新标准大学英语 视听说教程第一册听力原文

Unit 1 Starting out Inside view

Conversation 1

Porter Good afternoon. Janet Good afternoon. Porter New student? Janet Yes.

Porter Welcome to Hertford College. Janet Thank you.

Porter Can I have your family name, please? Janet Yes, it's Li.

Porter Er, L-double E? Janet No, L-I.

Porter And what's your first name, Ms Li? Janet Janet.

Porter Janet Li... ah yes, there you are. Here are your keys. Janet Where's my room?

Porter You're in Staircase 6 Room 5. Janet Who am I sharing with?

Porter Nobody. You have your own room. Er...there's a Ms Santos in the room next to you. Janet Oh. My own room? In China we usually have several people in a dormitory. Porter Well, here you don't have to share with anyone. Janet Thank you Sir.

Porter No need to call me sir, Ms Li. Everyone calls me Stewart. Janet Please call me Janet!

Porter OK, Janet, um, can you just sign for your keys, please?

Conversation 2

Kate Hi, have you just arrived too? Janet Yes!

Kate I guess we're neighbours. My name's Kate Santos. Janet I'm Janet Li. Where are you from? Kate From New York. How about you? Janet I'm from Anshan in China. Kate Is Janet your real name?

Janet No, it's my English name. My Chinese name is Li Hui. Is Kate your full name? Kate No, it's short for Catherine.

Janet So do I call you Catherine or Kate? Kate Everyone calls me Kate. Janet Nice to meet you.

Kate OK, Janet. See you later. Janet Bye!

Conversation 3

Kate Hey! This is awesome! Look at the size of this dining hall. Janet Is this where we have all our meals? Kate I guess.

Mark You just arrived? Girls Yes!

Mark Me too. By the way, I'm Mark. Nice to meet you. Kate Hi, I'm Kate.

Mark Hi Kate, I guess you're from the States.

Kate Right! How can you tell? You're British, huh? Mark Yes, I'm from London. And you are ...?

Janet I'm Li Hui. I'm from China. But you can call me Janet. Mark Hi Janet. Welcome to England. What are you reading? Janet English.

Mark How about you, Kate? Kate My major is law. And you? Mark I'm studying PPE.

Kate That's a special Oxford subject, isn't it?

Outside view

Julie My name's Julie Dearden, and I'm the Director of International Programmes here at Hertford College.

Eugene My name's Eugene Berger, I studied here in Oxford for four years er, studying modern languages at

Somerville College.

Julie Oh, there are many Oxford traditions. Oxford is a very old university, the oldest English-speaking university

in the, in the world. And so there are many traditions which are associated with the colleges, with the times of the year, and with sport, and with eating, for example.

Eugene Each college is very different um, from um, the others, and it has its own character. Some colleges are

very conservative, and some are much more liberal and have a tradition of um, kind of liberal politics. But there are also some specific traditions.

Julie Formal Hall is when we all eat together here in college, the professors and the students. Usually it takes

places at seven o'clock in the evening, and the professors sit on high table which is the table over here, and the students sit on common table, which are the tables here. But everybody eats together. It's a very beautiful evening because there are, there's a special meal and we eat by candlelight.

Eugene I think er, the traditions that make Oxford so unique are firstly the Oxford Union and er, secondly, May

Day. The Oxford Union being a debating society where speakers come from all around the world to address the students and even allow themselves to be questioned by the students, making it a very interesting forum. Julie My favourite is er, May Day. And May Day is the first day of May, and we have a tradition called May

Morning, and on May Morning everybody gets up very early and the students have a celebration. There is a choir which sings on top of the tower at Magdalen College and all the people of the town and all the students go to listen to the singing. So it's very nice.

Eugene The tradition that er, was most important to me was probably Summer Eights. I was a rower. And Summer

Eights is a rowing competition, held in May in the summer term. And in this competition, each college is trying to improve its place which it won the previous year and gradually work its way up the river.

Julie When the students take exams, they must go to a special building and it's called Examination Schools. And

also they must wear a special uniform, so they wear E. gown like mine, a black gown, and they wear a white shirt, arid the men wear a white tie and black trousers. The women wear a white shirt and a black skirt or black trousers. And they must wear this uniform, which has a Latin name - sub fuse — and they must wear this uniform in order to take their examinations.

Eugene I think the Oxford traditions lend character to the place and it's such an old institution, it should have

traditions, but they can be very inconvenient. For example, sub fuse. This is the uniform that we are required according to the university rules, to wear.

Julie They also wear flowers in their buttonholes, and those flowers are carnations. And they wear different

colours, the students wear different coloured flowers for different examinations. So when you take your first exam you wear a white flower, and when you take your second exam you wear a pink flower, and when you take your final examination you wear a red carnation.

Eugene So we have to dress up in a full black suit, starched collar, white bow tie and carry a mortarboard. And to

write an exam in the summer heat whilst wearing all that which you're not allowed to take off is um, uncomfortable.

Julie I really like the Oxford traditions, I think it's part of our history, and part of um, being a student or a teacher

here at Oxford University.

Listening in Passage 1

Interviewer Can you tell me something about the Ivy League? You're a professor at Harvard, is that right? Professor That's right, yes.

Interviewer Tell me how many universities are there? How many institutions?

Professor In total there are eight institutions: There's Harvard, Yale, Brown, Columbia, Cornell, Dartmouth,

Princeton, and the University of Pennsylvania.

Interviewer Ah, OK. And what's the sporting ... I believe there's some link with sports.

Professor There certainly is, yes. Originally the Ivy League referred to the sports teams from the universities

which competed against each other, especially in football, basketball and ice hockey. Now sometimes these universities, institutions, chose their students on the basis of their skills at these particular sports. But in the last 50 years, Ivy League schools have accepted a wider range of students because it wasn't possible to be both world-famous for research and also top class in sport.

Interviewer And what about their academic importance? I gather they're academically very, very important,

they're very well-known.

Professor Absolutely at the top. They're near or at the top of the USA colleges and university rankings. And

they're almost always in the top one per cent of the world's academic institutions for financial resources. Interviewer And what does it mean socially to go to an Ivy League university?

Professor Certainly if you've been to one of these institutions, you are presumed or assumed to be at the top end of

the scale. The Ivy League institutions have a reputation for social elitism, many of the students are rich, intellectual, white Anglo-Saxon, protestants. Not all of them of course, but quite a lot of them. Interviewer And do you know ... why's it called the Ivy League, what's the origin of the name?

Professor There are a number of stories, derivations, but possibly it's based on four universities, and IV, the letters

IV, that's the Roman numeral for four. Another more likely story is that ivy plants, which are symbolic of the age of the universities, you know, would be grown at the walls of these universities, these institutions, they cover the walls of the buildings. The term was created by a sports journalist, I think in the 1930s. Interviewer Right, OK. And which is the oldest university?

Professor The oldest goes back to the 17th century, that's Harvard which was founded in 1636. And the youngest

of the institutions is Cornell which was founded in 1865.

Interviewer And which has the largest number of undergraduates?

Professor Cornell has the largest number, about 13,000, 13,500 undergraduates. The institution with the smallest

number is Dartmouth College with a little over 4,000.

Interviewer And what about the acceptance rate? Is it hard to get into? Professor That ranges from about seven per cent to 20 per cent. Interviewer And any famous alumni? Famous old boys?

Professor Hundreds! Hundreds of them. But I suppose worldwide, the two that would be definitely known all over

the world would certainly be George Bush who went to Yale, and John F Kennedy, President Kennedy, who was at Harvard. Interviewer Thank you.

Passage2

Andy Did you see the film on television last night? Jane No, I was out. What was it?

Andy A Beautiful Mind. It's about John Forbes Nash, the mathematician who won the Nobel Prize.

Jane I've heard about that film, yes. He's played by Russell Crowe, isn't he? I like Russell Crowe, he's great. Andy That's the one, yes. Jane What's it about?

Andy Well, the story begins in the early years of Nash's life at Princeton University as a graduate student. Jane That's one of the Ivy League schools, isn't it?

Andy Yes, it's all set in New England, lovely old buildings, beautiful autumn colours. It's lovely to look at.

Anyway, Nash meets his roommate Charles, a literature student, who soon becomes his best friend. Nash admits to Charles that he is better with numbers than people, and the main thing he's looking for is a truly original idea for his thesis paper.

Jane So he's not interested in having fun?

Andy Well, yes, but he's not very good with people or successful with women, that's all. But, you know, it's one of

these bad experiences with people which ultimately inspires his brilliant work in mathematics. Jane No good at relationships, so he becomes a genius at maths?

Andy That's about right, yes. So when he finishes his studies at Princeton, he accepts a job at Massachusetts

Institute of Technology. Five years later, he meets Alicia, a student who he falls in love with and eventually marries.

Jane Ah! At last, the love interest!

Andy Yes, but wait a moment. Nash believes that he's been asked to work by William Parcher for the US

Department of Defense on breaking Soviet codes. At one point he's chased by the Russians, and it's after this that he becomes mentally ill.

Jane I think I've seen this in the trailer to the film.

Andy So when he's put in a psychiatric hospital, he thinks the Soviets have captured him. He's given this painful

treatment which affects his relationship with his wife. And his intellectual skills. So he stops taking the medicine.

Jane It sounds quite hard to watch.

Andy Well, it is, but it's well acted and directed, and so, you know, there's a-bit of distance between the audience

and what's happening on film. Jane So what happens next?

Andy Well, then his illness returns, so he and his wife decide to try and live with it. It all gets a bit complicated,

because we're no longer sure if Charles, you know, his old friend, or even Parcher were real, or if they were just people that existed only in Nash's mind. Jane That sounds awful. He must have been so ill,

Andy Actually, I'm kind of giving away the twist in the story. Anyway, later in his life, while he's using the library

at Princeton again, he asks his rival Martin Hansen if he can start teaching again. And so the story ends when he goes on to win the Nobel Prize in Economics. Jane Well, it sounds like a great film. Andy Yes, you should see it sometime.

Unit 3 Learning to think Inside view

Conversation 1

Mark Hi, what're you doing?

Janet Oh, nothing much ... Well, I'm just doing this quiz here in the newspaper. Mark Let's have a look then.

Janet Here. It's called, \ Mark OK, might as well. I'm not busy.

Janet Right. Look, I'll read the statements. Then you have to answer \ Mark Yea.

Janet OK. Physical exercise improves your memory. True or false? Mark True, I suppose. It sounds like the right answer.

Janet You're right, exercise does improve your memory. Next statement: 30 per cent of people have a visual

memory.

Mark That sounds about right. True?

Janet No, wrong, I'm afraid. In fact, 60 per cent of people have a visual memory. Mark Really? Actually, I've got a pretty good memory.

Janet Have you? OK ... Next one ... When you're tired, it's more difficult to remember things. Mark That's true, obviously. I can't remember a thing when I'm tired.

Janet Correct! If you do one activity for a long time, your memory will improve. Mark I'm not sure ... True? Janet Actually, it's false. Mark Oh!

Janet Eating fruit and vegetables can improve your memory. Mark I read something in The Times about that. True. Janet True, it says here.

Mark Oh, no! I've got a lecture. I'd forgotten. I'd better get going! Janet Oh, Mark! What a good memory you have!

Conversation 2

Kate You're looking a bit down, Janet. What's up?

Janet Well... I'm finding studying at Oxford quite hard. Kate You're telling me! There's so much work!

Janet It's not the amount of work - but everything's so different. In China, generally we have large classes, we

don't have tutorials. And mostly, our teacher tells us what we should do. So I'm not used to asking questions or discussing things. I find it difficult.

Kate You have to memorize a lot, don't you? Janet Yes, but I'm good at that.

Kate You're lucky. There's so much to remember studying law! I have difficulty sometimes, I really do. Janet Yes, well, we've been trained to do that. But we don't have so much training in critical thinking. Kate What do you mean by critical thinking?

Janet Let me think ... I think it's giving your opinion and then justifying it. Kate Yes, I suppose that's what our teachers have always encouraged us to do. Janet I am getting better at it, I suppose.

Kate Hey! How about this? Let's pretend I'm your tutor. I'll make a statement. Your task is to examine it and then

ask questions. Janet OK.

Kate Everyone is capable of learning a second language. Go on, ask a question! Janet Why do you say that?

Kate That's what the research tells us. Now ask another one. Janet Can you give an example of some research?

Kate Um ... No! Look, I'm starving and I can't think at all when I'm hungry.

Outside view Part 1

Teacher Good morning, class. Students Good morning.

Teacher What we're going to do today is start off looking at mind maps or mind mapping. Now have any of you

heard about mind maps before? Students Yes ... No ...

Teacher Yes. Some of you have, some of you haven't. OK. Have any of you actually used mind maps in the past? Students No ...

Teacher No? OK. Who can tell me what a mind map is? Student 1 It's a way of thinking.

Teacher It is a way of thinking. Mind maps are diagrams which help us to generate ideas, and also to organize or

structure our ideas related to a topic. What I'd like to do next is look at some of the uses or the reasons for using mind maps. What are some of the reasons for using mind maps? Student 2 To make a list?

Teacher To make a list? Yes. We could say to brainstorm ideas. Everyone contributes then-ideas as many ideas as

quickly as possible, from everyone in a shorter time, er, as, as we can manage. OK, brainstorming is one of the most important um, um, uses of mind maps. What might be another use or another reason for using mind maps?

Student 3 It can help me take notes in the class.

Teacher OK, for the note-taking, a very good reason. Mind maps help us to get an overview or a, a quick

understanding about a subject. By using mind maps to collect the main ideas from what the teacher says, you can keep a, a very general understanding of a topic and understand connections quite easily and um, quickly. What are some other uses of mind maps? Student 4 Preparing for exams?

Teacher OK. Preparing for exams. That's a, a very good reason. We might call this, er, revision. Before an exam,

after having studied for many, many days or even weeks, you might want to capture the, the, the very general understanding about the subject. Are there any other uses that you can think of for mind mapping? Student 5 We can also use it for finding answers.

Teacher For finding answers. That's, that's a very good, good answer. We could call this problem-solving. We can

use mind maps to, to see other possible alternatives, or options to, to, to solve a problem. OK. Next, I'd like us to talk about some of the advantages or the benefits of using mind maps instead of just writing everything on a piece of paper. One of the most obvious advantages, as you can see, is that mind maps are very visual. They give us um, almost a picture, a, a different perspective in terms of a picture, or a diagram of understanding information or understanding connected ideas, which is very helpful for people who like to learn from a different way. Are there any other advantages that you can think of for mind mapping? Student 4 It lists the main points.

Teacher They do. They do list the main points. We could call this um, a quick summary. As you can see, we have

main ideas throughout our mind map, not long texts. And in this way, it helps us to grasp the, the key ideas and the key connections for mind maps or for our given subject. Are there any other advantages you can think of? Student 1 To think creatively.

Teacher To think creatively. That's, that's a very good point. We could call this creative thinking. And what we

mean here is basically thinking outside of the box or thinking laterally. Mind maps are illogical and by being illogical they encourage us to think creatively, you might say.

Part2

Teacher Next, I'd like us to think about aspects of design or constructing mind maps. So far we have completed

three quarters of our mind map about mind maps. And then I'd just like you to have a look at this mind map and tell me what some of the most noticeable or striking features are that we can talk about. Student 2 There is a centre.

Teacher There is a centre. There is what we call a central word, a central word or a phrase. It might also be a

sentence or a question. You might have that in the centre of the board and your related thoughts spiraling or radiating out. What else do you notice about the design of this mind map? Student 1 There are only words, not sentences.

Teacher Exactly. There are many what we call key words as they capture the main thought of, of an issue rather

than a long sentence or, or a passage. This helps us to concentrate on the main issues and find connections between these issues as well. What other aspects of design do you notice here? Student 5 It looks like a tree.

Teacher It does look like a tree because it has branches. By having branches, it shows how, um, thinking is

radiating out or spiraling out from key ideas or central ideas to key words to sub-words and, and so forth. Are there any other aspects of design which you notice in this particular map? Student 2 You used a lot of colours.

Teacher I did. I perhaps use too many colours. I have used different colour to show the different key words or

different aspects of mind mapping. You might like to use different colours to highlight different sections of a mind map or key information. Or you may, you may choose to have it all in one colour. It's very much a personal choice, depending on how you like to, to think and, and plan your thinking. You might also like to use images or pictures related to some of the key words. Or you might even use symbols. We'll put a question mark because this again is a personal choice and how you like to design your mind maps. For example, I might choose to use a thought bubble as a symbol, highlighting or identifying my central phrase, mind maps. This could be a, a feature of my own mind maps. Whenever I design a mind map, I highlight my central thought using a speech bubble symbol.

Listening in Passage 1

Interviewer With us today is Martin Downes, a carpenter, who's 51. A year ago, Martin had a stroke. But he's

been lucky enough to make a full recovery from it. Can you tell us how it all began, Martin?

Martin I'm very happy to - not that I remember much at all. I was at a customer's house, building a cupboard, and

the next thing I knew, I woke up in hospital with people in white coats bending over me. Interviewer It must have been very frightening.

Martin It was. But what was really frightening was that I couldn't speak. I couldn't say a word. And I couldn't

understand much that people said to me. Interviewer How awful!

Martin Yeah! I don't know what would have happened to me if I hadn't had my family. But they were there for me,

they really were. I had something called aphasia, where the part of your brain gets damaged that affects your speech and language. But they started treatment for the condition almost immediately. This speech and language therapist came to see me every day for 12 weeks. They made me do all these exercises. Interviewer What kind of exercises?

Martin I had to match words and pictures and say their names. You see, I'd also forgotten the names of a lot of

things. She had this thing called a word board and I could point to words and phrases on it that I wanted to say. I had to repeat words up to 20 times - boy, it was hard, so hard. Interviewer Could you say anything to begin with?

Martin I could say three words. \\and \That was all. And there were a lot of words I couldn't

understand -1 had to learn their meanings all over again.

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