[转载]大学英语视听说II听力答案及原文（第三版）unit2
2012-12-17 21:17阅读：
Unit Two
Communication Problems
Part 1 Listening,
Understanding and Speaking
Listening I
Exercise 1 1)F 2)T 3)F
4)F 5)T
Exercise 2 1)skin
2)local hospital 3)eat; skin trouble 4)waiting for; a big basket
5)done all her/the shopping; her/a shopping list
Scripts:
Mrs. Black was
having a lot of trouble with her skin, so she went to her doctor.
However he could not find anything wrong with her. So he sent her
to the local hospital for some tests. The hospital, of course, sent
the results of the tests directly to Mrs. Black's doctor. The next
morning, he telephoned her
to give her a list of the things that he thought she should not
eat, as any of them might be the cause of her skin trouble.
Mrs. Black
carefully wrote all the things down on a piece of paper, which she
then left beside the telephone while she went out to a
meeting.
When she got
back home two hours later, she found her husband waiting for her.
He had a big basket full of packages beside him, and when he saw
her, he said, “Hello, dear. I have done all your shopping for
you.”
“Done all my
shopping?” she asked in surprise. “But how did you know what I
wanted?”
“Well, when I
got home, I found your shopping list beside the telephone,”
answered her husband, “so I went down to the shops and bought
everything you had written down.”
Of course, Mrs. Black had to
tell him that he had bought all the things the doctor did not allow
her to eat!
Listening II
Exercise 1 1)British
English; American English 2)sound, words and expressions; grammar
3)confusing; different; understandable; each
Exercise 2
I don’t know. What do
you say? jumper; trousers; chips; chemist’s shop; ring them
up; Have you got an extra pen?
Scripts:
American and
British people both speak English, of course, but sometimes it does
not seem like the same language. In fact, there are some important
differences between British and American English.
First of all,
they sound very different. Often, Americans don't say all the
letters in each word. For example, Americans may say “I dunno”
instead of “I don't know”, or they may say “Whaddya say?” instead
of “What do you say?”
Sound is not
the only difference between British and American English. The two
languages have different words and expressions for some things. For
example, some words for clothing are different. Americans use the
word “sweater”, but the British say “jumper”. Americans wear
“vests” over their shirts, but British people wear “vests” under
their shirts. Americans talk about “pants” or “slacks”, but the
British talk about “trousers”. The British chips are American
French fries. A British chemist is an American drugstore. In
Britain, if you are going to telephone friends, you “ring them up”.
In America, you “give them a call”.
There are also
some differences in grammar. For example, Americans almost always
use the helping verb “do” with the verb “have”. They might say, “Do
you have an extra pen?” The British often ask the question a
different way. They might say, “Have you got an extra
pen?”
These
differences can be confusing when you are learning English. But
when the same language is used in different places, it is
understandable that it changes in each place.
Listening
III
Exercise 1 1)T 2)F 3)F
4)F 5)F 6)T
Exercise 2
1)small 2)pie 3)pine 4)big
5)small 6)pint 7)half 8)German 9)warm; brown 10)English 11)a packet
of 12)in the evening 13)fried potatoes 14)crisps
Scripts:
Nick: Hi, Dieter. OK?
Dieter:
Oh, hi, Nick. Yes, I'm fine,
except that I had a big problem ordering my drink. I didn't think
my English was so bad!
Nick: Your English is very good! What kind of
problem?
Dieter:
Well, look at this beer I've
got here—this warm, brown, English beer—it wasn't what I
wanted!
Nick: Why, what did you ask for?
Dieter:
Well, I just asked for a small
beer. Then the barman asked what type of beer and said lots of
names that I didn't understand—and something about a pie or a pine.
I didn't understand anything!
Nick: Oh, no! He probably said a pint! In
English you don't ask for a big or a small beer. You ask for either
a pint or a half. A pint's the big one.
Dieter:
So this one I've got here is a
half?
Nick: Yes, that's a half of bitter. Bitter's the
name for that type of beer.
Dieter:
Ah, that's what he said—bitter!
Well, it's very different from the beer we drink in Germany, I must
say.
Nick: Yes, I know. They call the German type of
beer lager. So you have to ask for a half of lager, or a
pint of lager.
Dieter:
OK. I understand that now. My
another problem was chips. I asked for a packet of chips, and the
barman said something strange—that they don't have chips in the
evening, only at lunchtime. What did he mean?
Nick: Yes, they have fish and chips, but I think
you meant crisps. In England, chips are fried potatoes, you
know, French fries. The ones you buy in a packet are
crisps.
Dieter:
Well, in the end I didn't get
anything to eat. So you see, I did everything wrong!
Listening
IV
Exercise 1 1)F 2)T 3)T
4)F 5)T
Exercise 2
MEN; HIS; MAN-made; mental
image; females/women; females/women; males/men;
citizens
Scripts:
(Mr. and
Mrs. Jones are having a conversation one evening while Mrs. Jones
happens to be looking at some of the textbooks her daughter, who is
in the fifth grade, is using.)
Mrs.
Jones:Listen to what this book says. It really makes me angry!
When talking about the settling of the western part of the U.S., it
says, “MEN by the thousands headed west.” Then on the very same
page it says, “The average citizen in the United States is proud of
HIS heritage.”
Mr.
Jones: What's wrong with that? It's true. I don't understand why
you are angry.
Mrs.
Jones:Why? Because women are left out!
Mr.
Jones: Everyone knows when the author says “men” or “his” in those
sentences that the author means to include women.
Mrs.
Jones:I think you are wrong. When young people read these
sentences, they simply do not form a mental image which includes
females.
Mr.
Jones: Mm. Do you have other examples?
Mrs.
Jones: Yes I do! This book mentions “MAN-made improvements that
have raised America's standard of living”. A child will not think
that females as well as males have made contributions when reading
this.
Mr.
Jones: I still don't think it's very important.
Mrs.
Jones:Of course you don't! You're a man. But don't you want our
daughter and other little girls to have the idea that they can be
important citizens in their country, just as other women have been
in the past?
Mr.
Jones: Well, I guess you're right. I hope not all textbooks are
like that.
Part 2 Viewing,
Understanding and Speaking
Exercise 1 1)T 2)F 3)F
4)F 5)F 6)T
Exercise 2 1) or
another 2) seeing each other 3) boating 4)half an hour 5)someone
else 6)anymore 7)Of course I do 8) two different places
9)stupid
Part 3 Video
Appreciation and Singing for Fun
Exercise 1
Tip 1: Use open-ended
questions. Tip 2: Active listening. Tip 3: The
cocoon. Tip 4: Engage with the other person. Tip 5:
Don’t make assumptions. Tip 6: Avoid antagonistic
sentences.
Exercise 2
1)closed questions 2)kill the
conversation 3)summarizing 4)concentrate on 5)visualize a “cocoon”
6)turn around and face that individual 7)a particular topic
8)projecting your own thoughts or feelings 9)a form of attack 10)a
lot less conflicts
Part 4 Further
Listening
Listening I
1)closer
2)regular 3)down 4)sense 5)envelope 6)convenience 7)instant
8)longer 9)positive 10)2,252 11)quality 12)decreased 13)similar
14)inside 15)agreed 16)different
Scripts:
Much has been
said about how anti-social the Internet and mobile phones are. The
truth is, however, according to new research, communication
technology is bringing people closer together. A study by the Pew
Internet and American Life Project found family members were
keeping in regular contact today more than ever before. And this is
all down to e-mail, chat, cell phones and SMS messaging. It makes
sense. Years ago, it took a long time to write a letter, then find
an envelope and go to the post office to buy a stamp and post it.
Today we write mails while we wait for our change in the
convenience store and they’re sent in an instant. Having free
Internet telephone calls also helps us to stay in touch more often
and for longer. Everyone’s at it, from five-year-olds to tech-savvy
grandparents.
According to
the Pew survey, technology has a very positive effect on
communication within families. Researchers asked 2,252 adults
whether new technologies had increased the quality of communication
with their family. Fifty-three percent said it increased
communication with family members they did not live with; two
percent said technology decreased this. Numbers were similar for
those living in the same house as their family. The project
director Lee Rainey said: “There’s a new kind of connectedness
being built inside of families with these technologies.” Survey
co-author Barry Wellman agreed. “It used to be that husbands went
off to work, wives went off to a different job or else stayed home…
and the kids went off to school… and not until 5:30, 6 o’clock did
they ever connect,” he said.
Listening
II
1)status 2)definite 3)doubts
4)interrupt 5)power structure 6)establish and test 7)knowledge
8)power 9)sharing approach 10)encourage
Scripts:
At an early
age, little girls' conversation is less definite and expresses more
doubts, while little boys use conversation to establish status with
their listeners.
These
differences continue into adult life. In public conversations, men
talk more and interrupt other speakers more. In private
conversations, men and women speak in equal amounts, although they
say things in a different style. For women, private talking is a
way to establish and test intimacy. For men, private talking is a
way to explore the power structure of a relationship.
Teaching is one
job which shows the differences between men's and women's ways of
talking. When a man teaches a woman, he wants to show that he has
more knowledge, and hence more power in conversation. He uses his
language to show this. When a woman teaches another woman, however,
she is more likely to take a sharing approach and to encourage her
student to join in.
But it doesn't
suggest that women are naturally more helpful. Actually, women feel
they achieve power by being able to help others.
Listening III
1) F 2) T 3) F 4) F 5)
T
Scripts:
Walking down
the street, a dog saw an ad in an office window. “Help wanted. Must
type 70 words a minute. Must be computer literate. Must be
bilingual. An equal-opportunity employer.”
The dog applied
for the position, but he was quickly refused. “I can't hire a dog
for this job,” the office manager said. But when the dog pointed to
the line that read “An equal-opportunity employer”, the office
manager sighed and asked, “Can you type?” Silently, the dog walked
over to a typewriter and typed a letter without a mistake. “Can you
operate a computer?” the manager inquired. The dog then sat down at
a computer, wrote a program and ran it perfectly.
“Look, I still
can't hire a dog for this position,” said the office manager. “You
have fine skills, but I need someone who's bilingual. It says so
right in the ad.”
The dog looked
up at the manager and said, “Meow.”
Listening IV
Exercise 1 1)T 2)F 3)T
4)F 5)T 6)T
Exercise 2 1)an
American education 2)fluent English 3)misses 4)nice 5)little things
6)walking the dog 7)weather 8)snowy 9)sunshine 10)boots 11)umbrella
12)a big smile
Scripts:
Ramon Romero is a
seventeen-year-old boy from Bolivia. He speaks Spanish and a little
bit of English.
Ramon lives in the United
States now, in Little Rock, Arkansas, with the Hutchinsons. They
are not his real family. His real family is back in Bolivia. They
cannot come to America because they have jobs and duties in their
country and aren't able to leave. However, they do want their son
to have an American education and be fluent in
English.
He misses his family and wishes
to see them. It seems that no one understands his true feelings. It
is difficult to listen to English all the time and then to express
his thoughts in English. His American family is very nice to him
and helps him in every way. In return, Ramon does little things to
help the family. For instance, he takes the dog for a walk every
morning and every evening.
When he comes back from the
morning walk, he tells Mrs. Hutchinson about the weather. This
tells her how to dress her four-year-old son. On Tuesday, Mrs.
Hutchinson asks, “How is the weather today?”
Ramon answers, “It
rain.”
“No, Ramon, in English we say,
'It's raining.'”
On Wednesday, it rains
again.
“It's raining today,” reports
Ramon.
On Thursday, it snows. On
Friday, the sun finally shines. Ramon is very happy that he doesn't
have to wear boots or carry an umbrella. He comes into the house
with a big smile on his face.
“How's the weather today?” asks
Mrs. Hutchinson.
“Oh, today I am very happy,”
replies Ramon. “There is no weather.”
