Part 1 Dialogue

Sacial Grouping

Interviewer: Right. You're talking about social groupings here.

Could you tell us something about the ways animals form into groups?

Nike Down: Yes. Er, many, many animals are very solitary* animals.

The only times they get together is when they mate, or when they're

bringing up their young. The majority of animals are solitary, but a

very significant group of mammals and insects, like ants and termites*,

bees and wasps, are very social and they group together because in a

group it's much safer. You can defend yourself more easily if you're in

a group, you can find males more easily if you're in a group, and you

can change the world around you by working with the others if you live

in a group. Solitary animals have a much more difficult time in many

ways.

Interviewer: You mentioned lions and other carnivores* earlier on.

Do they group very much? Nike Down: Yes. Most cats in fact don't group.

Er, lions and, to a lesser extent, cheetahs* are the only cats that

group together. A group of lions is called a pride*, and you might get

anything up to 15 or 20 lions in a pride. A pride of lions would have

perhaps two or three males, perhaps a dozen females, and then the cubs.

But the real lion group consists of females with their cubs. The males

tend to stay for a few years and then they get kicked out by a group of

younger males that come in and take over.

Interviewer: And how about the apes?

Nike Down: Ah, well, now you're talking about the group of animals

that we belong to. Apes - some apes - live in very, very big and

complicated social groups. Not all. Orangutans*, for example, big apes

that live in Indonesia and Malaysia - they're very solitary and one

adult may meet another adult only once every two or three years, when a

male and a female mate, and then, the only relationship will be between

a mother and her baby. The baby will stay with the mother for two or

three years, four years, five years even, learning from the mother,

learning what sorts of foods to eat, what the signs of danger are, and

then when the baby grows up, off it'll go, and live its own solitary

life. The reason why orangutans are solitary is because there's not very

much food in a forest and if there was a big group of orangutans, all

the food would just run out. But, leaving Asia and going to Africa, then

you find very social apes. Now, gorillas, for

1

example. Gorillas live in unimale* groups. They used to be called

harems*, but the technical term is unimale because there's one male

within the group; one male, and then around him will be anything up to

six, seven, eight, nine females, plus all the babies. And that one male

in the group is the silverback gorilla, and he's much bigger and

stronger than the others. He's got silvery fur on his back and the

others won't challenge him and he'll lead the group slowly through the

forest, settling down every night and moving on the next day, finding

food. So that's a unimale group. But if you move a little bit further

west into West Africa, you'll start to come across chimpanzees. Now

they're a bit smaller than gorillas. They spend a lot of time in the

trees, whereas gorillas are down on the ground. And chimpanzees are much

more closely related to us than they are to gorillas. They're our

closest living relatives. Now chimps* live in multimale groups; in other

words, you'll get, oh, anything up to six, seven, eight males, then

you'll get two or three times that number of females - a dozen, two

dozen females - plus all the youngsters, so we're talking about groups

that can be as big as 40 or 50 or even 60. Now a chimpanzee group -

multimale group - is a very flexible type of group. It constantly splits

into smaller groups. Off they go for a few days, back they come, reform,

break up again. And within that group the males tend to hang around the

outside, protecting the group, fighting off rival males that might want

to come in and mate with the females, but they tend to come and go to

some extent. The on-going core of the chimpanzee group consists of

females with their young and sometimes sisters will actually work

together to bring up their young collectively. Yes, so apes are very,

very social animals indeed. Exercise

Directions: Listen to the dialogue and choose the best answer to

complete each of the following sentences.

1. A 2. C 3. D 4. C 5. B 6. C 7. B 8. A

Part 2 Passage

Community Colleges

1. Great challenges faced the Unites States in the early 20th

century, including global economic competition.

2. During the same period, the country's rapidly growing public high

schools were seeking new ways to serve their communities.

3. It offered a program of solid academics as well as a variety of

student activities. 4. A distinctive feature of the institutions was

their accessibility to women, attributable to the leading role the

colleges played in preparing grammar school teachers.

5. The breadth of programming and the variety of students' goals

make it difficult to accurately quantify community college performance.

Great challenges faced the United States in the early 20th century,

including global economic competition. National and local leaders

realized that a more skilled workforce was key to the country's

continued economic strength, a need that called for a dramatic increase

in college attendance. Yet three- quarters of high school graduates were

choosing not to further their education, in part because they were

reluctant to leave home for a distant college. During the same period,

the country's rapidly growing public high schools were seeking new ways

to serve their communities. It was common for them to add a teacher

institute, manual learning (vocational education) division or

citizenship school to the diploma program. The high school-based

community college* was the most successful type of addition. Meanwhile,

small, private colleges had fashioned an effective model of higher

education grounded on the principles

2

of small classes, close student-faculty relations and a program that

included both academics and extra-curricular activities.

From the combination of these traditions emerged the earliest

community colleges, roughly balanced in number between private and

public control but united in their commitment to meet local needs. The

typical early community college was small, rarely enrolling more than

150 students. It nevertheless offered a program of solid academics as

well as a variety of student activities. A distinctive feature of the

institutions was their accessibility to women, attributable to the

leading role the colleges played in preparing grammar school teachers.

In such states as Missouri, which did not yet require K-8* teachers to

have a bachelor's degree, it was common for more than 60 percent of

community college students to be women, virtually all of them preparing

to be teachers. Community colleges are centers of educational

opportunity. More than 100 years ago, this unique, American invention

put publicly funded higher education at close-to-home facilities and

initiated* a practice of welcoming all who desire to learn, regardless

of wealth, heritage or previous academic experience. Today, the

community college continues the process of making higher education

available to a maximum number of people at 1,166 public and independent

community colleges.

The breadth of programming and the variety of students' goals make

it difficult to accurately quantify* community college performance.

Unlike four-year colleges, where attainment of a bachelor's degree is

the implicit* goal of students, community college students do not share

a common goal beyond self-improvement.

Research shows that education pays. Students who complete associate

degrees* and certifi- cates are more likely to move into higher-status

management and professional positions with higher earnings. An

investment of a few thousand dollars now will likely pay lifelong

dividends*, as students who earn associate degrees average lifetime

earnings of $$250,000 more than people without degrees.

But success at community colleges must be broadly defined to include

not just those who attain associate degrees and those who earn

certificates, but also the millions who take noncredit and workforce

training classes.

Exercise A Pre-listening Question

In the United States the terms

describe a variety of institutions. A college may form one major

division of a university, offering programs in a specific academic field

that lead to undergraduate or graduate degrees, or both. Colleges may

also be independent of a university, offering four-year programs of

general education that lead to a bachelor's degree in the liberal arts

and sciences. Universities generally comprise various colleges and

professional schools that make up the academic divisions of the

institution. Universities provide higher education leading to a

bachelor's degree as well as professional and graduate programs leading

to master's and doctoral degrees. Community colleges offer two-year

programs of general education or vocational education.

Exercise B Sentence Dictation

Directions: Listen to some sentences and write them down. You will

hear each sentence three times.

(Refer to tapescript)

Exercise C Detailed Listening

Directions: Listen to the passage and decide whether the following

statements are true (T) or false

3

(F). Discuss with your classmates why you think the statement is

true or false. F 1. The leaders of the US realized that a skilled

workforce was needed in the country's key economic sectors.

(National and local leaders realized that a more skilled workforce

was key to the country's continued economic strength.)

F 2. Three-quarters of high school graduates could not further their

education because there were not enough higher education facilities

available in the early 20th century.' (Yet three-quarters of high school

graduates were choosing not to further their education, in part because

they were reluctant to leave home for a distant college.) T 3. It was

common for public high schools to add a teacher institute, manual

learning division or citizenship school to the diploma program in the

early 20th century.

(During the same period ... public high schools were seeking new

ways to serve their communities. It was common for them to add a teacher

institute, manual learning divi- sion or citizenship school to the

diploma program.)

T 4. During the same time, small, private colleges had formed an

effective model of higher education based on the principles of small

classes and close student-faculty relations. (Meanwhile, small, private

colleges had fashioned an effective model of higher education grounded

on the principles of small classes, close student- faculty relations ... )

F 5. The typical early community college rarely enrolled over 115

students. (The typical early community college was small, rarely

enrolling more than 150 students.) T 6. Community colleges were good

places for women to get education needed to be primary school teachers.

(In such states as Missouri, which did not yet require K-8 teachers

to have a bachelor's degree, it was common for more than 60 percent of

community college students to be women, virtually all of them preparing

to be teachers.)

T 7. Community colleges, which appeared a century ago, make it

possible for anyone who wants to learn to get publicly funded higher

education close to their homes. (More than 100 years ago, this unique,

American invention put publicly funded higher education at close-to-home

facilities and initiated a practice of welcoming all who desire to learn,

regardless of wealth, heritage or previous academic experience.) F 8.

The success of community colleges can be defined as granting students

associate degrees or certificates they need to find a job.

(But success at community colleges must be broadly defined to

include not just those who attain associate degrees and those who earn

certificates, but also the millions who take noncredit and workforce

training classes.)

Exercise D After-listening Discussion

Directions: Listen to the passage again and discuss the following

questions. 1. Research shows that education pays. Students who complete

associate degrees and certificates are more likely to move into higher-

status management and professional positions with higher earnings. An

investment of a few thousand dollars now will likely pay lifelong

dividends, as students who earn associate degrees average lifetime

earnings of $$250,000 more than people without degrees.

2. (Open)

News Item 1

4

China's wasted no time in setting out the latest plans for its

ambitious space program. A senior official said the next manned mission

will be in 2007, when the astronauts will attempt a space walk.

After that, scientists will focus on developing the capability to

rendezvous* and dock* with other spacecraft. He added that China also

wanted to recruit female astronauts in the near future. The announcement

comes just hours after the country's second manned space mission touched

down in the remote grasslands of Inner Mongolia. The returning

astronauts have been given a hero's welcome, riding in an open car in a

nationally televised parade. Thousands of soldiers and groups of

schoolchildren lined the route, waving Chinese flags. It's a sign of the

great importance China attaches to its space program, viewing it as a

source of national pride and international prestige.

Exercise A

Directions: Listen to the news and complete the summary.

This news item is about China's ambitious space program

Exercise B

Directions: Listen to the news again and complete the following

outline.

China's second manned space mission

1. Landing spot: In the remote grasslands of Inner Mongolia

2. Significance: A source of national pride and international

prestige

Future plan

1. The next manned mission

1) Time: 2007

2) Goal: The astronauts will attempt a space walk

2. Focus of further development: The capability to rendezvous and

dock with other spacecraft 3. Recruitment of astronauts: To recruit

female astronauts in the near- future News Item 2

The Russian President Vladimir Putin is due to arrive in Japan

shortly for talks about expanding economic ties and particularly

increasing cooperation in the energy sector. Japanese firms have already

invested in Russian gas installation. And Japan is competing with China

for an oil pipeline from Siberia as the two Asian giants become

increasingly competitive over access to new energy supplies.

Exercise A

Directions: Listen to the news and complete the summary.

This news item is about Russian President Vladimir Putin's visit to

Japan and the competition between China and Japan over access to new

energy supplies.

Exercise B

Directions: Listen to the news again and fill in the blanks with the

missing information. The Russian President Vladimir Putin is due to

arrive in Japan shortly for talks about expand- ing economic ties and

particularly increasing cooperation in the energy sector. Japanese firms

have already invested in Russian gas installation. And Japan is

competing with China for an oil pipe line from Siberia as the two Asian

giants become increasingly competitive over access to new energy

supplies.

News Item 3

If you visit almost any marketplace in Africa, many of the consumer

goods on sale - from

5

buckets to razor blades to hurricane lamps - are likely to be

Chinese. In a very large number of African capitals, the main football

stadium is likely to have been built with Chinese aid money. Sino-

African trade - and aid - is large and growing. Some estimates put it as

high as 12 billion dollars a year. Although direct comparisons are

difficult, the links between the world's largest developing country -

China, and the world's largest developing continent could grow to

challenge the post-colonial links between Europe and Africa. The meeting

in Addis Ababa* has heard Chinese promises to cancel debts, grant duty-

free access into China for African products and increase Chinese

investments in Africa.

Exercise A

Directions: Listen to the news and complete the summary.

This news item is about China's large and growing trade with and aid

to Africa. Exercise B

Directions: Listen to the news again and answer the following

questions.

1. In many African capitals, the main football stadium is likely to

have been built with Chinese aid money.

2. It is estimated that Sino-African trade - and aid - amounts to as

high as 12 billion dollars a year. 3. The links between China and Africa

could grow to challenge the post- colonial links between Europe and

Africa.

4. On the meeting in Addis Ababa, China promised to cancel debts,

grant duty-free access into China for African products and increase

Chinese investments in Africa.

Part 1 Feature Report

Americans Turn Off TV to Turn On Family Life

This week is National TV-Turnoff Week in the United States - the

time when many American families are being asked to forgo* their

favorite TV programs in pursuit of more healthful activities.

Now in its 11 th year, the National TV- Turnoff Network, the non-

profit group whose idea was to pull the plug on television for at least

one week every year, is gaining support from families across the United

States and around the world.

American children watch about three hours of television a day and

more than two hours a day engaged in other screen-time activities,

including working at a computer, watching videos and playing video games.

For years, critics have charged that television programs and commercials

glorify violence and foster unhealthy eating habits. Scientific studies

have shown a link between excessive television watching and childhood

obesity, attention- deficit-disorder and other childhood maladies.

National TV-Turnoff Network director Frank Vespe says his

organization's mission is not to eliminate television altogether but to

encourage children and adults to watch less of it - in their words, to

kids grow up healthy and well-adjusted is helping them have a wide

variety of experiences, interacting with other people, playing games,

playing sports, music, reading, all kinds of different things. And kids

can't have all these experiences if they're glued to screens all the

time.

The TV-Turnoff Network expects that as many as eight million viewers

will kick the television habit this week. Voice of America journalist

Rachel Eitches is one of those parents who are partici- pating in the

program.

thing they do was

6

to turn on the television. It sort of killed communication.

Rachel Eitches says she is concerned that her three daughters, who

are 13 and 9-year-old twins,

She says

Ms. Eitches says even though her children prefer programs created

especially for kids - cartoons in particular - even those seem to be

more sophisticated today than they were in years past.

chasing, a lot of violence, there's a lot of sex. And some kinds of

jokes they have are mean or rude or just in bad taste. You can't always

be there to say, `Weren't they rude to that person?' You figure kids are

learning a lot of behavior patterns that later come up.

Network director Frank Vespe says he believes the prominence of American

televi- sion in worldwide markets has also had an influence on

television-viewing habits around the world. And he says for the first

time this year, other countries are joining the US in the TV-free

movement.

movement that is really taking root here in the US, but more and more

it's beginning to catch fire all over the world.

Week, which takes place every April, is one of several programs

sponsored by the TV-Turnoff Network that promotes healthier living

through less screen time. In addition to their partnership with the

American Society of Pediatrics*, the Network is lobbying for better

regulation of the use of television in public spaces. The group is

challenging the apparently widespread notion that wherever people go,

they should have a bright television screen within sight at all times.

The TV-Turnoff Network thinks people who venture out of their homes

should get at least a bit of a break from television's flickering images.

Exercise A

Directions: Listen to the news report and decide whether the

following statements are true (T) or false (F). Discuss with your

classmates why you think the statement is true or false. T 1. During the

annual event of the National TV-Turnoff Network, American families are

encouraged to turn off TVs for at least one week.

(This week is National TV- Turnoff Week in the United States - the

time when many American families are being asked to forgo their favorite

TV programs in pursuit of more healthful activities.)

F 2. The purpose of the National TV- Turnoff Network is to persuade

children and adults not to watch TV.

(National TV-Turnoff Network director Frank Vespe says his

organization's mission is not to eliminate television altogether but to

encourage children and adults to watch less of it - in their words, to

F 3. American children spend more than five hours a day watching TV

programs. ' (American children watch about three hours of television a

day and more than two hours a day engaged in other screen-time

activities, including working at a computer, watching videos and playing

video games.)

F 4. Scientific studies have only shown a link between excessive

television watching and childhood obesity.

(Scientific studies have shown a link between excessive television

watching and childhood obesity, attention-deficit-disorder and other

childhood maladies.)

T 5. The TV-free movement, though started in the US, is beginning to

catch fire all over the

7

world.

(This includes Canada, Japan, Brazil, Italy and Norway. So this is a

movement that is really taking root here in the US, but more and more

it's beginning to catch fire all over the world.) Exercise B

Directions: Listen to the news report again and answer the following

questions. 1. It has been established for 11 years.

2. It takes place every April.

3. Because they glorify violence and foster unhealthy eating habits.

4. They should have a wide variety of experiences, such as

interacting with other people, playing games, sports, music and reading.

5. The Network is lobbying for better regulation of the use of

television in public spaces. Part 2 Passage

Paying the Price for Tuition Increases

1. David Green saw earning a degree in management-information

systems as the key to making a decent living.

2. The problem for many Wright State students is that

is becoming a relative term in public higher education.

3. After several consecutive years of double-digit or near-double-

digit tuition increases, it costs nearly 50 percent more for in-state

undergraduates to enroll here than it did four years ago. 4. Most of the

other students here seemed quietly resigned to covering the rising costs

any way they could, often at the expense of their studies.

5. Tuition increases jeopardize the

Wright State, which is to provide people from modest backgrounds

ticket up and out.

Something has gone wrong at Wright State University.

Just ask David A. Green, a native of Mineral Ridge, Ohio, who

graduated from Wright State in June. The son and grandson of factory

workers, he was exactly the type of student that Wright State had been

established to serve - and the type that it is having more and more

trouble serving. Mr. Green says he could not have stayed in his hometown

and found work because too many of the local factories have closed and

systems as the key to making a decent living, and he had come to Wright

State because it was more affordable than the other colleges that he

considered. The problem for many Wright State students is that

is generally the case in periods of economic stagnation*, even the

least-expensive public colleges have been hitting their students with

one hefty* tuition increase after another.

Wright State still charges less than 9 of Ohio's 13 public

universities, and its recent tuition increases are in line with those

adopted by other public four-year colleges around the nation. But after

several consecutive years of double- digit or near-double-digit tuition

increases, it costs nearly 50 percent more for in-state undergraduates

to enroll here than it did four years ago. Most will pay over $$6,000 in

tuition for the 2004-2005 academic year.

The easiest choices for policymakers in an economic downturn are

often the ones that cause tuition to rise. Lawmakers would much rather

reduce state spending than raise taxes to close budget gaps caused by a

sour economy. And because public colleges have an alternative source of

revenue- tuition - it is easier for lawmakers to cut spending on higher

education than on most other

8

public services. Meanwhile, many public colleges seem convinced that

it is much better to raise tuition than to eliminate academic programs,

trim salaries, or lay off employees. In an interview here last spring,

Mr. Green said he expected to graduate with $$25,000 in college-related

debt. He was working 30 hours a week on campus just to make ends meet,

and his efforts to finance his college education were getting in the way

of his efforts to learn.

working more,

miss classes.

About the only thing that separated him from many other students was

his eagerness, as a member of the college's student government, to speak

out against tuition increases and cuts in higher-education spending.

Most of the other students here seemed quietly resigned to covering the

rising costs any way they could, which generally meant working long

hours at low-paying jobs, often at the expense of their studies.

Tuition increases jeopardize* the

State, which is to provide people from modest backgrounds

and out.

Exercise A Pre- listening Question

Tuition and fees at four-year public institutions rose to $$5,491 in

2005, an increase of more than seven percent. Including room and board,

the average annual cost of attendance rose to $$12, 127. When textbook

costs, transportation and additional fees for full-time, in-state public

university students are added, the average total is more than $$15,500

nationwide. These charges have risen an average of six percent every

year for the past 10 years.

At private four- year institutions, tuition and fees averaged $$21,235

for the 2005 academic year, an increase of $$1,190, or 5.9 percent, over

the previous year. Including room and board, the average cost of

attendance was $$29,026.

The College Board pricing report states that for dependent students

from the lowest income quartile, the average net cost of attendance at a

four-year public school was an astonishing 47 percent of the average

family income in 2003-2004, up from 41 percent in 1992-1993. Exercise B

Sentence Dictation

Directions: Listen to some sentences and write them down. You will

hear each sentence three times.

(Refer to tapescript)

Exercise C Detailed Listening

Directions: Listen to the passage and choose the best answer to each

of the following questions. 1. A 2. D 3. C 4. D 5. C 6. A 7. B 8. D

Exercise D After-listening Discussion

Directions: Listen to the passage again and discuss the following

questions. 1. The only thing that separated him from many other students

was his eagerness, as a member of the college's student government, to

speak out against tuition increases and cuts in higher- education

spending. Most of the other students seemed quietly resigned to covering

the rising costs any way they could, which generally meant working long

hours at low-paying jobs, often at the expense of their studies.

2. (Open)

Unit 2

Listening and Translation

1. Some people fear they do not get enough vitamins from the foods

they eat.

9

2. So they take products with large amounts of vitamins(

3. They think these vitamin supplements will improve their health

and protect against disease. 4. Medical experts found little evidence

that most supplements do anything to protect or improve

health.

5. But they noted that some do help to prevent disease.

Exercise

Directions: Listen to some sentences and translate them into Chinese.

You will hear each sentence three times.

1.

一些人担心他们并未从所吃的食物中获取足够的维生素。

2.

因此他们服用大剂量维生素制剂。

3.

他们认为这些维生素制剂能够增进健康、预防疾病。

4.

医学专家没有发现多少能证明这些制剂中的绝大多数能保 障或增进健康的

证据。

5.

但是他们注意到其中一些确实有助于预防疾病。

Part 1 Dialogue

psychology and psychiatry

Interviewer: Perhaps we could begin by defining the difference

between psychology and psychiatry*. I know it's something which a lot of

people get confused about. Doctor: Yes, people often do confuse

psychology and psychiatry, and equally psychologists and psychiatrists.

Um, firstly, a psychologist will have a degree in psychology but will

not have a medical training; a psychiatrist is always a fully trained

doctor who also has additional specialist training in the field of

psychiatry. Psychiatry is the study essentially of mental illness;

psychology is really the study of behaviour, including normal behaviour

and mental processes, the way we think, behave and feel. Interviewer: So

how exactly do you define mental illness? How do you know when a person

is mentally ill?

Doctor: It's a difficult question actually to answer. Essentially,

mental illness causes a distur- bance in the way that people think, feel

and behave. Um, most people think of mental illness in terms of a

breakdown; the term

are thinking of someone who's become very depressed or anxious. But a

breakdown may also describe someone who's had a major mental illness,

where their thinking, feelings and behaviour may become grossly

disorganized.

Interviewer: Right. Um, I've heard of the ICD, the International

Classification of Disorders. Is that something which is used in Britain

in psychiatry?

Doctor: Yes, it's the International Classification of Diseases*, um,

which is the main classifi- cation used in England to classify all

diseases; and all people admitted to hospitals in England will have a

diagnosis given within the International Classification of Diseases.

This classification covers mental illnesses and really classifies mental

illnesses under three main headings of psychoses*, neuroses* and

personality disorders. Within each of those main areas of classification

there are lots of other individual diagnoses. Interviewer: I'd like to

ask you about schizophrenia* because that's a word which people often

associate with the most extreme kinds of insanity* or lunacy* or I'm

sure you'd call mental disturbance of some kind. What exactly is that?

Doctor: Schizophrenia is a severe psychotic* illness. Schizophrenia

usually shows itself by the person perhaps hearing voices when there's

nothing to account for the voice in

10

the environment. They often have firm but abnormal beliefs, for

example that they're being followed or persecuted and their behaviour

again may seem very odd. Interviewer: Is there any effective treatment

for this disorder?

Doctor: Yes, there is. There have been advances in the treatment of

schizophrenia, particu- larly since really the 1950s when the major

anti- psychotic drugs were introduced. The main line of treatment now

includes drug treatments which can reduce or get rid of symptoms, but we

also these days very much provide social and family support and help to

schizophrenic patients.

Interviewer: Mm. There is a stigma, isn't there, attached to mental

illness generally by society. But I believe it's actually a lot more

common than people think. Is that true? Doctor: Mental illness is very

common. I was reading a paper just today which was talking about mental

health care and was pointing out some very staggering statistics, for

example that 26 percent of the population consult their family doctor

each year with mental health problems, that 14 percent of days lost to

work are a result of mental health problems, that 20 percent of our

total NHS* expenditure is for treating mental health problems.

Interviewer: Well, how ... how do we actually prevent mental illness?

Is it preventable? Doctor: That's a really difficult question.

Interviewer: Isn't it true that, well at least one theory is that in

many cases mental illnesses are hereditary, or people, you know, with

parents or grandparents and so on, who are prone* to this will get it

themselves, and therefore presumably external factors aren't going to

make any difference?

Doctor: I think in terms of the cause or etiology* of mental illness,

there are often or most usually many factors operating, so the person

may be genetically more vulnerable to that kind of illness. The

vulnerability, though, is only one aspect. Stresses in their life,

physical illnesses - which can cause mental illnesses - may be another

factor bringing about mental ill- health. So there are a variety of

factors interacting, which are leading to mental illness.

Interviewer: So prevention really has to be tackled from a number of

different fronts? Doctor: Yes.

Exercise

Directions: Listen to the dialogue and complete the following forms.

1. Psychology and psychiatry

Psychology and psychologist Psychiatry and psychiatrist

1) Psychology is really the study of behaviour. 1) Psychiatry is the

study essentially of men- including normal behaviour and mental tal

illness.

processes, the way we think, behave and 2) A psychiatrist is always

a fully trained eel. doctor who also has additional specialist

2) A psychologist will have a degree in psy- training in the field

of psychiatry. chology but will not have a medical training.

2. Classification of mental illness

Psychoses

Mental illness Neuroses

Personality disorders

11

3. Schizophrenia

Definition Symptom Treatment

1) Hearing voices when there's 1) Drug treatments which can

nothing to account , or the reduce or et rid o symptoms

A severe psychotic illness voice in the environment 2) Social

and ,family support 2) Having firm but abnormal be- and help to

schizophrenic

lies patients

4. Mental illness

Situation Cause Solution

1) Mental illness is very common. 1) There are often or most 1)

That's a really difficult 2) 26 percent of the population usually many

factors question.

consult their family doctor each operating.; 2) Prevention has to be

year with mental health 2) The person may be ge- tackled from a

number

problems. netically more vulner- of different fronts.

3) 14 percent of days lost to work able to that kind of

are a result of mental health illness.

problems. 3) Stresses in their life

4) 20 percent of our total NHS 4) Physical illnesses -

exnenditure is for treating men- which can cause men-

tal health problems. tal illnesses

Part 2 Passage

I Couldn't Stop Dieting

1. After five years of marriage, Stan would leave me. I'd be alone

with my scale, my exercise, and my calorie-counting.

2. Several months after our wedding, as I was striving to be the

3. As much as I wanted to please my husband by maintaining a healthy

weight, exercise and food restriction had become my sole means of coping

with stress.

4. Slowly, I became convinced that only I myself had the power to

transform my heart and life. 5. Transparent honesty was the first step,

and I've learned that I'll be accepted for who I am by my husband.

stared at the words I'd written in my journal and felt the sting of

tears. After five years of marriage, Stan would leave me. I'd be alone

with my scale, my exercise, and my calorie-counting.

Stan and I had met 10 years earlier while teaching at the same

Christian high school. I'd been frighteningly thin, but Stan had ignored

my emaciated* appearance and befriended the person inside.

He was a good friend, someone safe with whom I could talk. Early in

our friendship, I told him about my history of anorexia*, my two

hospitalizations for the disorder, and the years I'd spent in therapy

trying to get well. He was kind and understanding. Still, I couldn't

bring myself to reveal the whole truth - that a childhood of verbal and

sexual abuse had led not only to anorexia, but rebellion and

promiscuity*. Though I knew Stan cared for me, a little voice in my head

insisted I wasn't good enough for him, and that I'd eventually lose him.

By the time he proposed three years later, I'd gained nearly 20

pounds. My gaunt* face and

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body had become muscular and healthy, and my counselor assured me

that I'd progressed to the point of no longer needing therapy. Soon,

Stan and I were married.

Several months after our wedding, as I was striving to be the

meals for Stan, I carefully restricted what I ate, panicking any time I

hadn't exercised

and my weight, the only thing I could control completely, slowly began

to drop.

As much as I wanted to please my husband by maintaining a healthy

weight, exercise and food restriction had become my sole means of coping

with stress. Whenever Stan and I would have a conflict, I'd add minutes

onto my daily workout, or skip a meal. The anorexia gave me a twisted

sense of control over my life.

One night five years after we got married, my husband told me that

he didn't want to stay in a marriage like this. I decided finally to get

help.

I went to a counselor. During our first session, I tearfully

described my situation.

can't I stop? No wonder I hate myself!

We continued counseling sessions for nearly a year, and I learned

gradually to see my anorexia in a new light - as the scar from a painful

childhood that led to the fear I'd never be loved for who I was. Slowly,

I became convinced that only I myself had the power to transform my

heart and life. I had to begin with honesty. I could no longer be

deceptive about the anorexia, nor could I hide my past. We've now been

married seven years. As Stan and I continue to share openly with each

other, I've become more secure in his love and in our marriage. My

eating habits have improved and my shape has changed from gaunt to

womanly; anorexia is no longer a wedge* between Stan and me. Transparent

honesty was the first step, and I've learned that I'll be accepted for

who I am by my husband.

Exercise A Pre- listening Question

A harmonious and happy family brings all the members good health,

while an unhappy family causes tragedies and bad health.

From the day we are born, our health is influenced by our family.

How well are we fed and nursed during childhood? What kind of

surroundings do we live in? Do our parents live in harmony and love?

What is the living standard of our family? How about our family

education? All these play an important part in our physical and mental

health.

Members of a happy family help each other stay healthy. If any one

member is ill, others will take him or her to a doctor and then take

good care of the person so that he or she can get well soon. Members of

an unhappy family; on the other hand, are often distressed by their bad

relationship, which features inconsiderateness, distrust and even

violence. These will easily cause psychological damages and physical

injuries. That's why people say living in an unhappy family is like

committing suicide.

Exercise B Sentence Dictation

Directions: Listen to some sentences and write them down. You will

hear each sentence three times.

(Refer to tapescript)

Exercise C Detailed Listening

Directions: Listen to the passage and decide whether the following

statements are true (T) or false (F). Discuss with your classmates why

you think the statement is true or false. T 1. The narrator thought she

was responsible for the destruction of her marriage.

13

(I am solely responsible for the destruction of my marriage.)

T 2. The narrator and Stan taught at the same Christian high school

10 years ago. (Stan and I had met 10 years earlier while teaching at the

same Christian high school.) F 3. Stan liked the narrator's emaciated

appearance in their early friendship. (I'd been frighteningly thin, but

Stan had ignored my emaciated appearance.) F 4. By the time of their

marriage, the narrator still needed some kind of therapy. (My counselor

assured me that I'd progressed to the point of no longer needing therapy.

Soon, Stan and I were married.)

T 5. The narrator's anorexia re-emerged several months after the

wedding possibly because of the stress she was experiencing.

(Though I'd prepared hearty meals for Stan, I carefully restricted

what I ate, panicking any time I hadn't exercised

career change only added to the stress.) T 6. The narrator thought food

restriction could help her to have a better control over her life. (The

anorexia gave me a twisted sense of control over my life.)

T 7. The narrator would increase the time of her daily workout, or

skip a meal when she and Stan would have a quarrel.

(Whenever Stan and I would have a conflict, I'd add minutes onto my

daily workout, or skip a meal.)

T 8. After nearly a year of counseling sessions, the narrator

gradually learned to see her anor- exia in a different way.

(We continued counseling sessions for nearly a year, and I learned

gradually to see my anorexia in a new light - as the scar from a painful

childhood that led to the fear I'd never be loved for who I was.)

Exercise D After-listening Discussion

Directions: Listen to the passage again and discuss the following

questions. 1. After a year's counseling, the narrator gradually learned

to see her anorexia in a new light - as the scar from a painful

childhood that led to the fear she'd never be loved for who she was.

Slowly, she became convinced that only she herself had the power to

transform her heart and life. She was no longer deceptive about anorexia,

and stopped hiding her past. 2. (Open)

News Item1

Representatives of nearly 150 countries meeting in Hong Kong are

still trying to reach a new agreement on global trade.

For many countries the biggest prize they realistically hoped for on

this meeting was a date for ending the European Union subsidies to help

farmers sell their produce on world markets. The EU was already

committed in principle to doing this. Now a senior official says they

are prepared to name the date as part of a wider deal.

an agreement here in Hong Kong, the date of 2013 will be in it,

confirmed. The United States trade representative Rob Portman said he

would still prefer a date of 2010, but he is trying to be accommodating.

Exercise A

Directions: Listen to the news and complete the summary.

This news item is about a meeting in Hong Kong trying to reach a new

agreement on global trade Exercise B

Directions: Listen to the news again and answer the following

questions.

14

1. Representatives of nearly 150 countries meeting in Hong Kong are

still trying to reach a new agreement on global trade.

2. For many countries the biggest prize they realistically hoped for

was a date for ending the European Union subsidies to help farmers sell

their produce on world markets. 3. An EU senior official says they are

prepared to name the date as part of a wider deal. 4. The earliest

possible date will be 2010, and 2013 will be the latest date if an

agreement is not reached on this meeting.

5. The United States trade representative Rob Portman says he is

trying to be accommodating, which means the United States will possibly

accept the new date.

News Item 2

A new gathering of leaders from East Asia and the Pacific Rim has

been taking place for the first time, bringing together 16 countries as

diverse as China, India, the Southeast Asian nations and Australia.

Between them they account for half of the world's population. And

proponents of the grouping hope it might eventually rival the European

Union and the North American free trade area. The venue for the summit

was in Malaysian capital Kuala Lumpur.

Exercise A

Directions: Listen to the news and complete the summary.

This news item is about a new gathering of leaders from East Asia

and the Pacific Rim Exercise B

Directions: Listen to the news again and complete the outline.

Number of countries: 16

Name of countries: China. India. the Southeast Asian nations and

Australia

Goal: The grouping might eventually rival the European Union and the

North American free trade area. Venue: Malaysian capital Kuala Lumpur

News Item 3

The global conference on climate change in Montreal is now running

overtime as Canada makes a last-minute attempt to get some kind of

agreement on how to proceed in the future. The chairman of the

conference, the Canadian, Environment Minister Stephane Dion is trying

to get the United States and Saudi Arabia to agree to a series of

workshops aimed at exchanging ideas about cutting emissions of

greenhouse gases. But the BBC correspondent of the conference says the

American delegation is resisting anything which might develop into any

kind of negotiation. Earlier the former US President Bill Clinton told

the conference that the Bush Administration was flat wrong in claiming

that reducing greenhouse gas emissions would hurt the American economy.

Exercise A

Directions: Listen to the news and complete the summary.

This news item is about the global conference on climate change in

Montreal Exercise B

Directions: Listen to the news again and f ll in the blanks with the

missing information. The global conference on climate change in Montreal

is now running overtime as Canada makes a last-minute attempt to get

some kind of agreement on how to proceed in the future. The chairman of

the conference, the Canadian Environment Minister Stephane Dion is

trying to get the United States and Saudi Arabia to agree to a series of

workshops aimed at exchanging ideas about cutting emissions of

greenhouse gases. But the BBC correspondent of the conference

15

says the American delegation is resisting anything which might

develop into any kind of negotiation. Earlier the former US President

Bill Clinton told the conference that the Bush Administration was at

wrong in claiming that reducing greenhouse gas emissions would hurt the

American economy.

Part 1 Feature Report

Pediatric Telemedicine Program

For this little boy, Jonathan, a runny nose would normally mean a

phone call from his day care center asking his mother to take him home.

But, now, the center can make a different call and get him medical

attention right there.

Jonathan is one of nearly a thousand pre-school children in upstate

Rochester, New York, who can have a live visit with a doctor without

ever leaving their day care center. Audio, video and medical images are

sent over the Internet to a physician at the University of Rochester

Medical Center.

His mother, Fayla Bermudez, thinks the new service is great.

would have had to go through the emergency or something with him.

A new study shows that each telemedicine visit saved parents four

and a half hours of missed work. And for the children, health-related

absences were down 63 percent.

Mother Erika Haines says,

they feel better and every- body is happy.

Rochester doctor Neil Herendeen says telemedicine keeps people from

using hospital emergency rooms for treatment, which saves insurance

companies a great deal of money.

the cost of one E.R.* visit. And that's what got our local insurers on

board.

visits are no substitute for hands-on* care.

deserve better than a mechanical, electronic process of health care.

The University of Rochester Medical Center doctors disagree, saying

most of the time remote visits are just as effective as face-to-face

visits.

The programs cost a lot to start up. Rochester has been funded by

the US Federal Government. It is about to expand beyond the city's

limits and perhaps will become a model for similar programs across the

US.

Exercise A

Directions: Listen to the news report and complete the summary.

This news report is about the pediatric telemedicine program which

offers an efficient way for! children to see a doctor

Exercise B

Directions: Listen to the news report again. Take notes and fill in,

the blanks with the missing information.

1. When a child in Rochester doesn't feel well, he or she can have a

live visit with a doctor via the Internet.

2. For parents, each telemedicine visit can save them four and a

half hours of missed work; for children, it can reduce health- related

absences.

3. According to Dr. Neil Herendeen the new service saves insurance

companies a great deal of

16

money. as it keeps people away from using hospital emergency rooms

for treatment. 4. Some pediatricians think the high-tech medical visits

are no substitute for hands-on care. 5. Doctors at the University of

Rochester Medical Center say remote visits are just as effective as

face-to-face visits.

Part 2 Passage

Labor of Love

1. Cooking should be a labor of love, and feeding others brings you

joy and satisfaction. 2. Although hamburgers and hot dogs on the grill

may be standard summer fare for many, for New Yorkers it is a genuine

delicacy and our gracious hosts knew it!

3. Elaborate and somewhat formal for a university setting, these

dinners cultivated Sarah's love of entertaining for her friends and

family.

4. For years my dear friend Carol has been preparing her spectacular

knockwurst for me and my family.

5. The killer accent to her knockwurst is celery salt, an influence

from her Midwestern upbringing and Chicago family.

Cooking should be a labor of love. Most likely, cooking feeds your

soul, and feeding others brings you joy and satisfaction. I want to

share with you three recipes - and the stories that accompany them -

that friends have prepared for me over the years as a labor of love.

Last week I had the pleasure of attending a BBQ in Norwalk, CT. Although

hamburgers and hot dogs on the grill may be standard summer fare for

many, for New Yorkers it is a genuine delicacy and our gracious hosts

knew it! But little did I know the real indulgence came at the end of

the meal. My friend, Kelley, prepared one of her mother's many

specialties: ice-cream pie. Anyone who can make cauliflower a craving*

deserves an award. My friend, Sarah Adams, does just that every time my

husband and I are welcomed in her beautiful home. Her specialty is

cauliflower cakes, and fortunately for us guests she makes them at

virtually every gathering. When she sets them down you can see a pile of

hands converge onto a small platter, fighting for the first warm, savory

bite. Rustic yet refined is how I would describe this dish.

When Sarah was in college, she frequently consulted her best

friend's mother, Connie, for recipes to feed the hungry co-eds* whom

they and their two roommates invited to weekly dinner parties.

Cauliflower cakes were a lasting hit. Elaborate and somewhat formal for

a university setting, these dinners cultivated Sarah's love of

entertaining for her friends and family. Today she is a caring nurse,

devoted wife and loving mother of two little ones with one on the way.

Plus, she makes these delicious cauliflower cakes.

For years my dear friend Carol has been preparing her spectacular

knockwurst* for me and my family. Whenever we visit her magnificent

house on the bay, she makes all the fixings and grills the franks* for

our sheer bliss. She likes them, too, of course, and she is a superior

cook. But I have no doubt she really goes to all the trouble because she

knows how much we love this meal. These dogs are special - quite

literally. The killer accent to her knockwurst is celery salt*, an

influence from her Midwestern upbringing and Chicago family. This

seasoning is so perfect that a grilled knockwurst without it just is not

the same.

The cooking method is even more outstanding. The franks are double

cooked, first in boiling water then on the grill. This may seem

gratuitous*, but I assure you it is the secret to a masterpiece.

17

Carol runs a knife around each knockwurst, making a spiral cut top

to bottom around the body, before bringing them to a boil. When they

cook in the water, the spirals open up, releasing some of the fat and

rendering* the meat more tender. Then the knockwursts are grilled to

perfection, charred*and crisp, yet tender as can be. We place them in

toasted buns, top with our mustard of choice, sprinkle with celery salt

and devour ... usually at least two per person! Exercise A Pre-listening

Question

Sausages are either ready to eat or not. They can be made from red

meat, poultry or a combination. Uncooked sausages include fresh (bulk,

patties or links) and smoked sausages. Ready-to-eat sausages are dry,

semi-dry and/or cooked. Dry sausages may be smoked, unsmoked or cooked.

Semi-dry sausages are usually heated in the smokehouse to fully cook the

product and partially dry it.

The making of sausages can be broken down into four main steps:

Grinding the meat

Adding of spices and flavorings

Stuffing the casings

Storing

Exercise B Sentence Dictation

Directions: Listen to some sentences and write them down. You will

hear each sentence three times.

(Refer to tapescript)

Exercise C Detailed Listening

Directions: Listen to the passage and choose the best answer to each

of the following questions. 1. B 2. D 3. D 4. B 5. D 6. C 7. A 8. B

Exercise D After-listening Discussion

Directions: Listen to the passage again and discuss the following

questions. 1. The franks are double cooked, first in boiling water, then

on the grill. This may seem gratuitous, but it is the secret to a

masterpiece. Carol runs a knife around each knockwurst, making a spiral

cut top to bottom around the body, before bringing them to a boil. When

they cook in the water, the spirals open up, releasing some of the fat

and rendering the meat more tender. Then the knockwursts are grilled to

perfection, charred and crisp, yet tender as can be. 2. (Open)

Unit 3

Listening and Translation

1. Girls score higher than boys in almost every country(

2. Differences between males and females are a continuing issue of

fierce debate. 3. Cultural and economic influences play an important

part.

4. But recent findings suggest that the answer may lie in

differences between the male and female

brain.

5. These include differences in learning rates(

Exercise

Directions: Listen to some sentences and translate them into Chinese.

You'will hear each sentence three times.

1.

几乎在所有的国家里，女孩子都比男孩子 得分高。

2.

男女差异一直是激烈争论的焦点。

18

3.

文化和经济的影响起着重要作用。

4.

但是最新的发现提示，答案也许在于男女大脑的差异。

5.

这些包括学习速度上的差异。

Part 1 Dialogue

Unusual Occupation

Interviewer: I believe you are the founder of Serenading* Service,

is that right? Singer: Yes, that's right. I started the service three

years ago when I realised that British people were desperate for romance

with a capital

serenader.

Interviewer: How did you begin your career as a singer?

Singer: I started singing as a choirboy and at the age of 10 I was

chosen to sing alongside Placido Domingo* at a charity do. That's what

really got me started on a musical career. I went on to study music and

then I joined an opera company. j

Interviewer: Where did the idea of serenading come from?

Singer: From my studies of Renaissance music, and of course, opera,

which is full of serenades. On the Continent, especially in Spain and

Italy where it still thrives, it is a traditional romantic experience.

Over the centuries, university students have turned the serenade into an

art form for hire.

Interviewer: What exactly do you do?

Singer: Well, usually I'm hired by men to sing love songs to women.

Occasionally I'm asked to sing to men, but only very exceptionally.

Interviewer: Can you explain it a bit more?

Singer: The service is really a form of intimate alfresco* theatre

with love songs which are guaranteed to melt the hardest hearts. I

usually wear a white tie and tails and sing amorous* Italian songs. I

carry chocolate hearts or flowers and when there is no balcony available

I sing from trees or fire escapes!

Interviewer: How much do you charge for a serenade?

Singer: It depends on whether a musician comes along or not. The

basic rate is #450 but it can cost a lot more especially if I take a

gondola* and a group of musicians along. Each serenade is different. The

idea is to personalise them as much as possible.

Interviewer: How do people react?

Singer: That's difficult to say, because you never get the same

reaction twice. Some people are so moved that they burst into tears.

It's all very emotional.

Interviewer: Do people ever react badly? Do you ever get used as an

unwanted messenger? Singer: That is a major worry. We try to find out as

much as we can about our clients to avoid unpleasant situations. You

have to be very careful these days because a ser- enade can be

completely misinterpreted. Once I was even accused of harassment and the

woman called the police. Another time a neighbour called the police to

complain about the noise. We really have to be extremely careful and

discreet*.

Exercise

Directions: Listen to the dialogue and fill in the blanks with the

missing information. Serenading Service was founded three ears ago when

the singer realized that British people were desperate for romance. He

thought there would be a clientele for a hired serenader. The idea came

from his studies of Renaissance music, which is full of serenades. Over

the centuries,

19

university students have turned the serenade into an art form for

hire. Usually he is hired by men to sing love songs to women.

Occasionally he is asked to sing to men.

The service is really a form of intimate alfresco theatre with love

songs. He usually wears a white tie and tails and sings amorous Italian

songs. He will carry chocolate hearts or flowers and when there is no

balcony available he will sing from trees or ire escapes!

The fee depends on whether a musician comes along or not. The basic

rate is #450 but it can cost a lot more especially if he takes a gondola

and a group of musicians along. Some people are so moved that they burst

into tears, but some react badly. They try to find out as much as they

can about their clients to avoid unpleasant situations. They have to be

very careful these days because a serenade can be completely

misinterpreted.

Part 2 Passage

Memory Techniques

1. Mnemonics are methods for remembering information that is

otherwise quite difficult to recall. 2. Our brains evolved to code and

interpret complex stimuli such as images, colors, structures, sounds,

smells, tastes, touch, positions, emotions and language.

3. While language is one of the most important aspects of human

evolution, it is only one of the many skills and resources available to

our minds.

4. Association is the method by which you link a thing to be

remembered to a way of remembering it.

5. Location gives you two things: a coherent context into which you

can place information, and a way of separating one mnemonic from another.

Memory tools can help you to improve your memory.

another word for memory tool. Mnemonics* are methods for remembering

information that is otherwise quite difficult to recall. A very simple

example is the

mnemonics is to use as many of the best functions of your brain as

possible to store information Our brains evolved to code and interpret

complex stimuli such as images, colors, structure sounds, smells, tastes,

touch, positions, emotions and language. We use these to make

sophisticat models of the world we live in. Our memories store all of

these very effectively. Unfortunate) information we have to remember is

almost always presented in only one way - as words print on a page.

While language is one of the most important aspects of human evolution,

it is only one the many skills and resources available to our minds.

By coding language and numbers in striking images, you can reliably

code both information and the structure of information. You can then

easily recall these later. You can do the following things to make your

mnemonics more memorable:

Use positive, pleasant images. The brain often blocks out unpleasant

ones.

Use vivid, colorful, sense-laden* images.

Use all your senses to code information or dress up an image.

Remember that your mne monic can contain sounds, smells, tastes, touch,

movements and feelings as well as pictures Give your image three

dimensions, movement and space to make it more vivid.

There are three fundamental principles underlying the use of

mnemonics: imagination, associa tion and location. Working together,

these principles can generate powerful mnemonic systems. Imagination is

what you use to create and strengthen the associations needed to create

effec- tive mnemonics. Your imagination is what you use to create

mnemonics that are potent* for you: The more strongly you imagine and

visualize* a situation, the more effectively it will stick in your

20

mind for later recall. The imagery you use in your mnemonics can be

as violent, vivid, or sensual as you like, as long as it helps you to

remember.

Association is the method by which you link a thing to be remembered

to a way of remembering it. You can create associations by:

placing things on top of each other;

merging images together;

wrapping them around each other;

linking them using the same color, smell, shape, or feeling.

Location gives you two things: a coherent* context into which you

can place information so that it hangs together, and a way of separating

one mnemonic from another. By setting one mne- monic in a particular

town, I can separate it from a similar mnemonic set in a city. For

example, by setting one in the town of Horsham and another similar

mnemonic with images of Manhattan, we can separate them with no danger

of confusion. You can build the flavors and atmosphere of these places

into your mnemonics to strengthen the feeling of location.

Exercise A Pre-listening Question

Below is a list of memory or learning principles to help you to

remember things: The brain prioritizes by meaning, value and relevance.

In order to remember something thoroughly, you must be interested in it

and think that it has value and relevance in your life. Your attitude

has much to do with whether you remember something or not. Attention is

not the same as learning, but little learning takes place without

attention. Your understanding of new materials depends on what you

already know. The more you increase your basic knowledge, the easier it

is to build new knowledge on this background. You can learn and remember

better if you can group ideas into some sort of meaningful categories or

groups.

The brain's quickest and probably the longest-lasting response is to

images. By making a mental picture, you use an entirely different part

of the brain than you did by reading or listening.

Memory is increased when facts to be learned are consciously

associated with something familiar to you.

Exercise B Sentence Dictation

Directions: Listen to some sentences and write them down. You will

hear each sentence three times.

(Refer to tapescript)

Exercise C Detailed Listening

Directions: Listen to the passage and decide whether the following

statements are true (T) or false (F). Discuss with your classmates why

you think the statement is true or false. T 1. Mnemonics are tools which

can help you to improve your memory.

(Memory tools can help you to improve your memory.

another word for memory tool.)

T 2. The fundamental principle of mnemonics is to make full use of

the best functions of the brain to store information.

(The basic principle of mnemonics is to use as many of the best

functions of your brain as possible to store information.)

F 3. Information we have to remember is almost always presented in

different ways.

21

(Unfortunately information we have to remember is almost always

presented in only one way - as words printed on a page.)

T 4. We can do four things to form striking images, which will help

to make our mnemonics more memorable.

(You can do the following things to make your mnemonics more

memorable: Use positive, pleasant images; use vivid, colorful, sense-

laden images; use all your senses to code information or dress up an

image; give your image three dimensions, movement and space.)

F 5. There is one basic principle in the use of mnemonics.

(There are three fundamental principles underlying the use of

mnemonics.)

F 6. Association is what we use to create and strengthen imagination.

(Imagination is what you use to create and strengthen the

associations needed to create effective mnemonics.)

T 7. You can choose the imagery in your mnemonics as you like.

(The imagery you use in your mnemonics can be as violent, vivid, or

sensual as you like, as long as it helps you to remember.)

T 8. You can create associations by linking things using the same

stimuli.

(You can create associations by linking them using the same color,

smell, shape, or feeling.) Exercise D After-listening Discussion

Directions: Listen to the passage again and discuss the following

questions.

1. The basic principle of mnemonics is to use as many of the best

functions of your brain as possible to store information.

Our brains evolved to code and interpret complex stimuli such as

images, colors, structures, sounds, smells, tastes, touch, positions,

emotions and language. We use these to make sophisti- cated models of

the world we live in. Our memories store all of these very effectively.

Unfortu- nately information we have to remember is almost always

presented in only one way - as words printed on a page. While language

is one of the most important aspects of human evolution, it is only one

of the many skills and resources available to our minds.

黄家驹图片-

黄家驹图片-

黄家驹图片-

黄家驹图片-

黄家驹图片-

黄家驹图片-

黄家驹图片-

黄家驹图片-