities slip through your fingers. Changes in the Speaker’s Reasons or Detailed Description Attitude to Remarriage For two years after my divorce, remarriage was the last word I’d consider. 1. High rate of remarriage failure. 2. Remarriage would affect my son. ① He drew a picture of the three of us. ② My parents married and divorced eight times and I hope my son would have no such pain. ③ My primary focus was my son, not a wife. I ignored my son’s suggestion that I consider dating. I reconsidered m reservation about dating and began to date Maria I was concerned about my son’s respond to her. He grew up and became conscious of my loneliness and anxiety. The second time he brought the issue up. At first his affection for her was lukewarm: his hug was mechanical; but several months later he warmed up to her. I asked Maria to marry me and she Seeing time was ripe. accepted. The two of us blended into the three of I believe my remarrying was the right us. choice.

Uint 6

Here are tips for finding a job.

II. Basic Listening Practice

1. Script

M: Did you pick up the paper for me today? I really want to check the job vacancies. W: I know, it’s over there. There’s not much happen though. I had a look already.

Maybe you should look on the Net instead. Q: What is the man looking for?

2. Script

M: You don’t have enough experience or qualifications for this role. What makes you believe you could handle the position?

W: I’m a fast learner and enjoy learning on the job. My natural skills lie in this area, and I’m confident that I could handle the challenge. Given a chance, I would prove myself.

Q: What is the woman saying?

3. Script

M: Could you help me with my resume? Jane said you’re good with these things, and I really need someone to edit it. It’s way too long.

W: Sure, no problem, give I to me. A good resume should be no more than one page, you know. And it should list you experience in reverse chronological order. I can see we’ve got some work to do!

Q: Which of the following is true according to the conversation?

4. Script

M: Could you tell me why you would like to work for our company?

W: Well, it has a good reputation as an employer, and its products are quite popular in the marketplace. I would feel proud to work for a company like this and to contribute a great deal to its success. Q: Why does the woman apply for the job?

5. Script

W: Where do you see yourself in five years’ time?

M: I aim to have been promoted to senior manager at the very least. I’m very ambitious and want to climb up the career ladder as fast as possible. I don’t want to feel miserable on the first rung in five years’ time, watching everybody above me.

Q: What does the man want in fie years?

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

III. Listening In

Task 2: Are you ready for a phone interview?

Script

Nowadays, many employers use telephone interviews to screen candidates in order to

narrow the pool of applicants who will be invited for in-person interviews. They are also used as a way to minimize the expenses involved in interviewing out-of-town candidates.

While you are job-searching, it's important to be prepared for a phone interview on a moment's notice. You never know when a recuriter might call. So, you'd better take a look at the following phone interview tips.

Before the interview, you should get well-prepared. For example, you can compile a list of your background and skills, your strengths and weaknesses, as well as a list of answers to typical phone interview questions. You need to keep your resume on the top of your desk or tape it to the wall near the phone, so it's at your fingertips when you need to answer questions. Also, you should have a pen and paper handy for note taking.

It's helpful to practice interviewing. You can rehearse answers to those typical questions you might be asked. Have a friend or family member conduct a mock interview and tape record it, so you can see how you sound over the phone. In this way, you'll be able to hear your \\and \and you can practice reducing them from your conversational speech.

During the phone interview, try to smile. Smiling will project a positive image to the listener and will change the tone of your voice. Over the phone, you must speak slowly, clearly and poitely. You should use the inerviewer's titile (Mr or Ms and their last name), and remember to only use a first name if they ask you do. It is essential not to interrupt the interviewer. On your part, you should try to give answers that are short and to the point.

Fianlly, remember your goal is to set up a face-to-face interview. After you thank the interviewer, ask if it would be possible to meet in person.

Questions and key

1. Which of the following is NOT mentioned as a purpose of screening candidates on the phone?

2. What can you infer from the speaker's recommendation of compliing a list of information about yourself?

3. What does the speaker say about your resume?

4. According to the speaker, why should you conduct a simulated interview?

5. Which of the following is suggested when you address the interviewer on the phone?

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

Task 3:Do you know how to write a resume? Script

Your resume, or CV in British English, has one mission and one mission only: to get you a job interview. Your resume is usually the first impression an employer has of

you. And as “you never get a second chance to make a first impression”, you‘d better get it right firs time. Here’re some suggestions that may be of use in preparing a resume. First, use a design that demands attention. Employers don’t have time to read through each of your job descriptions to know if you have the skills they need. The design of your resume must do it for them. Your resume should be concise, well-organized and relevant. It should emphasized the most important and relevant points about your experience, skills and education.

Second, put important information first. List important information at the beginning of your job descriptions. Put statements in your resume in order of importance and relevance to the job you want. A powerful statement with exact numbers influences every statement that follows.

Third, target the job. You will have more success if you adjust your resume and cover letter for the specific skills another job. In other words, you need to “re-package” yourself. In that way, an employer will see immediately that you correspond to the job description. It is not dishonest to “re-package” yourself. You are simply pressing yourself and your skills in the best light for a particular employer. This will help you to get more interviews and allow you to apply for a wider range o jobs.

6. Why does the speaker say the resume is important?

7. According to the passage, why should you emphasize the most important point about yourself?

8. Where should you put the important information in your job descriptions according to the passage?

9. How many resumes would the speaker advise you to write if you applied for three jobs?

5. What is the passage mainly about?

Keys: 1.C 2.A 3.A 4.C 5.B

VI. Further Listening and Speaking

Task 3: A Guide to a Successful Job Interview

Script

There are times that you will be asked a hard question during a job interview. Don’t panic, they just want to see how you handle a difficult situation. Being prepared is always the best policy. Here are some samples of questions and some advice on how to handle them properly.

Why should we choose you? To this question, you can ask yourself why you applied, what makes you suitable for this question, what the company can gain from hiring you, what you have to offer, how you would handle this jib, etc.

Often they ask you to tell them about yourself. You can split your answer into two, the professional and the personal level. Both are important, and how you move from one to the other depends on what you have to say. You can give a brief summary of your life, professional and personal, with less emphasis on the early past, and more emphasis on the present and the future.

When asked “What are your weakness?”, don’t say, “I don’t have any.” Everyone has weakness, and it takes something positive like, “I haven’t had a lot of exposure on the on-site work, but I’m looking forward to being more involved in dealing with customers directly and learning their needs.”

Another common question is: “What are your strengths?” You should customize your answer to meet the position requirement. Keep in mind the things they asked for in the advertisement. Tell them your strengths, but also show them how they how they would apply to this job. To show how your strengths were valuable, use the “Why, where, when, how” to demonstrate and prove your strengths.

6. What is the passage mainly concerned with?

7. What does the speaker NOT mention as an answer to the question, “Why should we choose you?”?

8. What does the speaker say you should stress when introducing yourself?

9. What does the speaker advice you NOT to say when asked, “What are your weaknesses?”

10. What should you say when asked about your strong points?

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

Unit 8

Here is a darker side of society.

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?

2. 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

Task 1: Internet safety for youngters

Script

The increasing populartiyt of social networking sites and mobile texing has presented society with problems in how to protect children online. More and more youngsters are becoming victims of Internet bullies. Parents are fining 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 Internet. Today's new mobile and networked world poses new and dangerous threats to online kids. About one-third of all these teenagers who use the Internet say they 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 embarrasing picture posted without permission; or having rumors about them spread online.

However, the most common complaint from online teens is not direct threats or physical violence, but rather it is about the 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, parents 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: \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 o understand the dangers the connected world presents.\like cyber-bullying, sexting, and online child exploitation. A local lawyer said: \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 safer.

Questions and key

1. According to the passage, what is true of parents when their children are surfing on the Internet?

2. Which of the following is the most common complaint from online teens?

3. Which of the following is NOT mentioned as a topic the Indiana conference will explore?

4. According to the local lawyer, what is the most important thing for children to be safe online?

5. What is the passage mainly about? 1. B 2. A 3. C 4. C 5. D

Task 2: Nursing home abuse

Script

In the United States, families turn to nursing homes to give the elderly care and attention, but many nursing homes have benn cited for abuse. According to a review of state inspection records requested by Republican Henry Waxman, 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.

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. \choked me and broke my wrist,\

Helen Smith died two days after her interview. That nurse assistant got a year in the country jail and a CBS News investigation found that three other employees at the same nursing home had been fined for abuse, which should have barred them from nursing home work.

The nursing home industry agrees on the need for stiffer background checks, but

disgrees abuse is widespreading. \staff members deserve praise,\nearly 200-bed center in the District of Colmbia.

\day that are working very hard to provide that care,\of the American Health Care Association. To deal with nursing home abuse, Bruce Brown, spokesman for the American Association of Homes and Services for the Aging said, \We strongly believe nursing homes that exhibit consistently poor performance should either clean up their act or be put out of business.\

Questions and key

1. According to a review of state inspectio records, how many nursing homes were cited for abuse in the U.S. ?

2. What did the certified nursing assistant at a nursing home do to Helen Smith?

3. How many employees had been fined for abuse at the nursing home where Helen Smith lived?

4. What did the nursing home industry say about abuse?

5. What did the American Association of Homes and Services for the Aging say about the nursing homes with poor records? 1. C 2. D 3. C 4. B 5. C

Task 3: Battling poverty

Script

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 world live on less than two dollars a day, and one billion people live on less than 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 systems. 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-care systems, especially pregnant women.

The second job we have to do, as many of you can guess, is to reduce birth 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 this is probably that smaller families have fewer expenses and more chances of increasing their earnings and savings.

Since the 1970s, developing countries with lower birth rates have had faster economic growth. They have had higher productivity, more savings and more investment. Obviously we must encourage family planning and lower birth rates.

Now, here is the third measure we must take: promote education in developing countries. Investing in education, especially for women, can reduce poverty. Educated women have more opportunities to work and a chance to live better. Moreover, they tend to send their children to food schools so that they can climb the social ladder. Well, any questions? None? OK. Now I’ll talk about the fourth step we need to take… Measures to Take in Developing Problems and Reasons for Taking the Countries Measures In the poorest countries: 1.To improve health care systems 1. People are expected to live just 49 years. 2. One in ten children doesn’t reach his or her first birthday. 3. Women are affected most by poor health-care systems, especially pregnant women. 1. Smaller families have fewer expenses 2.To reduce birth rates and more chance of increasing their earnings and savings. 2. Countries with lower birth rates have had faster economics growth. Investing in education, especially foe 3. To popularize education women, can reduce poverty: 1. Educated women have more opportunities to work and can live better 2. They are more likely to send their children to good schools so that the children will climb the social ladder.

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 preparing

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 some unnecessary projects?

Alan: Sure, someone they do, but we are living pretty well and, to be honest, I

don’t mind paying taxes. If I’m paying income tax, it means I’m earning

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 situation is

complex: sometimes there are no jobs that they are trained for.

Pamela: Then they should take the needed training—upgrade their skills and

knowledge to become more employable.

Alan: Training and upgrading cost money. Some government tax dollars are

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 the tax rate.

That would put more money into people’s pockets, then they would spend more, and the spending would create more jobs for the poor.

Alan: Many people would agree with you.

Questions and key

1. What can we infer from the man's words about his income tax return?

2. What are the attitudes of the man and the woman toward poor, unemployed people? 3. What does paying income tax mean to the man?

4. What does the woman think is useful to help the unemployed get jobs? 5. What do the man and the woman think about the tax rate? 1. B 2. A 3. C 4. B 5. C

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 English as a Second Language. I was also put in the Limited English Proficiency Program. In all these classes, I always got the highest grades. I was the best reader and speaker. There as no reason for me to be in any of those classes.

When my parents discovered that I was in those classes instead of in regular classes with other English-speaking students, they went to the school administration 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 the school had in the ESL and Limited English Proficiency Program, they would receive$400. This was pretty devastating. The school’s only excuse for keeping 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 right track and back at the head of the class. The first school I had would have never let me out of those programs or even let me take the test. I was too “Spanish” for tem.

10. What kind of class does the speaker think he should attend?

11. What was the real reason the speaker was placed in a Limited English Proficiency class?

12. What was the excuse the school used to put the speaker in an ESL class? 13. How did the speaker perform in the regular English class?

14. When the speaker described his first school, what were his feeling?

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

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