上海外语教育出版社大学英语听说教程4听力原文

全新版大学英语听说教程第四册听力原文

（上海外语教育出版社） Unit1(BOOK4)

Part B The Hospital Window

Jack and Ben, both seriously ill, occupied the same hospital room. Jack, whose bed was next to the room's only window, was allowed to sit up in his bed for an hour each afternoon to help drain the fluid from his lungs. But Ben had to spend all day and night flat on his bed. To kill time the two men began to talk. They talked for hours about their wives, families, their homes, their jobs, their involvement in the military service, and where they had been on vacation. As days went by, a deep friendship began to develop between them.

Every afternoon when Jack could sit up, he would pass the time by describing to Ben all the things he could see outside the window. And Ben began to live for those one-hour periods where his world would be broadened and enlivened by all the activity and color of the world outside. The window overlooked a park with a lovely lake. Ducks and swans played on the water while children sailed their model boats. Young lovers walked arm in arm amid flowers of every color of the rainbow. Grand old trees beautified the landscape, and a fine view of the city skyline could be seen in the distance.

As Jack described all this in exquisite detail, Ben would close his eyes and imagine the picturesque scenes.

One warm afternoon Jack described a parade passing by. Although Ben couldn't hear the band -- he could see it in his mind's eye as Jack portrayed it with descriptive words.

Days and weeks passed. One morning the day nurse arrived to bring water for their baths only to find the lifeless body of Jack, who had died peacefully in his sleep. She was saddened and called the hospital attendants to take the body away.

Ben was heart broken. Life without Jack was even more unbearable. How he longed to hear Jack's voice and his melodious descriptions of the outside world! As he looked at the window, an idea suddenly occurred to him. Perhaps he could see for himself what it was like outside. As soon as it seemed appropriate, Ben asked if he could be moved next to the window. The nurse was happy to make the switch, and after making sure he was comfortable, she left him alone.

Slowly, painfully, he propped himself up on one elbow to take his first look at the world outside. Finally, he would have the joy of seeing it for himself! He strained to slowly turn to look out the window beside the bed. It faced a blank wall!

'What could have compelled my roommate to describe such wonderful things outside this window?' Ben asked the nurse when she returned.

'Perhaps he just wanted to encourage you to live on,' she said. 'You know, he was blind and could not even see the wall.' Questions:

1. What does the story mainly tell us?

2. Which of the following adjectives can best describe Jack? 3. What did Jack describe to Ben according to the story? Part C

Additional Listening Short Conversations

Conversation 1:

M: How do you like your roommate, Debby?

W: Ever since we met on the first day of college, we've been inseparable. Q: What do you know about Debby and her roommate? Conversation 2:

M: Have you heard from Linda lately? You two were so intimate in college.

W: Well, honestly, I haven't heard from her as much as I used to since she moved to the east coast two months ago. But I'm sure the friendship between us is as strong as it was before. Q: What can you infer from the woman’s response? Conversation 3:

W: Do you keep in touch with your old friends back home now that you don't see them regularly? M: Frankly, after I moved to this city, I'm out of touch with most of them except a few close ones. Q: What does the man mean? Conversation 4:

W: It's polite to call a friend before we visit, isn't it?

M: You're right. People usually don't like surprise visits. But close friends often drop in on each other.

Q: What does the man mean? Conversation 5:

M: Cathy, it seems that you and Sally do almost everything together.

W: That's true. You see, we were born on the same day. We both majored in fashion designing. And we even have the same love for using bright-colored material in our designs. Isn't it amazing! Q: What can we learn from the conversation? Part D

The Colors of Friendship

Legend has it that the colors of the world started to quarrel one day. All claimed that they were the best, the most beautiful.

Green said: \"Clearly I am the most important. I am the sign of life and of hope. I was chosen for grass, trees and leaves. Without me, all animals would die.\"

Blue interrupted: \"You only think about the earth, but have you ever considered the color of the sky and the sea?\"

Hearing this, Yellow chuckled: \"You are all so serious. I bring laughter, gaiety and warmth into the world. I am the color of the sun, the moon and all the stars. Without me there would be no fun.\"

Orange started next to blow her trumpet: \"I am the color of health and strength. I may be scarce, but I am precious, for I serve the needs of human life.\"

At this, Red could stand it no longer. He shouted: \"I am the ruler of all of you. I am the color of blood -- life's blood! I am also the color of danger and bravery, of passion and love.\"

Purple rose up to his full height: \"I am the color of royalty and power. I am the sign of authority and wisdom. People do not question me! They listen and obey.\"

Finally Indigo spoke: \"Think of me. I am the color of silence. You hardly notice me, but without me you all become superficial. I represent thought and reflection.\"

And so the colors went on boasting. Their quarrelling became louder and louder. Suddenly there was a startling flash of bright lightning, followed by a roll of thunder. Rain started to pour

down. The colors crouched down in fear, drawing close to one another for comfort.

Just then rain began to speak: \"You foolish colors, fighting amongst yourselves, each trying to dominate the rest. Don't you know that you were each made for a special purpose, unique and different? Join hands with one another and come to me.\"

Doing as they were told, the colors united and joined hands.

Then rain continued: \"From now on, when it rains, each of you will stretch across the sky to form a great bow of colors as a reminder that you can all live in peace. The rainbow is a sign of hope for tomorrow.\"

And so, whenever a good rain washes the world, a rainbow appears in the sky, to let us remember to appreciate one another. Unit 2 Part B

Embarrassing Experiences (Part One)

Interviewer: Rob, you went to Brazil, didn't you? Rob: Yes, I did.

Interviewer: So, what happened?

Rob: Well, I went into this meeting and there were about, er... seven or eight people in there and I just said 'Hello' to everybody and sat down. Apparently, what I should have done is to go round the room shaking hands with everyone individually. Well, you know, it's silly of me because I found out later it upset everyone. I mean, I think they felt I was taking them for granted.

Kate: Well, I know that because when I was in France the first time, I finished a meeting , with 'Goodbye, everyone!' to all the people in the room. There were about half a dozen people there but I was in a hurry to leave, so I just said that and left. Well, I later found out that what I should have done is shake hands with everyone in the group before leaving. Now, apparently, it's the polite thing to do.

Interviewer: Well, people shake hands in different ways, don't they?

Rob: Oh, yes, that's right, they do. See, normally I shake hands quite gently when I meet someone. So when I went to the US for the first time, I think people there thought my weak handshake was a sign of weakness. Apparently, people there tend to shake hands quite firmly.

Kate: Oh, gosh, you know, that reminds me: on my first trip to Germany, it was a long time ago, I was introduced to the boss in the company when he passed us in the corridor. Well, I wasn't prepared, and I mean, I had my left hand in my pocket. And when we shook hands I realized my left hand was still in my pocket. Well, that was, you know, very bad manners and I was quite embarrassed.

Interviewer: And how about using first names? Have you made any mistakes there?

Rob: Oh, yes, I have! When I first went to Italy I thought it was OK to use everyone's first name so as to seem friendly. And I later discovered that in business you shouldn't use someone's first name unless you are invited to. Oh, and you should always use their title as well.

Kate: Hm, yeah, well, when I met people in Russia, you know, they seemed to be puzzled when I shook hands with them and said 'How do you do?' Well, what they do when they greet a stranger is to say their own names, so I had that all wrong!

Rob: Oh, yes, I agree with that. Remembering names is very important.

Interviewer: Shall we take a break? When we come back we'll move on to our next topic. Kate & Rob: OK.

Questions:

1. What is the conversation mainly about?

2. Who might be the people Rob and Kate met in various countries? 3. What can we infer about Kate and Rob from the conversation? 4. Which countries has Kate visited, according to the conversation? 5. Which countries has Rob visited, according to the conversation? 6. What is the main message that the speakers want to tell us? Part C

Additional Listening American Parties

As you would imagine, Americans move about a great deal at parties. At small gatherings they may sit down, but as soon as there are more people than chairs in a room - a little before this point - you will see first one and then another make some excuse to get to his feet to fetch a drink or greet a friend or open a window until soon everyone is standing, moving around, chatting with one group and then another. Sitting becomes static beyond a certain point. We expect people to move about and be \"self-starters\". It is quite normal for Americans to introduce themselves; they will drift around a room , stopping to talk wherever they like, introducing themselves and their companions. If this happens, you are expected to reply by giving your name and introducing the person with you; then at least the men generally shake hands. Sometimes the women do so as well, but often they merely nod and smile. A man usually shakes a woman's hand only if she extends it. Otherwise he too just nods and greets her. Statements:

1. We can't imagine that Americans do not like big parties and they prefer going around at parties. 2. At small parties they may sit down, but as more people come, they would stand up and move about.

3. The reason why Americans like to stand is that they like the free atmosphere of the party. 4. The meaning of \"self-starters\" is that Americans help themselves to drinks during the parties. 5. Americans are more open-minded than British people according to the passage.

6. If a woman doesn't extend her hand to a man at the party, he should not shakes hands with the woman.

7. The passage shows a unique aspect of American culture. Embarrassing Experiences (Part Two)

Interviewer: Let's go on with our talk. What do you think of business cards, Rob?

Rob: I found them very useful when I was in Japan not so long ago. Each person can clearly see the other's name and the job title on the card. And I found out that you have to treat business cards with respect. What you've got to do is hold them with both hands and then read them very carefully. What happened to me was the first time I just took a man's card with one hand and put it straight into my pocket.

Interviewer: What other advice do you have, Kate?

Kate: Well, one time I unintentionally caused some problems when I was in China. Well, I was trying to make a joke when I pretended to criticize my business associate for being late for a meeting. And he was embarrassed, I mean, he was really embarrassed instead of being amused. Now you shouldn't criticize people in China or embarrass them. I mean, you must avoid confrontation. That's for sure!

Rob: Oh, I must tell you about the first time I was in Mexico! I have to admit I found it a bit strange when business associates there touched me on the arm and the shoulder. Well, I tried to move away and, of course, they thought I was being very, very unfriendly. Apparently, it's quite usual there for men to touch each other in, you know, in a friendly way. Oh ... oh, and another thing, the first time I went to Korea I thought it was polite not to look someone in the eye too much. The Koreans I met seemed to be staring at me when I spoke, which seemed, you know, a bit odd at first. In Korea, eye contact conveys sincerity and it shows you're paying attention to the speaker.

Kate: Oh, well, it seemed strange because you British don't look at each other so much when you're talking to each other. I mean, you look away, you know, most of the time. I found this hard to deal with when I first came to the UK, because people seemed to be embarrassed when I looked at them while they were speaking to me.

Interviewer: So what's the thing visitors to Britain should avoid most? Rob: Well, I don't think we're all that sensitive, do you, Kate?

Kate: Ohoo, well, I'll tell you, I made a big mistake when I was in Scotland. I found myself referring to the UK as \"England\" and to the British as \"the English\". Now, I know that would be just as bad in Wales, I guess. Rob: Yes, it certainly would! Unit 3 Part B

Birthday Celebrations Around the World

Chairman: Welcome to this special birthday edition of One World. Yes, folks, we've been on the air for exactly one year now, and we thought it would be a nice idea to have a special program dedicated to birthday celebrations around the world. With us in the studio tonight we have Shaheen Hag and Pat Cane, who have a weekly column on birthdays in the Toronto Daily Star. Shaheen: Good evening. Pat: Good evening.

Chairman: Shaheen, perhaps we could begin with you. How are birthdays celebrated in India? Shaheen: Well, perhaps we're all assuming that everyone in the world celebrates their birthday. This just isn't the case. Low-income families in India, for instance, simply can't afford any festivities. And most Muslims don't celebrate their birthdays.

Pat: I think Shaheen has raised an interesting point here. The Christian church, too, was actively against celebrating birthdays, and in any case most people, until a couple of hundred years ago, couldn't even read and wouldn't have even been able to spot their birthday on a calendar anyway. Shaheen: Of course some Muslims do celebrate their birthdays. In Egypt, Turkey and Indonesia, for example, the rich people invite friends and families around. But not in small villages.

Chairman: Here in England your twenty-first used to be the big one. But now it seems to have moved to eighteen. Is that true?

Pat: Yes, in most parts of the West eighteen is now the most important birthday. In Finland, for example, eighteen is the age when you can vote, you know, or buy wines, drive a car and so on. But in Japan I think you have to wait till you're twenty before you can smoke or drink.

Shaheen: I know in Senegal, which is another Muslim country, girls get to vote at sixteen and boys at eighteen. And in Bangladesh, girls at eighteen and boys at twenty-one.

Chairman: That's interesting. I mean is it typical that around the world girls are considered to be

more mature than boys?

Shaheen: Yes, I think so, and there are some countries, particularly in South America, which have a big party only for girls. In Mexico and Argentina, for example, they have enormous parties for 15-year-old girls.

Pat: You know in Norway they have a great party for anyone who's not married by the time they're thirty. It's kind of embarrassing. I mean you get pepper thrown at you. Chairman: Pepper? Why pepper? Pat: I'm not really sure.

Shaheen: So does that mean that on your 29th birthday you can start thinking 'God I better get married'?

Pat: Well, I'm not sure how seriously they take it.

Chairman: In England we have quite big parties for your fortieth, fiftieth, sixtieth and so on. Pat: Well, in Japan your eighty-eighth is considered ... Chairman: Eighty-eighth?

Pat: ... to be the luckiest birthday. Eight is a very lucky number in Japan. Questions:

1. What is One World?

2. What is the topic of the program?

3. What do Shaheen Hag and Pat Cane do?

4. Why don't some people in India celebrate their birthdays?

5. According to Pat, when did people around the world begin to celebrate their birthdays? 6. Why is the eighteenth birthday so important in Finland?

7. Why can girls in some countries get to vote at an earlier age than boys? 8. Which of the countries mentioned in the text are Muslim countries? Part C

Additional Listenings One World One Minute

One World One Minute is a unique film project that invites participants in every country around the globe to record, simultaneously, one minute of their lives, one minute of our world. Sponsors of this project have chosen 12:48 GMT, September 11th 2002 as the one minute to record. At that moment exactly a year earlier began the terrorist attacks that led to the deaths of more than 2,000 people from over 60 countries. For many this will be a time of remembrance and reflection. And for others this will be an appropriate time for international communication, cooperation and sharing. It will offer them an opportunity to share a moment of their world and their life with others, an opportunity to both talk to and listen to the world, to join with others around the globe and create a truly unique record and experience. This is the idea behind the project One World One Minute.

Participants are free to choose what and how to record their One Minute. Some may want to take photographs, some paint or draw pictures, while others may want to write something and record their readings. The material can be submitted to the project organizers in Scotland via e-mail or post within 6 weeks of September 11th. All the material will then be made into a feature-length film, which will capture that One Minute of our existence.

The film will explore the rich diversity that is both humanity and our world. It will allow a voice to all people regardless of nationality, religion, race, political viewpoint, gender or age. The

rich diversity that is Humanity shall be there for all to see.

Participants will not only be kept informed of the progress of the film and the release process but will be invited to actively participate through newsletters and discussion forums.

When the film is finished, it will be shown in every country of the world, both in cinemas and on TV. Contributors will be invited to attend the premiere of the film in their respective countries and will receive a full screen credit on the finished production. Statements:

1. One World One Minute is a project sponsored by some filmmakers in Hollywood.

2. The purpose of the project is to record how people of the world mourn the death of those who lost their lives in New York's World Trade Center.

3. Participants may come from different races or nations, have different religious beliefs, and maintain opposite political viewpoints.

4. Participants are invited to record one minute of their lives on any given day.

5. Participants are encouraged to make short video films to record an important event in their lives.

6. The project will offer people from various parts of the world an opportunity to share a moment of their life with others.

7. The organizers believe that humanity is represented by the colorful variety of people's life all over the world.

8. Participants are required to submit what they have recorded to organizers by e-mail not later than September 11, 2002.

9. All the material submitted by the participants will be made into a feature-length film and shown on TV and in cinemas throughout the world.

10. The film will become a powerful means to unite people all over the world in the war against terrorism. Part D

One World, Many Universes

Ours is, in many ways, a world without boundaries. Being a citizen of a particular nation is almost as much as being a resident of a particular town or province. Boundaries of class and caste that once shaped societies continue to fade. The freedom of people to move increases gradually with the relaxation of immigration laws in the last century. Many countries have fairly simple requirements for obtaining citizenship and voting rights.

In Europe, for example, the European Union's membership has grown to 15 countries and may increase to 21 or more by 2010. It has developed a common body of laws, common policies and practices, and a great deal of cooperation among its members. The adoption of the single currency, the euro, by 12 of its member countries and the circulation of euro cash in January 2002 have enabled citizens in these countries to move about even more freely.

In addition, all of the major organized religions, including Christianity, Judaism, Buddhism, Hinduism, and Islam, are alive and well, but less clearly and exclusively identified with specific cultures and geographic regions. People everywhere feel free to convert to other religions, and many people identify themselves with more than one religion.

Since 1995, which is called the Year of the Internet, cyberspace has become a rich and realistic realm of experience. Its activities include the No-Self Network, which is concerned with liberation from the self. The network's members regard this liberation as an ordinary human

achievement-roughly comparable to learning to play the piano -- and not as a superhuman or divine feat. One World, Many Universes is, for me, the most persuasive mix of idealism and realism. This particular future is likely to be the most fast-changing one, rapidly evolving beyond what I have described. Questions:

1. What is the passage mainly about?

2. Which of the following is not mentioned in the passage as a reason that makes national boundaries less prominent?

3. Which of the following is not one of the major religions mentioned in the passage? 4. What enabled citizens in many EU countries to move about more freely? Unit4 PartB

How to Use an OHP

M: I want to use the overhead projector for my presentation. Could you show me how to use it? W: OK, let me show you. Just watch what I do. I... I'll talk you through the procedure. M: Thanks.

W: Right, well. First of all, you put the OHP on the table here, about 2 meters from the wall or the screen. Er...do you have a screen?

M: Er...no. I thought I'd just use the wall.

W: Oh, er...well, a screen's better, but I suppose this wall will be all right. It is sort of white. Anyway, let's try it. So, the next thing you have to do is press these buttons in and lift this part up until it snaps into place. M: I see.

W: And then turn it round so the head is facing towards the screen, I mean the wall, and now we can plug it in.

M: Right, and you switch it on?

W: Yeah. Then I press the switch here on the front... M: Right.

W: There! And the light should come on. M: Right, OK.

W: Yeah, there we are. So, you just place your transparency here on the glass. M: OK, there, oh!

W: Oh, no! No, the other way up. M: Oh yes, of course.

W: That's right, yeah. And to raise or lower the image you move this flap up or down... There, that's better. M: Right, OK.

W: And finally, to focus the image you turn this wheel to make it sharp. There we are, that's not too bad.

M: Oh, that's great, yeah. OK, thanks.

W: Oh, one more thing: whatever you do, don't keep switching it on and off. I'm going to switch it off now. Now, when you use it in your presentation, you should leave it switched on, with a piece of paper over the glass.

M: Right, I...er... I don't understand why you have to leave it on.

W: Well, the reason why you have to do that is that you don't want the bulb to fail. The bulb fails easily if the machine is on and off frequently. If it does, you'll have to replace the bulb, which will be very hot and you may not have a spare anyway. So that's about it. Any questions? M: Erm...no, that seems all very clear. Thank you very much.

W: You're welcome. Oh, and I really do think you need to get a screen, by the way. The picture would be much brighter than on that wall, you know. M: Oh, OK. Well, I'll ask Jim if he's got one.

W: Oh, good idea! And make sure he shows you how to put it up! M: I will. Thanks again. PartC

Additional Listenings How to Send an E-mail

M: I would like to send an e-mail to a friend of mine. Could you tell me how to do it?

W: Certainly. First, you choose the e-mail program on your computer and click New Message. M: All right.

W: OK? Well, then you start typing the name of the recipient. The program remembers the name and completes the e-mail address. Well, if not, you look up the name in the address book or contact list. OK? Well, if you want other people to get copies of the same message, you send them 'CCs', which are copies of the message. OK? Then you press Return on the keyboard and then you type the subject of the message. Now, there's no need to put the date because that goes in automatically when you send the message, together with the time. OK? M: Oh, yeah.

W: Well, then you press Return again and start writing the message. Now, if you make a mistake, you just press Backspace to delete the previous letter or word and then type it again correctly. M: I see.

W: Now, when you've finished, you read the whole message through to make sure it looks right and contains the right information. Now, if you decide you want to change sentences around, you can copy sentences and paste them in other places.

M: And...er...er...how about spelling and punctuation, er...that can be corrected automatically, can't it?

W: Well, yes and no. You can run your spell checker and that may bring up some mis-typings and things like that. But it definitely won't catch them all, so you must read it through to check your spelling, too. And check your punctuation at the same time. Now if you notice a misspelt word, or if you want to change a word or something like that, double-click on the word and type the new word over it.

M: Fine. That's easy.

W: Hmm. And then it's ready to send. You just click on Send and it'll go off immediately. And the other person will find your message in their Inbox when they next go online to get their messages. M: Right. Well, that sounds much easier than handwriting a message and faxing it. W: Sure it does. Questions:

1. Where does the computer store the e-mail addresses of your friends? 2. What does \"CCs\" stand for? When do you use \"CCs\"? 3. What can you do if you want to change sentences around?

4. What can you do if you want the computer to check mis-typings? 5. What do you do if you want to change a word? PartD

Layout of a Letter

As we go through, I'm going to tell you the layout of a formal letter in English -- you might want to note this information down on a separate piece of paper. OK, the first thing is to write the sender's address in the top right-hand corner. OK. This has a set order with the number of the house or flat followed by the name of the street; and then underneath that, perhaps the district if it's a big town, then under that the name of the town or city, with the postcode. And it's now common, quite acceptable, to write all this without any punctuation at all. And the address -- please write it now in the top right-hand corner -- is 12 Greenwood Avenue.

And the next line is West Ealing (that's E-A-L-I-N-G). Next line: London W5-then a small gap -- 6RJ. London W5 6RJ.

Now leave a line, and then write the date directly underneath the address. Now you can do this in several different ways. You can put 10 September, or September 10, or just 10 dot 9 dot 2003. So use one of these methods and put today's date in the correct place.

And now, if you want, you could write the address of the person you are writing to. If you do that, you put it on the left-hand side of the paper, and you would usually start the address at roughly the same level as the date which is on the right-hand side.

The next thing we write is the salutation. Our letter is to Sean White, and we begin Dear Mr. White -- please note exactly where it goes.

Now, if you don't know the person's name you just put Dear Sir, or Dear Madam, or Dear Sir or Madam. In an informal letter you still use \"Dear\-- for example, Dear Maria or Dear Stephen or whatever.

And at the end of the letter you sign off \"Yours sincerely\" -- capital \"Y\could you write that now at the end of the letter, leaving a line first?

Now, we put \"sincerely\" if we know the name of the person that we are writing to. But if you don't know the name, the traditional ending is \"Yours faithfully\". Now, this is the custom in Britain, although it is true to say that not everyone keeps to it, and I think in America they use different endings -- for example, they may finish a letter with \"Truly yours\".

OK, if you are writing to a friend, then it's usually something like \"best wishes\\"love\" if it's a member of your family or a very close friend, but not so common between two friends who are men. After the ending, in this case \"Yours sincerely\your signature directly underneath. If your name is Maria Lee, write M. Lee underneath \"Yours sincerely\" Then type your full name below your signature. So do that now -- write your signature at the end of the letter. And that's it. Questions:

1. According to the speaker, what should be included in the sender's address in a formal letter in English?

2. Which of the following is not an acceptable way to date an English letter?

3. What does the speaker say about addressing the receiver in a formal letter if we don't know the person's name?

4. What does the speaker say about the ways to end a letter? 5. When is it not advisable to end a letter with the word \"love\"?

6. What is usually placed below the writer's signature at the end of a letter? Unit5 PartB

How Our Memory Works

Try to imagine a life without a memory. It would be impossible. You couldn't use a language, because you wouldn't remember the words. You couldn't understand a film, because you need to hold the first part of the story in your mind in order to understand the later parts. You wouldn't be able to recognize anyone - even members of your own family. You would live in a permanent present. You would have no past and you wouldn't be able to imagine a future.

Human beings have amazing memories. Apart from all our personal memories about our own lives, we can recall between 20,000 and 100,000 words in our own language as well as possibly thousands more in a foreign language. We have all sorts of information about different subjects such as history, science, and geography, and we have complex skills such as driving a car or playing a musical instrument. All these things and countless others depend on our memory. How well you remember things depends on many different factors. Firstly, some people naturally have better memories than others, in just the same way as some people are taller than others, or have different color eyes. Some top chess players, for example, can remember every move of every game that they have ever seen or played.

Secondly, research shows that different things are stored in different parts of the brain. Ideas, words, and numbers are stored in the left-hand side, while the right-hand side remembers images, sounds, and smells. In most people one side of the brain is more developed than the other, and this may explain why some people can remember people's faces easily, but can't remember their names.

Thirdly, we all remember exciting, frightening, or dramatic events more easily. This is because these experiences produce chemicals such as adrenaline, which boost your memory. They say that anyone who is old enough to remember knows exactly where they were on Tuesday, September 11, 2001, when radio and TV programs around the world were interrupted with the shocking news that the twin towers of the World Trade Center in New York were hit.

Fourthly, the context in which you learn something can affect how well you remember it. Tests on divers, for example, showed that when they learned things underwater, they could also remember those things best when they were underwater.

Lastly, the more often you recall a memory the more likely you are to remember it. If you don't use it, you'll lose it. A telephone number that you dial frequently will stay in your memory easily, but you will probably have to write down one that you use only now and again. Questions:

1. What does the passage mainly tell us? 2. What can be inferred from the passage? 3. Which of the following is stated to be true?

4. Why can we remember exciting, dramatic, or frightening events better? PartC

Additional Listenings

Techniques to Help Us Remember Better

We all have problems remembering things, but there are some techniques that you can use to help you remember.

First of all, remember the names and jobs of the people and where they come from. Here, the best thing is to imagine images of the people and the names that you want to remember. And you should try to think of funny images as they are easier to remember. For example, we have Tom the student from Australia. Well, for Tom you might imagine a tomato. Then Australia has a shape a bit like a dog. Now let's imagine it's a very clever dog and is studying. So imagine Tom's face as a tomato and he's with a dog and the dog is reading a book. So now we have a picture of Tom the student from Australia.

Now let's take the numbers. The best thing to do here is to break a large number up into smaller numbers and then think of things that the numbers remind you of, such as a birthday, a particular year, the number of a house. Or with a number like 747 you might think of a jumbo jet -- a Boeing 747.

With the directions, the best thing is to imagine yourself following the directions. Create a picture in your mind of yourself going down the street. Count the turnings 1, 2, ... Then turn left. Now imagine going past a supermarket and a cinema and so on.

When you have to remember lists of words, try to build them into a story. So with our words we might start with, 'The sun was shining, so I went for a walk. I saw a horse wearing trousers. It was kicking some bananas over a television. The bananas landed in a bag.' And so on. Again the funnier the story, the better.

Try some of these techniques and you'll be amazed at what you can remember. Questions:

1. How many techniques are mentioned in the talk?

2. Why should we imagine a dog in order to remember that Tom is from Australia? 3. What should we do to remember a large number?

4. How can we remember the directions to a certain place? 5. How can we remember lists of words? PartD

Improve Your Memory

To many people advancing age means losing your hair, your waistline and your memory. But is it an inescapable fact that the older you get, the less you remember? Well, as time goes by, we tend to blame age for problems that are not necessarily age-related.

When a teenager can't find her keys, she thinks it's because she's distracted or disorganized, but a 70-year-old blames her memory. In fact, the 70-year-old may have been misplacing things for decades -- like we all do from time to time.

In healthy people, memory doesn't deteriorate as quickly as many of us think. According to psychologists, as we age, our memory mechanism isn't broken, it's just different. The brain's processing time slows down over the years, though no one knows exactly why. Recent research suggests that nerve cells lose efficiency and that there's less activity in the part of the brain that decides whether to store information or not. But it's not clear that less activity is worse. A beginning athlete is winded more easily than a trained athlete. In the same way, as the brain gets more skilled at a task, it spends less energy on it.

There are steps you can take to improve your memory, though you have to work to keep your brain in shape. It's like having a good body. You can't go to the gym once a year and expect to stay in top form.

Some memory enhancement experts suggest using the AM principle. Pay attention to what

you want to remember. Then give some meaning to it. We remember things when we focus on them, whether we intend to or not. That helps explain why jingles stick in our minds. They are played on loud, flashy TV commercials. They also use rhyme and music to help us remember better.

Basic organization helps us remember the boring stuff. For example, rather than trying to recall a random list of groceries, we can divide them into categories, such as dairy, meat, and produce. For important things like keys and money, we can set up a \"forget-me-not\" spot where we always keep them.

We can also eat to aid our memory power. Whole grains, fruits and vegetables are excellent sources of glucose, the brain's preferred fuel. Another low-tech way to improve memory is to get adequate rest. Sleep may allow our brain time to encode memories.

Interest in friends, family and hobbies does wonders for our memory. A sense of passion or purpose helps us remember. Memory requires us to pay attention to our lives, allowing us to discover in them everything worth remembering. Statements:

1. It is not always true that the older you get, the less you remember.

2. It can be inferred from the passage that memory problems are not really age-related.

3. As we get older, our memory mechanism is broken, and so cannot be the same as it was before. 4. Scientists have discovered that memory loss is caused by lack of activity in the part of the brain that decides what information to store.

5. You must work hard to keep your brain active, just as you work hard to keep yourself in shape. 6. In the AM principle, the letters A and M most likely refer to attention and memory respectively. 7. A right choice of food and plenty of rest help improve our memory. 8. Memory requires us to have purpose or passion in what we do. Unit6 PartB

The Embarrassment of Riches

The meaning of wealth today is usually defined as the amount of money and material goods that one has accumulated and the ability to purchase more goods at an ever-increasing rate. A wealthy person possesses so much money that it would be difficult for him to spend it all in his lifetime without being wasteful and extravagant.

Speaking from a strictly practical point of view, the trouble with wealth is not that it arouses envy in the hearts of others but that it weighs very heavily upon the resources of its owner. Those who have never tasted luxury imagine that a new Porsche, a Picasso in the drawing room, an apartment in the Trump Tower, will bring them ease and happiness. If that were true, owners of the Porsches, Picassos, and Trumps of the world would all be happy souls. One glance at history tells you they are not.

The problem is not simply that owning goods feeds upon itself, generating desires to possess more and to outdo other owners in a competitive madness. It's that goods themselves are an endless responsibility. They must be not only paid for but also stored, insured, and publicly admired. All of those cost not just money but personal freedom. As James Boswell, the famous British biographer, once wrote in his diary, \"If a man with a fortune cannot make himself easier and freer than those who are not, he gains nothing. Nothing except glittering baggage that must be attended to.\"

In some Oriental countries poverty has never been such a disgrace as it is in the \"get-rich-quick\" zone. Wise men from these lands often remark on the tyranny of goods. According to an old Persian proverb, \"The larger a man's roof, the more snow it collects.\" And in his discussion of \"Houses\\"stealthy thing that enters the house a guest, and then becomes a host, and then a master.\"

The same sentiment is also expressed here in America by the great philosopher Ralph Emerson, who scorns the acquisitiveness of his day with the famous line \"Things are in the saddle, and ride mankind.\" Questions:

1. Which of the following best defines the meaning of wealth today?

2. Why does the speaker mention a Porsche, a Picasso, and an apartment in the Trump Tower? 3. What would owning expensive goods do to wealthy people?

4. What does the speaker mean by \"owning goods feeds upon itself\"?

5. Which of the following views would the speaker most probably agree with? 6. What is the main idea of the passage? PartC

Additional Listenings Perspectives

One day a father took his young son on a trip to the country with the purpose of showing him how poor people can be. They spent a day and a night on the farm of a very poor family. When they got back from their trip to their fine house the father asked his son, \"How was the trip?\" \"Very good, Dad!\" answered the son.

\"Did you see how poor people can be?\" the father asked. \"Yeah!\"

\"And what did you learn?\" the father asked, thinking he had fulfilled his purpose.

To his astonishment, the son answered, \"I saw that we have a dog at home, and they have four. We have a pool that reaches to the middle of the garden, they have a creek that has no end. We have imported lamps in the garden, they have the stars. Our patio reaches to the front yard, but they have a whole horizon.\"

When the little boy finished, his father was speechless.

Then his son added, \"Thanks, Dad, for showing me how poor we are!\"

Isn't it true that whether you are rich or poor depends on the way you look at things? If you have love, friends, family, health, good humor and a positive attitude toward life, you've got everything! You can't buy any of those things. You can have all the material possessions you can imagine, provisions for the future, etc., but if you are poor of spirit, you have nothing. Questions:

1. What was the father's purpose for the trip? 2. Why did the son thank his father?

3. Why do the father and son have such different views on poverty and wealth? 4. According to the story, what kind of people are poor? 5. Which of the following can be inferred from the story? PartD

The Story of a Multimillionaire

John Paul DeJoria has come a long way from the early days of growing up in the concrete jungles

of East Los Angeles, to overcoming homelessness, to becoming CEO and co-founder of John Paul Mitchell Systems, a hair care empire with sales approaching $200 million per year.

Over the years DeJoria has had his taste of poverty. His parents were divorced before he was two years old. To survive, he had sold Christmas cards, delivered newspapers, and collected Coke bottles.

In 19, DeJoria was fresh out of the Navy with aspirations to attend dental school. However, it was financially out of reach for him, so he decided he would go to work mastering his sales skills selling encyclopedias. This led him into sales of copying machines, then insurance, and eventually, he became circulation manager for Time, Inc. It was in 1971 that he met his calling when he went to work for Redken Laboratories, the leading professional salon product company in the U.S. at the time.

In 1980, ripe for a change, DeJoria joined forces with one of America's most influential hair designers and his friend of eight years, Paul Mitchell. Together they introduced a revolutionary hair setting and styling method, as part of their professional hair care system. They bankrolled the company with just $700, some of it borrowed, and they have never had to borrow since. Mitchell did hair shows and DeJoria did sales, marketing, administration and everything else.

So what is the secret of this tremendous success? DeJoria thinks that the difference between successful people and unsuccessful people is that successful people do a lot of the things that unsuccessful people don't want to do. Like when the door is slammed in your face ten times. You go to door number 11 with just as much enthusiasm. It is during the toughest times that you do what others will say, oh my God, this is too tough.

John Paul believes that fewer people can do more. At his company, there is no middle management. Although they probably should have five or six hundred employees, they only have 87 worldwide. The staff is paid more than others in the industry, but they do a lot more also.

DeJoria regards it his duty to donate to charity. His motto is, \"Success unshared is failure.\" He has made contributions to dozens of worthwhile projects and causes, including those that help make our environment a better place. He says, \"If every human being left this planet knowing they did something to make the planet a better place to live for generations to come in the future, they're going to live high as a kite.\" Questions:

1. Who is John Paul DeJoria?

2. What does his company produce?

3. How successful is the company?4. What major event happened in DeJoria's life in 1980? Unit7 Part B

Last Gasp for Smokers

It was a normal day and in their New York office, Ken and his colleagues stopped for their coffee break. But while his colleagues were able to sit at their desks and drink their coffee, Ken had to go outside. He couldn't stay inside, because he wanted to smoke. If the smokers of the Big Apple want to enjoy a cigarette, the authorities have decided they must go out into the street or up onto the rooftops.

Throughout the United States, the number of places where people are allowed to smoke has gradually dwindled. First it was banned on trains, buses, and planes, then in public places such as theaters and airports. Now you can't smoke in any workplace. Nonsmokers are definitely winning

the battle. \"Why should we breathe their smoke?\" they say.

If they're lucky, smokers can still find some bars and restaurants or parks and recreation centers where they can light up a cigarette, but it may soon be banned there, too. In fact, smoking in parks and recreation centers is already banned in California. On August 9, 2001, Los Angeles City and County officials announced the implementation of a smoke-free park policy, officially designating smoke-free zones in all 375 parks and recreation centers in the city. And since January 1, 2002 all parks in California have become smoke-free to safeguard children from the harmful effects of secondhand tobacco smoke and dangerous tobacco waste. Anti-smoking groups even think that smoking ought to be banned in people's homes. Under new plans you won't be able to smoke in any house where there are more than ten visitors in a week, or where there are children. In 1996, nicotine was classed as a drug, like cannabis, cocaine or heroin. And scientists all over the world agree that exposure to secondhand smoke poses a serious health risk and there is no safe level of exposure. It is especially dangerous for children because when they are exposed to tobacco smoke, they have much higher rates of lung diseases such as bronchitis and pneumonia and are also at greater risks of developing asthma.

In the country that gave tobacco to the world, smoking might one day be illegal. And then Ken will have to give up. Questions:

1. What is the main idea of the passage you've heard?

2. What does the speaker think about banning smoking in public places? 3. Where is smoking not banned according to the passage? 4. Which of the following is true about nicotine?

5. What can be inferred from the sentence \"In the country that gave tobacco to the world, smoking might one day be illegal\"? Part C

Making Smoking Socially Unacceptable

The World Health Organization has named May 31 as World No Tobacco Day. Marking the day this year, the WHO announced that there was a 33 percent growth in the Asian cigarette market from 1999 - 2000.

In Singapore, there has been an increase of smokers, which reflects the popularity of the addictive habit in Asia. Statistics show that seven Singaporeans die every day from smoking-related diseases in this country of 3.5 million people.

Now, smoking will become socially unacceptable under a campaign by Singapore's government to use family and social pressure to get smokers to kick the habit. The campaign, launched in April 2002, is the latest weapon employed by the state against the spreading smoking habit. \"Show them you care. Help them stop smoking,\" is the campaign's slogan, aimed at obtaining the help of loved ones to help smokers stop their nicotine habit. As part of its effort to discourage smoking, the government of Singapore has been putting up advertisements in newspapers, on TV and the Internet, showing parents quitting smoking so as not to worry their children. Questions:

1. Which of the following days is World No Tobacco Day? 2. What did the WHO announce on World No Tobacco Day? 3. Why did the speaker cite Singapore as an example?

4. What can be inferred from this passage? Part D

Developing World Becomes a Huge Ashtray

As the tobacco industry in high-income countries faces stern legal measures, it turns to the developing world for market. The fragile economies of many developing countries have created perfect market conditions for the transnational cigarette companies. Investment in tobacco farming in Africa, for example, has increased rapidly. At present, out of the 33 million people engaged in tobacco farming worldwide, one million are in sub-Saharan African countries and the number is growing.

And across Africa, farmers are reluctant to grow alternative crops to replace tobacco for fear of losing profit. Even if crop substitution were to succeed, there is little evidence that this would reduce tobacco consumption.

So far, governments in Africa have avoided action to control smoking, as they are afraid that intervention might trigger harmful economic consequences on their fragile economies. In Tanzania, Kenya, Zimbabwe and Malawi, there is a general fear that reduced tobacco production would mean a permanent loss of jobs and lower government revenue.

While a price increase on cigarettes has been viewed as a measure to control smoking among the poor, the strategy is not working in sub-Saharan Africa. Millions of people who could not afford manufactured cigarettes are increasingly turning to smoking hand-rolled cigarettes, which were traditionally common in India and Southeast Asia but are now taking root in Africa. Partial bans on cigarette advertising in sub-Saharan Africa have had little or no effect on smoking patterns. Researchers say most smokers in the region start smoking when too young and are addicted quite early.

Today, a tremendous number of people in the developing world are smokers. In fact, the whole developing world has become a huge ashtray. Questions:

1. According to the passage, what is the reason that cigarette companies in industrialized countries have turned to the developing world for market?

2. What do we learn about tobacco farming in Africa?

3. Why are African farmers reluctant to give up growing tobacco?

4. What actions have some African governments taken to control smoking?

5. What kind of tobacco products do many African smokers use instead of manufactured cigarettes?

5. What is the difference between the successful and the unsuccessful according to DeJoria? 6. Why is there no middle management in his company?

7. How many employees does the company have? How many should the company probably have? 8. How are the employees treated?

9. What is DeJoria's attitude toward philanthropy? 10. What is his motto? Unit 8 Part B

A Terrible Disease

The phone rang and it was my husband Jack asking me to take some lunch to his office. As I drove off, I noticed a new shopping center. Strange I hadn't noticed it before. Near his office I also saw a

fire station I didn't recognize.

'When did they build that new shopping center?' I asked Jack. 'And I'm glad to see that new fire station. It'll give a good landmark.'

'Diana, they've been there for ages,' Jack scolded.

Bewildered, I became angry and, starting up the engine, began to pull away. Then I braked. Where was the exit? Suddenly, nothing was familiar. I realized I had no idea how to get home. I had to stop again and again to ask for directions. Eventually, I got home. A 30-minute drive had taken me four hours.

Two months later, at the office where I worked as a legal researcher, a smart young man approached me.

'Hi, Diana. Good to see you,' he said, smiling.

I hesitated, then smiled with resignation. 'Please forgive me, it's one of those days. I simply can't bring your name to mind.'

'Diana, I'm your cousin Richard,' he said very slowly.

After that, I was constantly making mistakes and kept forgetting my way around the building. In the end, I made the painful decision to resign from work. I also started pretending to be a tourist when I got lost because residents tend to give much better directions to visitors.

Desperate to discover what was wrong with me, I made an appointment with a neurologist. After various tests he told me I had Alzheimer's disease. I felt numb. I'd hoped to find I was worrying about nothing, but now my worst fears were confirmed. And I was only 53!

When I told Jack and my three grown-up children about my disease, their reaction was quiet but supportive. 'Stop worrying,' Jack said. 'We'll take good care of you.'

That night, I was looking through some papers belonging to my mother, who'd died of cancer years before, when I saw her maps. They were hand-drawn and covered every place my mother went, including my house. As I examined them, I remembered Mother's other eccentric habits. She wouldn't drive out of her neighborhood or at night. One day, she hadn't even recognized me. Could she have had Alzheimer's, too, without anyone realizing?

Now at 57, on good days I'm filled with hope and determination, but on bad days I have the worst sense of being alone. I've started a support group for other sufferers, for I know it's essential to have contact with people who are walking through the same maze.

Jack's coping well. While he still dreams of waking up to find all this has been a horrible nightmare, he's assured me that I can depend on him. When we married he didn't know 'for better or worse' included Alzheimer's. But neither did I. Questions:

1. What does the story mainly tell us?

2. Which of the following is one of the symptoms of the speaker's disease? 3. What can we learn from the story?

4. What do you know about the speaker from the story? 5. What can be inferred about the speaker's mother? Part C

Old Age's Problems and Opportunities

Old age in the United States presents many problems and opportunities. As a result of improved medical services , people live longer than they used to. This increase in longevity creates a wide range of social needs. The medical specialty of gerontology (老年医学) has opened

up new research areas and careers related to the elderly.

Because of changes in the family structure from extended to nuclear, the elderly have to create existences apart from basically small family units. This situation is complicated by the fact that many of their friends may have died and their children may have moved away.

The elderly must set up a new life. Often, the elderly must rely on a fixed income - Social Security and pensions - and gradually diminished savings. While some live with their children, many more live by themselves, with a friend or in a nursing home.

However, the increasing proportion of elderly people in society has given them a new political power. They have formed organizations to voice their own needs and concerns to local state and federal agencies. Lobbying(游说)for such issues as increased Social Security benefits, better health care, income tax benefits and rent controls has brought to the public an increased awareness of the determination of the elderly to assert their ability to deal effectively with their own lives. Part D

A Walking Miracle

Old age is often accompanied by various kinds of illnesses. When he woke up on a July morning in 2001, Robert Tools, 59, could hardly lift his head off his pillow. He had suffered from heart troubles since a decade ago, which was made worse by his diabetes. The six-foot-three-inch former librarian and teacher became so weak that his weight had dropped from more than 200 pounds to 140. Tools was too sick for a heart transplant. So he agreed to let two surgeons try something that had never been done before. That afternoon Tools became the first person ever to be implanted with a self-contained artificial heart.

Eight days later, Tools left the hospital for the first time to take a stroll through a city park, with his artificial heart pumping blood through his body. The heart is powered by a battery implant that holds a 30-to-40 minute charge. The battery is recharged via a coil attached to an external battery pack good for two hours, which Tools wears on a belt. Or the coil recharger can be plugged directly into a wall outlet. A small controller, about the size of a palm, is also implanted in the chest to regulate blood flow. The tiny controller knows how to adjust to his body's need for higher or lower blood flow when he stands, sits, walks, or otherwise. But Tools' mobility is still limited. Most of the time, a mobility transmitter implanted in his chest broadcasts data to a computer in his hospital room so that doctors can continually monitor and fine-tune the blood flow.

Tools says living with an artificial heart means adjusting to some strange new sensations. \"The biggest thing is getting used to not having a heart beat, except a whirring sound, and that makes me realize that I'm alive because I can hear it without a stethoscope.\" Statements:

1. Robert Tools suffered from several health conditions before his operation.

2. Doctors decided to put an artificial heart in Tools' body because there was no suitable donor heart available.

3. Tools' artificial heart was implanted in his chest along with a couple of other devices. 4. Tools now must carry an external battery pack with him all the time. 5. Tools' blood flow can be remote-controlled by doctors in the hospital. 6. Tools' artificial heart is made of plastic materials.

7. His new heart allows Tools to move about more than two hours at a time.

8. Before Tools, a few artificial heart implant operations had been performed on other persons but

all of them had failed. Unit 9 Part B

Life Goes On

The city of Ypres in Belgium has been invaded 19 times, most famously in World War I. Some time ago I went with two friends to visit the battlefields and cemeteries there, and particularly to see the tomb of my uncle who was killed in the war at the age of 20.

Michael, our silver-haired guide, took us first to a British cemetery, just outside the town. I stared at the lines of gravestones, neatly planted with herbs and flowers, the low surrounding walls blooming with wisteria. Michael pointed out my uncle's grave to me.

I walked hesitantly toward it, wondering what I would feel. And suddenly there it was, and there were hundreds of others. Nothing could have prepared me for the realization that in this area alone about 250,000 British and Commonwealth soldiers were killed. There are 75 British cemeteries, of which we visited just a few.

Next, Michael took us to a place on the other side of the city. The names of 55,000 missing soldiers are engraved on its walls. We stared in awe. \"More than half a million horses and mules were lost, and fifteen tons of unexploded ammunition are still collected each year from the fields,\" Michael told us.

Some way on we came to the largest British cemetery in the world. Some headstones have words of love or gratitude: \"He died that we might live,\" \"Gone from our sight but not from our hearts.\"

\"I'd like you to visit a German cemetery before finishing,\" Michael said. The cemetery is in wooded land. But there are no headstones, only slabs in the grass. There are no flowers, either. The whole place is dark and dank.

With some relief we returned to the car. After some time, we drew up at a gate. Here, hidden from the road, lies the Pool of Peace. \"It was created by an explosion so loud it was heard in Downing Street,\" said Michael. We looked at the still water reflecting the trees surrounding it. There is hardly a sound.

By the time we returned to Ypres, it was evening. The city was preparing for the annual Festival of the Cats, which dates from medieval times. Soon there would be dancing in the square. Questions:

1. What did the speaker especially want to see during his visit to Ypres? 2. Who was Michael?

3. Which of the following is true about the British cemetery the speaker first visited? 4. About how many British and Commonwealth soldiers died in the battles of Ypres?

5. About how many tons of unexploded ammunition are still collected from the fields each year? 6. Why did the speaker and his friends feel somewhat relieved when they returned to the car after visiting the German cemetery? Part C

Fly the Unfriendly Sky

Because World War I had been fought mainly in the trenches, many military experts of the 1920s believed that future wars would also happen there. An exception was U.S. army officer Billy Mitchell, who advocated the use of air power from the year he learned to fly in 1916 to the end of his life.

During World War I Mitchell proved himself to be a highly effective air commander. He was the first American airman to fly over enemy lines, and throughout the war he was regularly in the air.

After the war, Mitchell openly advocated the creation of a separate air force. He claimed that the airplane had made the battleship obsolete. His argument for air power, at the end of the First World War, was so unpopular that he fought for three years for the mere chance to show its effectiveness. He got the chance in 1921, when his superiors let him drop bombs on a captured German battleship to see what damage his novel approach might be able to cause.

Mitchell said airborne bombs would sink the ship. The military, for the most part, thought he was nuts. Secretary of War Newton Baker, showing masculine bravery rather than care and wisdom, said, \"I'm willing to stand on the bridge of a battleship while that fool tries to hit it from the air.\" His navy counterpart, Secretary Josephus Daniels, was more direct. As he believed that Mitchell's dream of air power was little more than a boyish fantasy, he said, \"Good God! This man should be writing dime novels.\" They allowed the experiment, anyway, probably to expose the airman's madness to the newspapers. Within moments, the German battleship was foam on the water.

However, the success of the test failed to convince his superiors. His open criticism of them led to his transfer to a minor post and a reversion in rank. Mitchell did not stop fighting. In September 1925, when the navy's ship Shenandoah was lost in a storm, he made a statement to the press, accusing the War and Navy Department of incompetence, criminal negligence and almost treasonable administration of national defense. For his bold remarks, he was, as he expected, immediately court-marshaled and was convicted in December that year of insubordination and sentenced to five years' suspension from rank and pay.

Billy Mitchell died in 1936. Five years later, on December 7, 1941, the U.S. battleship Arizona was sent to the bottom of the sea by Japanese bombers. Over 1,200 American servicemen died aboard that vessel, proving \"crazy\" Billy's theory under wartime conditions. Many of his ideas were adopted by the American Air Force in World War II. In 1946 the American Congress authorized a special medal in his honor, which was presented to his son two years later by the Chief of Staff of the newly established independent Air Force. Questions:

1. Who was Billy Mitchell? 2. What did Mitchell advocate?

3. How did most people in the military respond to Mitchell's theory? 4. What happened to the German battleship in Mitchell's experiment? 5. Which of the following is true according to the passage?

6. What was the result of Mitchell's bold criticism of his superiors?

7. Why does the speaker mention the sinking of the U.S. battleship Arizona? 8. Which of the following best describes Billy Mitchell? Part D

The Red Cross

In 1859 a young Swiss businessman saw something which was to change his life and influence the course of history. The young man was Jean Henri Dunant who witnessed the bloodbath following the Battle of Sloferino, in Italy. He was deeply shocked by the dreadful suffering of the wounded from both sides who were left largely uncared for.

This appalling scene was the birthplace of a magnificent human idea. Dunant appealed to the leaders of nations to found societies devoted to the aid of the wounded in wartime. Five Swiss citizens formed a committee, which later became the ICRC, and issued a call for an international conference. In October 1863 a conference was held in Geneva and was attended by delegates from 16 nations. Another conference was held in Geneva the following year and official delegates of 12 nations signed the first Geneva Convention, laying down rules for the treatment of the wounded and for the protection of medical personnel and hospitals. It was also at this meeting that the famous symbol of the movement, the white flag bearing a red cross, was adopted. The symbol was later modified in non-Christian countries. In 1986 the Movement's name was changed to include the Red Crescent, the organization's name in most Muslim nations.

Today the International Red Cross and Red Crescent Movement is the world's largest voluntary organization, with a global membership close to 250,000,000, and a National Society in almost every country of the world. It is an international humanitarian agency dedicated, in time of war, to easing the sufferings of wounded soldiers, civilians, and prisoners of war. In time of peace, it provides medical aid and other help to people afflicted by major disasters such as floods, earthquakes, epidemics, and famines and performs other public-service functions.

Dunant was a co-recipient of the first Nobel Peace Prize in 1901. It was his vision that led directly to the founding of the Red Cross, the signing of the First Geneva Convention, and the adoption of the Red Cross, and later the Red Crescent, as an international symbol of protection. Statements:

1. Jean Henri Dunant is considered to be the founder of the International Red Cross.

2. Dunant was awarded the Nobel Prize for making the Red Cross the world's largest voluntary organization.

3. The first Geneva Convention was signed by the delegates from 16 nations at the 1863 conference.

4. The symbol of the Red Cross movement was adopted at an international conference in 18. 5. The Red Cross and the Red Crescent are the symbols of the same international organization. 6. There is a national society of the Red Cross / Red Crescent in every country of the world.

7. The International Red Cross provides humanitarian services in both time of war and time of peace.

8. The International Red Cross operates as an agency under the United Nations. Unit10 Part B

A Victim of Drugs

Margaret frowned as she shook the can of deodorant. It was almost empty but she'd only had it a week -- surely she couldn't have used it all?

The first few times it happened she thought she was getting mixed up. She asked the kids if they'd used it but they said no. So she thought it must have evaporated.

Over the next few months, her 15-year-old daughter Lisa's jewelry began to disappear and so did any loose change. She was worried but she couldn't believe it when her two elder sons blamed their 13-year-old brother Paul for that. Then Paul's school wrote to say he was disruptive and was playing truant. Margaret and her husband tried to talk to him but he just wouldn't listen. One night Paul was caught breaking into the school and he was expelled. Margaret asked him what was the matter but he just shrugged. During the summer things went downhill. He was

always out with a gang of older boys. If she tried to keep him in he'd climb out of a window. She had no control over him. She knew something was wrong but it never occurred to her that he was taking drugs.

One day Margaret got a call from the police -- Paul and a group of older boys had broken into a house. He was found guilty and sent to a remand center for 28 days. But it didn't help. When he came out he was caught stealing car radios and was sent to another remand center for two months.

Soon after he came out, Margaret found cigarette papers in Paul's pockets. Fearing the worst she confronted him. \"What's this for?\" she asked. \"Cannabis,\" he replied. \"Everybody smokes it.\"

Margaret was horrified. Then everything clicked into place and she realized Paul had been behaving oddly because of the drugs.

But the worst was yet to come. He was soon found stealing money at home. Margaret reported him to the police to give him a fright, and the police kept him in cells overnight. That night Paul asked for a doctor, complaining of stomach pains. When Margaret went to visit him, she was told that Paul was suffering from heroin withdrawal. Margaret could hardly believe her ears. Cannabis seemed bad enough, but heroin was much worse. She began to read all she could on drug abuse. She learnt about aerosol-sniffing and realized Paul had been getting high on her deodorant. He'd started on aerosols, moved to cannabis and then to heroin. And he was only 15. When Paul was released, he continued to steal to pay for drugs. Then his downward spiral halted when a sympathetic judge gave him six months' probation and ordered him to attend a drug rehabilitation center.

Paul seemed to be doing well for a while. He was put on a heroin substitute. The stealing stopped as his drugs were now prescribed.

But several years later, Paul, who was high on drugs again, was arrested again for stealing. Two weeks before his 21st birthday, he became so ill with heroin withdrawal that he was moved to hospital.

When Margaret and her husband went to see him he didn't seem like his normal self. He was agitated. \"You've been the best mother in the world,\" he said to Margaret. Then he shook his dad's hand.

The next morning Paul died.

Margaret was so angry that the drugs had won. She said, \"Drug addiction is a disease and it beat him. The only winners are the drug dealers who get rich on the suffering of ordinary families like ours.\" Questions:

1. How old was Paul when he first started to get high on a drug-like substance? 2. Which substance did Paul first start to use?

3. How did Margaret get to know that Paul was taking drugs?

4. Why did Margaret report Paul to the police when she found him stealing money at home? 5. Which of the following can be inferred from the text? 6. What was the cause of Paul's death? Part C

Interview with an Internet Addiction Counselor

Interviewer: Welcome to this edition of Talk of the Nation. I'm Jenny Butler. We're talking this

hour about how and why people might become addicted to things other than drugs. Our high-tech society offers new high-tech addictions like video games, online chat rooms, etc. Dr. James at Maryland University has put together a support group for students who find themselves addicted to the Internet. He joins me now from his office in College Park. James: Thank you very much for inviting me.

Interviewer: Is Internet addiction a relatively new thing?

James: Well, some people have been involved with the Internet for years and may have been addicted for a while. It's certainly growing on college campuses. Interviewer: How does it present itself?

James: Well, some of them have issues like relationship problems, or problems maintaining their grades because they are spending so much time on the Net.

Interviewer: But I think the computer is a very positive thing. I myself have a strong urge to go surfing on the Net whenever I have time. How do I know when my impulse to go online will turn me into an Internet addict?

James: Uh... I'm not sure the exact amount of time is really the issue, but I think if it begins to affect other areas of your life, such as your work or school performance or your relationships with other people. One of the problems with the Internet, especially the chat rooms, is that people start developing relationships over the Net and they are very different from relationships that you have on a face-to-face basis, and you start losing some of the skills that make relationships successful. So that's a warning signal. But I think a real important thing is to examine what's going on with you when you are not on the Net. If you are beginning to feel anxious or depressed or empty or lonely and you know you really look forward to those times when you can be online to be connected with other people in that way, then, I think, a serious issue is starting to happen.

Interviewer: What if you start giving up other things, like going out for a walk... is that a symptom?

James: Well, people have to make choices every day about the different activities that they're going to do. I think it's helpful to have some sort of balance in your life. If you can, spend some time on the Internet and then take a walk at a different time of the day. In fact, one of the things that we suggest in the group is to somehow break the pattern. Go out and take a walk, and then come back before you get back online.

Interviewer: So that's how we can avoid Internet addiction. Thank you very much, Dr. James. James: Thank you. Questions:

1. What is the name of the program? 2. What is the topic of this edition?

3. What are the harmful effects of Internet addiction?

4. What are the warming signals that show you are starting to get addicted? 5. How to avoid the Internet addiction according to Dr. James? Part D

Drug Abuse

Drug abuse is characterized by taking marijuana, cocaine, heroin, or other illegal substances. Legal substances, such as alcohol and nicotine, are also abused by many people. Abuse of drugs and other substances can lead to physical and psychological dependence.

Drug abuse can cause a wide variety of adverse physical reactions. Long-term drug use may

damage the heart, liver, and brain. Drug abusers may suffer from malnutrition if they habitually forget to eat, cannot afford to buy food, or eat foods lacking the proper vitamins and minerals. Individuals who use injectable drugs run the risk of contracting infections such as hepatitis and HIV from dirty needles or needles shared with other infected abusers. One of the most dangerous effects of illegal drug use is the potential for overdosing -- that is, taking too large or too strong a dose for the body's systems to handle. A drug overdose may cause an individual to lose consciousness and to breathe inadequately. Without treatment, an individual may die from a drug overdose.

Drug addiction is marked by a compulsive craving for a substance. Successful treatment methods vary and include psychological counseling, or psychotherapy, and detoxification programs, which are medically supervised programs that gradually stop an individual from craving for a drug over a period of days or weeks. Detoxification and psychotherapy are often used together.

The illegal use of drugs was once considered a problem unique to residents of poor, urban neighborhoods. Today, however, people from all economic levels, in both cities and suburbs, abuse drugs. Some people use drugs to relieve stress and to forget about their problems. For others, genetic factors may be the reason why they become drug addicts. Environmental factors such as peer pressure, especially among young people, and the availability of drugs, also influence people to abuse drugs. Questions:

1. What substances are mentioned in the passage in relation to drug abuse? 2. What may long-term drug use damage?

3. What kind of risk do users of injectable drugs run?

4. What drug addiction treatment methods are mentioned in the passage? 5. Why do people abuse drugs? Unit 11 Part B

Home-schooling on a World Cruise

I've never believed that the only way to get an education is to sit at a desk with four walls around you. The world is our classroom and our home, a 41-foot sailing boat, takes us there. My husband and I dreamed of sailing around the world before our daughters were even born. Their arrivals only increased our desire to live the cruising lifestyle, a way of life that has given us the opportunity for lots of quality and quantity family time. Educating our two daughters while living afloat on our sailing boat has added a wonderful new dimension to our lives.

We started out years ago with a kindergarten correspondence course for our daughter Kate. It's what most cruising families use, but as Kate zoomed through the entire year's course in a matter of two months, we realized that a pre-packaged school was not what she needed. Kate's gifted mind needed to be challenged, excited, sent into orbit. We devised our own curriculum for the rest of the year.

Choosing courses of study for Kate was great fun. We looked at where we would be sailing to during the school year, or where we would be stopping to work, and all sorts of topics of interest presented themselves. For example, while cruising down the East Coast to Florida, we chose space exploration for a unit of study. Our studies included both fictional and non-fictional reading, experiments and writing assignments. The finale was watching a shuttle launch and

visiting the Kennedy Space Center museums.

We do miss out on a few things that most home-schooled children are able to take advantage of and which would perhaps make our academic life easier. Our home afloat is small. School is held on a small dining table and it's difficult to leave artwork, science experiments or projects 'until later'. We also have limited room for school books and so those we have must be chosen carefully. Perhaps the thing we miss the most when traveling is not always having access to a library. We hope to upgrade our notebook computer to one with CD-ROM soon. Imagine having resources like encyclopaedias and atlases all in a small enough format to fit on the boat!

But the advantages of our floating school far outweigh any disadvantages. Part of the reason we cruise is for the wonderful opportunities to learn about the world around us. Hands-on learning experiences we get from hiking through a rain forest, snorkeling over a coral reef, visiting historic ruins, shopping in foreign markets or participating in local festivals are an important part of our schooling. Statements:

1. The speaker and her husband adopted home-schooling for their daughter Kate because they lived on a sailing boat.

2. The cruising lifestyle had been the dream of the couple before the daughters were born.

3. As Kate was very intelligent, she needed a more challenging curriculum than children of her age.

4. There were plenty of books but no encyclopedias and atlases on their boat.

5. The couple chose space exploration for Kate to study because they would like to visit the Kennedy Space Center in Florida.

6. Kate's experience is typical of most home-schooled children.

7. Kate had learned many things which students at school would have no access to.

8. It can be inferred that Kate had a random course of study that depended on where the family would be sailing to.

9. It can be inferred from the text that Kate's education was unsystematic but interesting.

10. It can be concluded that combining sailing around the world with studying is a very effective way to home-school Part C

The Fun They Had

\"Today Tommy found a real book!\" Margie wrote in her diary on the page headed May 17, 2155.

It was a very old book. Margie's grandfather once said that there was a time when all stories were printed on paper.

They turned the pages, which were yellow and delicate, and it was awfully funny to read words that stood still instead of moving about the way they were supposed to -- on a screen, you know.

She said, \"Where did you find it?\"

\"In my house.\" He pointed without looking, because he was busy reading. \"In the attic.\" \"What's it about?\" \"School.\"

Margie was scornful. \"School? What's there to write about school? I hate school...why would anyone write about school?\"

Tommy looked at her with very superior eyes. \"Because it's not our kind of school, stupid. This is the old kind of school that they had hundreds and hundreds of years ago.\" He added loftily, pronouncing the word carefully, \"Centuries ago.\"

Margie was hurt. \"Well, I don't know what kind of school they had all that time ago.\" She read the book over his shoulder for a while, and then said, \"Anyway, they had a teacher.\" \"Sure they had a teacher, but it wasn't a regular teacher. It was a man.\" \"A man? How could a man be a teacher?\"

\"Well, he just told the boys and girls things and gave them homework and asked them questions.\"

\"A man isn't clever enough.\"

\"Sure he is. My father knows as much as my teacher.\" \"He can't. A man can't know as much as a teacher.\" \"He knows almost as much.\"

Margie wasn't prepared to dispute that. She said, \"I wouldn't want a strange man in my house to teach me.\"

Tommy screamed with laughter. \"You don't know much, Margie. The teachers didn't live in the house. They had a special building and all the kids went there.\" \"And all the kids learned the same thing?\" \"Sure, if they were the same age.\"

\"But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it teaches and that each kid has to be taught differently.\"

\"Just the same, they didn't do it that way then. If you don't like it, you don't have to read the book.\"

\"I didn't say I didn't like it,\" Margie said quickly. She wanted to read about those funny schools.

They weren't even half finished when Margie's mother called, \"Margie! School!\"

Margie went into the schoolroom. It was right next to her bedroom, and the mechanical teacher was on and waiting for her.

The screen was lit up, and it said, \"Today's arithmetic lesson is on the addition of proper fractions. Please insert yesterday's homework in the proper slot.\"

Margie did so with a sigh. She was thinking about how the kids must have loved it in the old days. She was thinking about the fun they had. Questions:

1. When did the story take place? 2. Who are Margie and Tommy?

3. Who does the word \"they\" refer to in the title The Fun They Had?

4. What did Tommy find one day? Why was it so special to Margie and Tommy? 5. Where and how do Tommy and Margie study?

6. Do Margie and Tommy have the same teacher? Why or why not? 7. How did Margie feel about the children in the book? 8. What is the genre of this kind of story? Part D

Compulsive Unschooling

Two years ago, when Fiona turned four, Sam and I decided to home-school her. I have always

felt that the 0-5 years are an irreplaceable dreamtime. As Fiona is an inventive, observant child, sensitive and funny and great company, it would be a tragedy to find school rubbing away her uniqueness.

I tried not to reproduce school at home. I never had the urge to get a pointer, or chalk, or a blackboard. I didn't go and search out a curriculum. I felt that my children would learn best if I stayed accessible and stayed out of their way.

Fiona is a structured child. At the start of the day, she wanted me to tell her each and every thing we would be doing. Each morning she comes into my room with \"What are we doing today?\" and \"What else?\"

Every day we go with the flow, work some, relax some, read some, play some, but Fiona does not seem particularly happy here. Her fiery temper is set off continually.

How strange it is that my child who is free from school doesn't want to be free at all. Her friends all go to pre-school. So do all her nearest acquaintances. She feels left out of a major part of her friends' shared lives and experiences.

Well, here is a dilemma I hadn't anticipated. It is important to me to respect my daughter's opinions and feelings and allow her to direct her own education. If her curiosity leads her to school, isn't that where she should go? On the other hand, she is not in school for very strong, clear reasons. I know the quality of learning my child does at home is superior. How can I allow her to get an inferior education?

When we first decided to do this, Sam and I agreed that we would reassess the situation for each child as she turned seven. This would allow us to work out any difficulties and listen to how the child felt about home-schooling, as well as allow us an out if it wasn't working. Meanwhile we would offer her non-schoolbased opportunities to give her plenty of time with other kids -- ballet lessons, swimming classes, T-ball. When she asks when she's going to school, we tell her that there will be a family meeting about it when she turns seven, and we will decide as a family. She nearly always responds, \"That's when I'm going to go, then.\" A fair amount of her curiosity is about school and I am afraid she'll like it.

We have one year. I hope that Fiona will either learn to read and the world opens up for her or she discovers something wonderful to pursue. I hope she will find the activities she is involved in provide her with satisfactory kid-time. I hope that if she does try school, it's only for a little while. Questions:

1. Why did the speaker decide to home-school her daughter Fiona? 2. What approach did the speaker use in home-schooling her daughter? 3. How did Fiona respond to her home-schooling?

4. What did Fiona's parents decide to do when each of their daughters turned seven? 5. What was the speaker's biggest problem in home-schooling her daughter? 6. What does the title suggest? Unit 12 Part B

Opinion Polls

Man: Do you know the thing that's always struck me as odd about opinion polls? Woman: What's that?

Man: The percentages. Like recently there was a survey about what people thought about traffic,

and petrol prices, and public car parks. In some car parks it now costs something like 5 pounds to park a car for half an hour.

Woman: Yeah, but I don't see what you're getting at.

Man: What I mean is the percentages in the results. So there might be 70% of people who complained about high petrol prices, and 60% who want to see the traffic reduced, and 65% who think car park charges are too high. Does that mean that there are 35% who actually think the charges are OK and would even be prepared to pay more, and another 30% who think petrol prices are OK? I mean that's absurd. I don't know anyone who doesn't think they're too high. Woman: Well, actually I think we should pay more. Man: Come on, you're joking.

Woman: No, seriously. I think we should pay more for petrol, even twice as much maybe, and certainly far more for inner city car parks. Man: But why?

Woman: More taxes should be charged on petrol, I think, to discourage people from using cars, and a kind of graded charging system for car parks depending on how far they are from the city center.

Man: What do you mean?

Woman: Well, if you park your car quite far from the city center then you pay a nominal amount as a kind of reward for not polluting the city center. Well, the closer you get to the center, the more you are penalized. Prices in the center should be totally prohibitive. I mean with an efficient bus or tram service there's no excuse for using cars.

Man: Yeah, but you can't penalize people who don't use their car to go into town. I mean if you doubled the price of petrol, it would cost people a fortune to go anywhere, even on short trips, and especially on holidays.

Woman: Don't use your car then. Use a train.

Man: But what about lorries? I mean they use a lot of petrol to transport goods from one place to another.

Woman: So what's to stop these goods being transported by train or even via canal?

Man: Well, anyway, I still can't believe that 30% of those people who said car park charges were OK all think the same as you.

Woman: Well, maybe that's where you are wrong. Just think about what I've said and you'll realize that perhaps it's not so stupid as it sounds. Questions:

1. What items are surveyed in the opinion poll mentioned in the conversation? 2. What does the man find absurd about the survey?

3. Which of the following best reflects the woman's view about car parking?

4. Which problem is the woman most concerned about according to the conversation? 5. Which of the following describes the man's attitude toward opinion polls? Part C

How These Pollsters Do Those Polls

Voters can become weary of polls as a campaign winds down, and in public, candidates invariably declare that they ignore them -- at least, the candidates who are losing. But the fact is, pollsters are good and getting better.

Most election-eve polls in 1992 predicted the voting percentages eventually won by Clinton,

Bush and Perot well within the sampling margin of error. Of some 300 such polls, none projected Bush or Perot as the winner.

Typically, these polls are generated by telephone interviews with 600 to 1,000 \"likely voters\selected as random digits by a phone-dialing computer.

Hypothetically, almost every person in America has an equal chance of being called since most households have phones. The samples may seem small, but the techniques used in polls are proven enough to be regularly accepted as evidence by the courts when election results are legally challenged. No sample is as accurate as interviewing 100 percent of the people in an election district, of course. A \"sampling error\" or \"margin of error\" accompanies every significant result. It is the largest possible difference that could exist between a random national sample and a poll that asked 200 million Americans the same questions. A 3 percent sampling error, for example, means that if a poll predicts that a candidate will get 45 percent of the vote, he may probably get 42 to 48 percent of the vote.

Often, after a random sample is collected, it's compared with US Census statistics to determine the degree of agreement before the poll is finalized. This can help polling professionals correct anomalies so that they can get clients that pay them the big bucks.

The \"exit polls\" that play a key part in election night drama in American homes are even more accurate than other forecasts because the specially trained interviewers are using respondents who are known voters. Questions:

1. How is a typical election poll conducted in the US? 2. How large is the sample for a typical election poll?

3. If a poll shows a 50% support for a candidate with a 3% margin of error, what would be the probable percentage of support for him? 4. Why are \"exit polls\" especially accurate? 5. What is the passage mainly about? Part D

Use of Public Opinion Polls

Public opinion polls are regularly conducted and published in many countries. They measure not only support for political parties but also public opinion on a wide range of social and political issues. They are frequently published in major newspapers and are generally accepted as useful tools by businesses, political organizations, the mass media and government, and academic research groups. Hundreds of public polling firms operate around the world. The Gallup Poll and Harris Poll are among the best known in the US.

In business, polls are used to test consumers' preferences and to discover what gives a product its appeal. Responses to commercial polls help businesses in planning marketing and advertising strategies and in making changes in a product to increase its sales.

In politics, polls are used to obtain information about voters' attitudes toward issues and candidates, to put forward candidates with winning potential, and to plan campaigns. Polling organizations have also been successful in predicting the outcome of elections. By polling voters on Election Day, it is often possible to determine the probable winner even before the voting booths close.

Newspapers, magazines, radio and television are heavy users of public opinion polling

information, especially political information that helps to predict election results or measure the popularity of government officials and candidates. The public's attitude toward various social, economic, and international issues is also considered newsworthy.

Governments use opinion polls to find out public sentiment about issues of interest. They also use polling methodology to determine unemployment rates, crime rates, and other social and economic indicators.

Opinion polls have also been employed extensively in academic research, particularly in the social sciences. They have been valuable in studying delinquency, socialization, political attitudes, and economic behavior. Among the prominent organizations that primarily serve academic research purposes are the Survey Research Center at the University of Michigan and the National Opinion Research Center at the University of Chicago. Questions:

1. By whom are public opinion polls generally accepted as useful tools? 2. For what are opinion polls used by businesses? 3. For what are opinion polls used in politics?

4. For what are opinion polls used by governments?

5. What new media are heavy users of the information from opinion polls? 6. For what are opinion polls used in academic research? Unit 13 Part B

Reality TV Around the Globe

Reality TV shows have taken the world by storm. 'Survivor', 'Big Brother' and other shows have drawn hundreds of millions of viewers to the screen.

It was in Europe that all this started. The first series of this kind of show was called 'Expedition: Robinson'. It was shown in Sweden in 1997, and was soon a hit. That show placed young people in faraway places to compete against each other. The finale of the show was watched by half the Swedish population, making it one of the most popular programs in the country's history. Its success alerted TV bosses around the world to the potential of watching ordinary people try hard to survive in the wilderness.

Officials at the Columbia Broadcasting System in the United States decided to produce their own version of the show. This is how 'Survivor' came into existence. They chose 16 Americans of different ages and races to live on a South Pacific island in May 2000. The contestants on the island had some real problems to tackle. One of them was food, as they had to find and cook their own food. Sometimes, they were even forced to catch and eat rats and worms.

Experts say that 'Survivor' is popular because television viewers like to watch people in real situations where the final result is unknown. Viewers also like to watch other people's struggles and problems because it makes them feel better about their own lives.

'Big Brother' started in Holland. Nine volunteers took part in the show and were filmed 24 hours a day for 100 days. It became one of Holland's top-rated shows within a month, and drew 15 million viewers for its climax on New Year's Eve 1999. And its success prompted TV stations around the world to buy the idea.

Two months after the appearance of 'Survivor', the American version of 'Big Brother' was aired in the United States, involving ten participants who were filmed inside a house built on a California soundstage.

Winners of the two shows can walk away with a lot of money. 'Survivor's' prize was $1 million, whereas 'Big Brother' contestants could win $500,000, and 'Survivor' triumphed in the ratings.

Reality TV shows are also causing a big stir in France, Britain and many other countries. The French answer to 'Big Brother' is 'Loft Story', in which 11 contestants are locked up in an apartment in Paris. Protesters surrounded the apartment three times in one week. They complained that the show is sinking to new broadcasting lows. The protests, however, have fuelled public interest. And the show remains high in the ratings.

Britain started its reality shows later than some of its European and American counterparts. In fact, 'Survivor' was dreamed up by a Briton named Charlie Parsons, but the idea was not picked up in his home country until it had been a success in Scandinavia and America. Questions:

1. Which of the following reality TV shows are mentioned in the passage? 2. Who are the performers in reality TV shows? 3. What is the essence of a reality TV show?

4. Which of the following is true about 'Survivor' and 'Big Brother' when shown in different countries?

5. What nationality is Charlie Parsons, who first got the idea of the reality TV show 'Survivor'? 6. What occurred to TV bosses around the globe after the success of the first series of 'Survivor'? Part C

A Reality TV Show

Beginning February 28, 2002, on CBS, the world will watch the new series of the reality TV show 'Survivor'. Sixteen contestants will be stranded on the remote island of Nuku Hiva, a distant neighbor of Tahiti in the South Pacific. They will be forced to band together and carve out a new existence, using their collective wits to make surviving in their rugged and primitive environment a little easier. Day by day, the harsh elements and threatening indigenous animals will test the endurance of the Survivors. Each three days of life on the island will result in a one-hour 'Survivor' episode. The Survivors must form their own cooperative society, building shelter, gathering and cooking food, and participating in contests for rewards. Those who succeed in the day-to-day challenges will be rewarded with things to make life on the island more bearable. Those who fail must do without.

The contestants are divided into two tribes, which will compete with each other to get food, supply or immunity. On the last day of each three-day cycle, the Survivors must attend a Tribal Council. At this meeting, each person votes secretly to send one fellow Survivor home. The person with the most votes must leave their tribe immediately. Week by week, one by one, people are voted off, until at the end of the final episode, only two Survivors remain. At that point, the seven most recently eliminated Survivors will return to form the final Tribal Council and decide who will be the Sole Survivor -- and win one million dollars!

There are two kinds of challenge facing the Survivors. One is a Reward Challenge, in which Survivors compete for luxuries, such as a phone call home or a hot shower. The second is an Immunity Challenge, in which Survivors compete for the most valuable prize: immunity from being voted off the island at a Tribal Council. The team winning an Immunity Challenge does not have to vote one of its own members out at the end of a three-day period, whereas the losing team does. Occasionally, the Reward and Immunity challenges are combined: winners receive both a

reward and immunity.

Usually when it comes down to 10 Survivors, the two teams merge. The remaining Survivors will come to live together and compete as individuals, not as members of opposing teams. At that point, the challenges become person against person, and only the winning individual will receive a reward and / or immunity.

After being voted out, the Survivor will make one final comment to the TV cameras. Even though the Survivor is no longer part of the show, he or she is at least able to take a shower and to get a hot meal right away. Part D

Courtroom Reality TV

A Texas judge presiding over a murder trial has ruled that a crew can film the jury's private deliberations for a reality television show. The defendant, Cedric Harrison, is accused of killing a man in a carjacking. He could be facing the death penalty at 17. In allowing the Public Broadcasting Service to film jurors determining his fate the judge has broken ground in the long history of American jurisprudence. And the shorter history of reality television, which has given the world 'Big Brother' and 'Survivor', has won a major issue.

Judge Ted Poe's decision has met with fierce opposition from prosecutors, who fear that public exposure might make jurors more reluctant to sentence the defendant to death. But the judge said that it was healthy for the public to know and see as much as possible about the legal process.

Harrison and his mother signed waivers saying that they would not use the documentary on appeal, or seek a new trial. His lawyer said: \"It can only help us. We want to make sure everything is done correctly. If the State of Texas wants to execute a 17-year-old, the world should be watching to make sure it is done right.\"

However, he revealed the defense's real motive for welcoming in the cameras when he said that the film would help his case because jurors would be more reluctant to sentence a defendant to death under such scrutiny. Opponents of the death penalty agree. \"When the sunshine is let in, government tends to work better,\" David Elliot, of the National Coalition to Abolish the Death Penalty, said.

Fourteen of the 110 jurors initially called to serve were dismissed after they said that the camera might affect their decision-making.

The district attorney responsible for prosecuting Harrison has argued that the presence of cameras would violate Texas law requiring that jurors be \"left alone, unobserved and unheard by others\". In his appeal to the Texas Court of Criminal Appeals he wrote: \"The desire to serve on a Survivor-style reality series should not be added to the qualifications for jury service.\"

Courts in Arizona and Wisconsin have allowed filming of deliberations in criminal cases for later broadcast, but never before have the cameras been allowed into a jury room in a capital case. Judge Poe believes that he has the law on his side. He said that the prosecutors \"hadn't provided any legal authority\" to convince him that cameras were out of place.

If Judge Poe gets his wish, a new subject will be offered for the reality television shows that have become a standard part of American entertainment. Statements:

1. The defendant has murdered a man, so he will be sentenced to death according to Texas law. 2. The judge decides to allow the jury's deliberations of the case to be filmed for a reality TV show

out of sympathy for the young man.

3. The defendant and his mother signed an agreement stating that they would give up their right to appeal.

4. The defense lawyer said that his client would use the documentary on appeal because he believed public exposure of how members of the jury discuss the case would be favorable to him. 5. Fourteen jurors were dismissed because they did not agree to let their deliberations be shown on TV.

6. It can be learned from the passage that people who are against the death penalty strongly oppose the judge's decision.

7. The strongest opposition to the judge's decision came from the district attorney.

8. It can be inferred from the passage that TV cameras have been allowed to film jury's deliberations in non-criminal cases.

9. It can be concluded from the passage that the jury's deliberations will not be shown on TV as it is against Texas law.

10. If the judge's decision is approved, it will open a new field for reality TV shows. Unit 14 Part B

Unfair Exchange

The exchange rate between South Africa's currency, the rand, and many Western currencies is quite unfair. One rand will buy fewer than ten US cents. As a South African, when I'm in London my great fear is being left holding a restaurant bill. I find myself sitting bolt upright in bed just thinking about it.

I recently visited England, where I was brought up. I stayed with my sister and her husband, and one evening they suggested we eat out.

I knew that the cost of dining at the sort of restaurant they wanted to go to would, converted into rands, be something approximating the national debt of the Dominican Republic.

Obviously I would have to offer to pay. My brother-in-law would then, hopefully, make a counter-offer. Then the tricky part. One cannot capitulate too quickly and appear mean. On the other hand, one must not be too insistent.

Under normal circumstances, when it's my turn to pay for a serious dinner, I cannot for the life of me remain indifferent. I cannot keep my eyes away from that little piece of paper sticking out from the leather cover. Even though I try to concentrate on the conversation, my mind is on what I could have done with all the money I am about to pay for the dinner.

Halfway through the main course my brother-in-law suggested a second bottle of French claret. Aaaaaaaaaaaargh!

When, inevitably, the bill arrived, it was placed between us. We both ignored it. I was hoping my brother-in-law would snatch it. This would be a tactical advantage for me. My own upbringing precludes me from snatching just as it precludes me from turning my fork over to pick up peas.

The bill began to obsess me. It would be at least 200 pounds. In South Africa, this would allow me to dine out for a week.

I realized that if the bill were nearer to my brother-in-law, he would feel some obligation to pick it up. Perhaps by placing my elbows on the table, I could secretly nudge it closer to him. Maybe I should say, \"I'll handle this, if you don't mind,\" and then say assertively, \"Waiter! I trust

you accept Central African waginkas? The present exchange rate is nine million to the pound.\" My brother-in-law then made an unexpected move. He left the table.

I had no choice but to reach forward and, as casually as I could, unfold the bill. It was for 226 pounds.

My shoes fell off just like they do when a person is hit by a bus.

My sister said, \"Don't worry about the bill. The owner is a business partner of ours -- we eat here free.\"

If I'd known that, I would have ordered lobster. Questions:

1. Where did the story take place?

2. Is the speaker a native of South Africa? 3. With whom did he dine out that evening?

4. What bothers him whenever he is in London? Why? 5. Why could he have ordered lobster that evening? Part C

Chicken Delight

The main character of this story is known simply as the Chicken. How it came to our small backyard remains a mystery. Eating the creature was out of the question. So my wife and I decided to raise it.

Of course we knew nothing about raising chickens. For starters, we didn't know whether our chicken was male or female. Moreover, what do chickens eat?

A colleague put me in touch with a farmer, who told me that chickens eat just about anything.

The chicken took to its new surroundings easily. Its main social task was to integrate into the local cat society -- a group of about five strays we feed. One morning I looked out the window and saw four cats lined up at their food bowls, and, right in the middle, eating cat food with gusto, was the chicken. Occasionally it would push a cat aside to get a better position.

Although it was nice to know the chicken could eat anything, cat food didn't seem right. So I called my mother, who sent us a 12-kilo bag of scratch grains. The chicken seemed to appreciate the feed.

Our care paid off. One morning, Nancy spied an egg on the patio. At the base of the pine tree, where the chicken slept, was a nest containing four more eggs. Soon we could count on five or six eggs a week.

After I wrote about the chicken in 'The New York Times', my mailbag was bursting with letters offering advice on the proper care and feeding of chickens. Disturbed that she did not have a name, fans wrote with all kinds of suggestions, Vivian, Henrietta, Henny Penny, to name but a few.

The media also jumped in. A national radio network quizzed me about the chicken for one of its weekend programs. \"My producer wants to know, could you hold the telephone up to the chicken so we can hear it?\" the interviewer asked. Unfortunately, I don't have a 30-meter cord on my telephone. The Associated Press sent a photographer to capture the chicken's many moods. Then one morning I looked out my kitchen window, and my heart stopped. No chicken -- not in my pine tree or the tree next door. Nor was she pecking and scratching in any of the nearby yards. There were no signs of violence, only a single black feather near the back door.

She was definitely missing. But why?

Spring was in the air. Could she be looking for love? Or perhaps she was reacting badly to the burdens of celebrity. Or maybe she was simply looking for a place to lay her eggs in peace. Anyway, she left at the height of her popularity, well on her way to becoming the most photographed, most talked about chicken of our time. And I am left cherishing the memories. Statements:

1. One day someone gave a chicken to the speaker as a present.

2. Though the speaker is a city dweller, he knows how to raise chickens.

3. The speaker and his wife can be called animal lovers, because they adopted the chicken and five stray cats.

4. The speaker didn't live with his mother, and had to call his mother for the chicken feed. 5. The chicken turned out to be a female one and laid several eggs.

6. The chicken caught the public's attention because a photographer happened to take pictures of it.

7. The speaker sent an article about his adopted chicken to 'The New York Times'. After his article appeared in the newspaper, letters from readers flooded in. Part D

Ordinary People, Ordinary Lives

Most of us have photographs of our grandparents, but how many of us know what their lives were like, the sort of people they were in their youth? And what will our grandchildren know about us? We often intend to write things down, but never get round to it. We may leave videos rather than photographs, but the images will remain two-dimensional.

Hannah Renier has come up with an answer: she writes other people's autobiographies, producing a hardback book of at least 20,000 words for each autobiography -- with illustrations if required -- a chronicle not of the famous, but of the ordinary.

The idea came to her when she talked to members of her family and realized how much of the past that was part of her own life was disappearing.

\"When I started I didn't take it nearly so seriously as I do now, having met people who genuinely will talk and have led interesting lives,\" she says. \"They would say they are doing it for their children or for posterity, but they are getting quite a lot out of it themselves. They enjoy doing it.\"

\"I had the confidence to be honest,\" said a 62-year-old man who made and lost one fortune before making another. \"I was surprised at what came out. There were things that hurt, like my divorce, and the pain was still there.\"

\"I did it for my family,\" he continued, \"so that perhaps they could learn something, but I have not yet let my children -- who are in their thirties -- read it. They were hurt by things in my life and there are a lot of details which I don't feel I want them to know at the moment. If they insist, I'll let them. But I think I'd rather they read it after I was dead.\"

Recorder rather than inquisitor, Renier keeps her distance. \"The books are not for public consumption and I'm not there as a very nosy person. People have got carried away and told me something, then said, 'I'm not sure if that ought to go in.' I put it in anyway -- they can remove things when they see the draft. But generally people want to be honest, mistakes and all.\"

Each book involves up to 30 hours of taped interviews which Renier uses as the basis to

write the life story, rearranging the chronology and interpreting. The results are obviously not of the dirt-at-any-cost school of life story, but are fascinating to the private audience at which each book is aimed. Renier organizes her material logically and writes well; the final content is as good as its subject. The book that emerges does not look like a cheap product -- and carries a price tag of nearly ￡3,000, with extra copies at ￡25 each. She receives about 10 inquiries a week, but the cost clearly deters many people. Statements:

1. According to the speaker, many people have a real interest in writing about their own lives. 2. Hannah Renier makes a living by writing autobiographies for both famous and ordinary people. 3. Those who have Hannah Renier write their autobiographies have all lived very interesting lives. 4. From the examples given, it can be inferred that when people have their biographies done, they tend to be honest about their past errors and failures.

5. When it comes to putting them down on paper, some people try to hide certain details of their lives from their family.

6. Renier takes an objective attitude when she writes people's life stories.

7. The order of events in Renier's works very often differs from the way they were presented to her.

8. Even though Renier charges a high price for her books, she has to turn down a number of people from time to time as there are too many requests to cope with. Unit 15 Part B

Good News about the Environment

Scientists and environmentalists have constantly warned us of the worsening state of our environment. Their view can be summarized in the list below: ● Our resources are running out.

● The population is growing ever larger, leaving less and less for everyone to eat. ● The air and water are becoming ever more polluted.

● Large numbers of the planet's species are threatened with extinction.

Many people agree with such views. However, a Danish statistician named Bjorn Lomborg argues for an opposite point of view. In his opinion, the available evidence does not back up this list of environmental problems. He argues that there are no shortages of energy resources; that fewer people are starving today; that species are not disappearing at an alarming rate; and that growth is the solution to environmental problems like pollution and global warming. Let us examine his views in more detail on two environmental issues.

Firstly, are Earth's energy resources running out? According to Lomborg, the mineral resources on which modern industry depends are not running out. He argues, for example, that known reserves of fossil fuels and most commercially important metals are now much larger than they were 30 years ago and that known oil reserves that could be extracted at reasonably competitive prices would keep the world economy running for 92 years at present consumption rates.

He argues that although we consume an increasing amount of these resources, we've discovered even more. We have also become more efficient and less wasteful in extracting and exploiting them.

The story is the same for non-energy resources, says Lomborg. Despite an astounding

increase in production and consumption, the available reserves of the most important resources -- aluminum, iron, copper, and zinc -- have grown even more, and their prices have also declined over the past century.

Meanwhile, Lomborg says, the cost of both solar and wind energy has dropped by more than 90 per cent over the past 20 years, and within 50 years, solar energy will probably be available at competitive prices.

Turning to a second environmental issue, is pollution a serious problem facing mankind? Lomborg holds that pollution is no longer undermining our well-being because its burden has diminished dramatically in the developed world. Progress in dealing with air pollution in the developed world has been unequivocal and human health has benefited phenomenally from reductions in lead and particle concentration. He points out, for example, that the air in London is today cleaner than it has ever been since 1585.

However, Lomborg admits that air pollution has become worse in the developing world because of strong economic growth. But he argues that growth and the environment are not opposites. They complement each other. Without adequate protection of the environment, growth is undermined. But without growth, it is not possible to support environmental protection.

Lomborg is confident that when developing countries attain higher levels of income, they will opt for, and be able to afford, an ever-cleaner environment. According to Lomborg, things are generally getting better, and they are likely to continue to do so. No environmental catastrophe is likely to emerge.

If Lomborg is right, we humans will have little to worry about our environment for the time being. But can we rely on what he has to say? Part C

Disappearing Species?

Assertions of the world's massive species extinction are repeated everywhere you look. It is commonly believed that between 20,000 and 100,000 species are lost every year. Yet they simply do not equate with the available evidence.

The theory of biodiversity loss equates the number of species to area: the more space there is, the more species can exist. A rule of thumb, which works well for islands, is that if the area is reduced by 90%, the number of species will be reduced by half.

Thus, as rainforests were cut at alarming rates, many people expected the number of species to fall by half globally within a generation or two.

In the United States, however, the primary eastern forests were reduced over two centuries to just one to two per cent of their original area. However, this resulted in the extinction of just one forest bird.

Brazil's Atlantic rainforest was almost entirely cleared in the 19th century, leaving only some 10 per cent scattered fragments. The rule of thumb would expect half of the species to be extinct. However, in 19 members of the Brazilian Society of Zoology could not find a single known animal species that could properly be declared as extinct. Indeed, an appreciable number of species considered extinct 20 years ago, including several birds and six kinds of butterflies, have been rediscovered more recently.

Species seem to be more resilient than expected. The UN Global Biodiversity Assessment estimates an extinction rate of 0.1 to one per cent over the next 50 years. That figure is certainly not trivial. But it is much smaller than the 10 to 100 per cent typically suggested in the media and

elsewhere. Questions:

1. How many species are commonly believed to be lost every year?

2. According to the rule of thumb used to predict the rate of extinction, if a forest is reduced to 10% of its original size, how many of its species will become extinct?

3. How many species were lost because of the shrinking of the eastern forests in the US according to the text?

4. What point does the speaker want to make by giving the examples of the US eastern forests and Brazil's Atlantic rainforest?

5. What is the main argument of the passage? Part D

How Green Is Our Valley? (By Joe Thorton)

In his article \"Measuring the Real State of the Planet\Bjorn Lomborg depicts a world as illusory as the Land of Oz. His Oz is a place with no serious environmental afflictions. Global warming? Lomborg, who teaches statistics at Aarhus University in Denmark, argues that by the time elevated temperatures lead to flooding and declining agricultural yields, developing countries will be rich enough to cope just fine. Ozone depletion? Most of the skin cancer it causes won't be fatal. Toxic chemicals in the food supply and in groundwater? Less likely to cause cancer than a cup of coffee.

But utopias are boring, so the author offers up some villains: environmental organizations and scientists whom he claims are engaged in a vast conspiracy to convince the public that the world's ecosystems are breaking down. Lomborg sets out to criticize a long list of claims that he attributes, though not always accurately, to self-interested environmentalists. That he takes an anti-environmentalist position on virtually every issue should raise serious questions about his objectivity. Moreover, his own analysis often doesn't hold up under scientific scrutiny.

Lomborg argues, for example, that the world's forests are not really in trouble, because estimates of global forest cover have increased slightly over the last several decades. But Lomborg counts tree farms and second-growth forests together with old-growth ones, although only the latter provide the complex habitats necessary to sustain biodiversity. He also claims that chemical pollutants in the ocean are at biologically insignificant levels. But he omits the fact that many chemical pollutants accumulate in the food chain. Their levels of concentration in predator species are millions of times greater than their concentration in the water -- levels high enough to pose health risks to whales, seals, and people.

The wizard in L. Frank Baum's book forces his people to wear green spectacles that make Oz appear perfectly beautiful. Likewise, Lomborg promises a nearly perfect world of easy environmental progress if we put our faith in economic growth unhindered by government regulation. But this view ignores a crucial reality: The real success stories of the last three decades, including big reductions in environmental levels of ozone-depleting chemicals, DDT, PCBs, lead, and other pollutants, were accomplished not through the free market but through strict government restrictions on the production of these substances. Today's environmental challenge is to expand on these lessons and to base development on ecologically sound technologies, a goal we can reach only through ambitious action, both public and private. Statements:

1. Bjorn Lomborg denies the existence of environmental problems such as global warming and ozone depletion.

2. Lomborg criticizes scientists and environmental organizations for suppressing the truth about the environment out of self-interest.

3. The speaker argues that there are flaws in Lomborg's analysis of data.

4. According to Lomborg, government regulation holds the key to environmental progress.

5. The speaker attributes the environmental improvement made in the last three decades largely to economic growth.

6. The speaker compares the world described by Lomborg to the Land of Oz because both are unreal. Unit16 Part B Hobbyist

(By Fredric Brown)

'I heard a rumor,' Sangstrom said, 'to the effect that you...' He turned his head and looked about him to make absolutely sure that he and the druggist were alone in the tiny prescription pharmacy. The druggist was a gnome-like, gnarled little man who could have been any age from fifty to a hundred. They were alone, but Sangstrom dropped his voice just the same. '...to the effect that you have a completely undetectable poison.'

The druggist nodded. He came around the counter and locked the front door of the shop, then walked toward a doorway behind the counter. 'I was about to take a coffee break,' he said. 'Come with me and have a cup.'

Sangstrom followed him around the counter and through the doorway to a back room ringed by shelves of bottles from floor to ceiling. The druggist plugged in an electric percolator, found two cups and put them on a table that had a chair on either side of it. He motioned Sangstrom to one of the chairs and took the other one himself.

'Now,' he said. 'Tell me. Whom do you want to kill, and why?' 'Does it matter?' Sangstrom asked. 'Isn't it enough that I pay for...' The druggist interrupted him with an upraised hand.

'Yes, it matters. I must be convinced that you deserve what I can give you. Otherwise...' He shrugged.

'All right,' Sangstrom said. 'The whom is my wife. The why...' He started the long story. Before he had quite finished, the percolator had finished its task and the druggist briefly interrupted to get the coffee for them. Sangstrom finished his story.

The little druggist nodded. 'Yes, I occasionally dispense an undetectable poison. I do so freely; I do not charge for it, if I think the case is deserving. I have helped many murders.' 'Fine,' Sangstrom said. 'Please give it to me, then.'

The druggist smiled at him. 'I already have. By the time the coffee was ready, I had decided that you deserved it. It was, as I said, free. But there is a price to pay for the antidote.'

Sangstrom turned pale. But he had anticipated - not this, but the possibility of a double-cross or some form of blackmail. He pulled a pistol from his pocket.

The little druggist chuckled. 'You daren't use that. Can you find the antidote' -- he waved at the shelves -- 'among those thousands of bottles? Or would you find a faster, more powerful poison? Or if you think I'm bluffing, go ahead and shoot. You'll know the answer within three

hours when the poison starts to work.

'How much for the antidote?' Sangstrom growled.

'Quite reasonable. A thousand dollars. After all, a man must live. Even if his hobby is preventing murders, there's no reason why he shouldn't make money out of it, is there?'

Sangstrom growled and put the pistol down, but within reach, and took out his wallet. Maybe after he had the antidote, he'd still use that pistol. He counted out a thousand dollars in hundred-dollar bills and put it on the table.

The druggist made no immediate move to pick it up. He said, 'And one other thing -- for your wife's safety and mine. You will write a confession of your intention -- your former intention, I trust -- to murder your wife. Then you will wait till I go out and mail it to a friend of mine on the homicide detail. He'll keep it as evidence in case you ever do decide to kill your wife. Or me, for that matter. When that is in the mail, it will be safe for me to return here and give you the antidote. I'll get you paper and pen...' Part C

Who Killed Harry Squires?

At around 10:30 on the evening of 9 June millionaire businessman Harry Squires was murdered in his sitting room. His business partner, Julian Clayton, was wounded in the attack. There were three other people at the house at the time: Harry's wife, Martina, his sister, Belinda Ewers, and her husband, Craig.

According to their stories, at the time of the murder, Martina Squires was reading in the library. Belinda Ewers was upstairs in her bedroom. She wasn't feeling well and she had gone to bed early. Craig Ewers was in the garden. He was having a cigarette. Harry Squires wouldn't allow smoking inside the house. Harry Squires himself and Julian Clayton were discussing business in the sitting room. It was a warm evening and the French windows were open.

Suddenly a shot was fired. It was quickly followed by a second shot and a scream. Belinda Ewers arrived at the sitting room first. Harry Squires was already dead and Julian Clayton was lying on the floor. His hand was bleeding and he was holding a handkerchief around it. Soon afterwards Martina Squires arrived. While she and Belinda were helping Julian, Craig Ewers entered the sitting room through the French windows. He was holding a gun in his hand. The police were called.

Preliminary investigations showed that Harry Squires and Julian Clayton had almost certainly been shot with the gun that Mr. Ewers had brought in. The bullets had been fired from the direction of the garden. The only fingerprints on the gun were Mr. Ewers'.

It seemed an open-and-shut case, but later investigations revealed some interesting facts. 1. When Belinda Ewers went to the sitting room, she was fully dressed. Her bed had not been disturbed.

2. The gun belonged to Harry Squires. It had disappeared three days before the murder on the day that the Ewers had arrived.

3. Belinda arrived at the sitting room before Martina. 4. The light in the library was switched off. 5. The back door was open.

6. Mrs. Squires had soil on her shoes.

7. Nobody seemed unhappy about the murder. Harry Squires had been hated by everybody in the house and many other people, too.

8. Harry Squires and Julian Clayton were arguing in the sitting room. Their voices could be heard in the garden.

It seemed that everyone in the house had some motive to kill Harry Squires, but who is the murderer? Questions:

1. Who is Harry Squires and what happened to him?

2. Who is Julian Clayton and what was he doing when the murder occurred? 3. Who is Martina Squires and what was she doing when the murder occurred? 4. Who is Belinda Ewers and what was she doing at the time of the murder? 5. Who is Craig Ewers and what was he doing when the murder occurred? Part D

Harry Squires' Murder Solved

(D = Detective, C = Craig Ewers, B = Belinda Ewers, M = Martina Squires, J = Julian Clayton) (The detective is now questioning the suspects individually.) D: Did you kill your brother-in-law, Mr. Ewers? C: No, I didn't.

D: Why were you holding the gun?

C: I found it in the garden. I heard the shots and then I heard a noise in the bushes outside the sitting room. I thought there was someone in the bushes, so I went to have a look and I found the gun. So I picked it up. I know it was a silly thing to do, but I...well I just didn't think. D: Mrs. Ewers. Where were you when you heard the shots? B: I was in bed. D: Were you asleep?

B: No, no, I wasn't. I was just...just...sitting on the bed.

D: You were lying. You were on your way to the garden when the shots were fired, weren't you? B: I...I...I couldn't get to sleep, so I thought I'd go down to get some fresh air. D: Did you like your brother? B: No, he deserved to die. D: Why?

B: He killed our younger brother. There was an accident, you see. Harry was driving too fast. He was drunk. The car crashed and poor Tim was killed.

D: What were your brother and Mr. Clayton arguing about?

B: Harry wanted to get rid of Julian. He wanted the whole company for himself. D: Mrs. Squires. You said you were in the library, but the light was not on. M: Yes, I was sitting in the dark. D: So you weren't reading? M: No, I was just thinking...I... D: What about?

M: I...I had asked Harry for a divorce, but he had refused.

D: You're lying, Mrs. Squires. You weren't in the library at all. The door was locked. You were in the garden with Mr. Ewers. M: No...I...It's not true.

D: You and Mr. Ewers are lovers. Is that not true, Mrs. Squires? M: No...No...

D: This is a big room, Mr. Clayton. Where exactly were you when the shots were fired? J: I was standing here.

D: About the middle of the room, next to Mr. Squires? J: Yes.

D: Were you here on June 6?

J: June 6? Yes, I was here for dinner the day that the Ewers arrived. (Now the detective is going to announce who the murderer is.)

D: Everybody hated Harry Squires. You all had a motive, but only one of you had the opportunity. All: Who?

D: It was you, Mr. Clayton.

J: Don't be ridiculous. I was wounded myself.

D: No, Mr. Clayton, you were shot by yourself. Three days ago you were here for dinner. You stole the gun. Harry wanted to get rid of you. So you decided to get rid of him first. M: But how did he do it?

D: Well, Mrs. Squires, it was quite simple, wasn't it? You held the gun with the handkerchief so that there would be no fingerprints. You shot Harry Squires. Then you shot yourself in the hand -- a very good alibi. Then you threw the gun through the open window into the bushes. J: A very good story, but where's your evidence?

D: It's simple, Mr. Clayton. The forensic scientists have examined your hand and the bullet hole in Mr. Squires' chest. You see, both shots were fired from less than one meter away. Statements:

1. The detective talked to the four persons together before questioning each of them separately. 2. Mr. Ewers heard a noise in the bushes and when he went to have a look he found the gun there. 3. Mrs. Ewers was in her bedroom when the shots were fired.

4. Mrs. Ewers hated Harry Squires because he was responsible for the death of her younger brother Tim.

5. Mrs. Squires told the detective everything she knew.

6. Mrs. Squires hated her husband and wanted to divorce him but her husband refused. 7. Mr. Clayton shot himself accidentally.

8. The forensic scientists provided convincing evidence that Julian Clayton was the murderer. Unit 1

Keys Words and Phrases Part C

occupy 占据，占用 involvement 连累，包含 enliven 使生气的，使活泼 activity 活跃，活动性 arm in arm 臂挽臂 skyline 地平线 in the distance 在远处 picturesque 独特的 parade ，阅兵 portray 描绘

attendant 服务员 melodious 音调优美的 occur to 想到，想起 appropriate 适当的 prop up 支撑，支持 Part D

interrupt 打断，中断 chuckle 吃吃的笑 gaiety 欢乐的精神 trumpet 喇叭

precious 宝贵的，珍爱的 passion 激情，热情 superficial 表面的，肤浅的 reflection 反映 special purpose 特殊用途 Unit 2

Keys Words and Phrases Part C

gathering 聚集，收款 move around 走来走去

chat with 和…聊天 static 静态的，静电的 companion 同伴，共事者 embarrassing 令人为难的 Part D

unintentional 无心的 apparently 显然地 star at 凝视, 盯住 pay attention to注意 sensitive 敏感的 Unit 3

Keys Words and Phrases Part C

participant 参与者，共享者 sponsor 发起人，主办人 remembrance 回想，纪念 reflection 反映 opportunity 机会 feature-length长篇的 humanity 人类 participate 参加，参与 Part D

boundary 边界，分界线 relaxation松弛 circulation循环 enable to 使能够 identify with视…为一体，认同 realistic 现实主义的 liberation 释放， divine 神的，神圣的 idealism 理想主义 Unit 4

Keys Words and Phrases Part C

recipient 容易接受的 delete 删除 punctuation 标点符号 immediately 立即，马上 Part D

criticize 批评，责备 simultaneous同时的 at that moment此刻 appropriate 适当的

cooperation 合作，协作 submit to 使服从

diversity 差异，多样性 regardless of 不管，不顾 premiere 初次公演 particular 特殊的 currency 流通

immigration外来移民 exclusively排外地 cyberspace 电脑空间

be concerned with 参与,干预 comparable 可比较的 persuasive 善说服的 realism 现实主义 automatically 自动地 paste in 粘住,粘上

definitely 明确地，干脆地 underneath 在下面 postcode 邮递区号 salutation 招呼 informal 非正式的 signature 签名，署名 Unit 5

Keys Words and Phrases Part C

technique 技术，技巧 jumbo jet 大型喷气式客机 start with 以...开始 Part D

waistline 腰围，腰身部分 teenager 青少年 disorganized紊乱的 psychologist心理学家 processing time处理时间 in shape 处于良好状态 pay attention to注意 rhyme 押韵 glucose 葡萄糖 adequate 适当的 Unit 6

Keys Words and Phrases Part C

perspective 远景，前途 astonishment 惊奇 speechless 不能说话的 positive 正确的 provision 供应 Part D

multimillionaire 千万富翁 fresh out of 刚用完 dental 牙齿的 mastering 控制 copying machines仿形机, 摹仿机 professional 专业的，职业的 influential 有影响的 bankroll 提供资金 tremendous 极大的，巨大的 enthusiasm 热心，积极性 Unit 7

Keys Words and Phrases Part C

World Health Organization 世界卫生组织

announce 宣布，公告 addictive 上瘾的 inescapable 不可避免的 distracted 心烦意乱的 deteriorate 恶化的 mechanism 机械装置 efficiency 效率，功效 enhancement增进，增加 focus on 集中 excellent 卓越的 preferred 首选的 passion 激情，热情 with the purpose of 以…为目的 horizon 地平线 depend on 依靠，依赖 possession 占有物 in the concrete 具体上，实际上 aspiration 热情，渴望 financially 财政上，金融上 encyclopedia 百科全书 circulation manager营业主任 joined forces with 会师，联合 revolutionary 的 administration 管理，经营 slam 猛力抨击，冲击 motto 座右铭 popularity 普及，流行 lanugh a campaign 发起战役

slogan 口号，标语 aim at 瞄准，针对 nicotine 烟碱 Part D

ashtray 烟灰缸 stern 严厉的，苛刻的 fragile 易碎的，脆的 transnational companies 公司 engage in 使从事于，参加 reluctant 勉强的，不情愿的 alternative 选择性的 substitution 代替 evidence 明显，显著 consumption消费 avoid to 避免 intervention干涉 trigger 引发 permanent 永久的 strategy 策略 take root 生根，扎根 Unit 8

Key words and phrases PART C

opportunity 机会,时机 longevity 长命,寿命 gerontology 老人医学 structure 结构，构造 existence 存在 complicated 复杂的 diminish 减少 proportion 比例 federal agencies 联邦 awareness 知道，晓得 assert to 断言 PART D

accompany by 陪伴 pillow 枕头 librarian 图书管理员 surgeon 外科医生 stroll 闲逛 external 外部的 mobility 灵活性 sensation 感觉 stethoscope 听诊器 Unit 9

Key words and phrases PART C

trench 战壕 effective 有效地 obsolete 荒废的 masculine 男子气概的 consequence结果 price increase 涨价 traditionally 传统上 effect on 对…有影响 improved 改良的 specialty 专业 open up 展开 extend to 延伸 situation 情形 pension 养老金 savings 储蓄 political 政治的 lobby 游说

determination 决心 effective 有效的 illness 疾病

diabetes 糖尿病 transplant 移植 artificial 人造的 implant 灌输 controller 控制器 transmitter 传导物 whirring 呼吸声 advocate 提倡

commander 司令官 superior 长官

counterpart 极相似的人或物

fantasy 幻想，白日梦 convince 使确信，使信服 criticism 批评，批判 transfer to 转移 reversion 反转，逆转 negligence 疏忽

treasonable 背叛的，叛国的 administration 经营，管理 defense 防卫 immediately 立即，马上 convict 证明…有罪 insubordination 反抗 suspension 暂停，中止 vessel 容器，船 authorize 批准 sentenced to 判刑 argument for 为……争辩 fight for 为……斗争 military PART D

influence 影响 bloodbath 大 suffer from 遭受 magnificent 华丽的，高尚的 devote to 致力于 international 国际的 lay down 制定 modify 修改 voluntary 自愿的 epidemic 流行病 adoption 采用，收养 Unit 10

Key words and phrases Part C

cigarette 香烟

Preliminary investigations 初步调查 open-and-shut 一目了然的，明白的 Part D

detective 侦探

holding gun 保持电子, 维持 deserved 应得的

get rid of 摆脱，除去 fingerprint 指纹 Unit 11

Key words and phrases Part C

delicate 精致的，精巧的 be supposed to应该, 被期望 scornful 轻蔑的

loftily 崇高的，傲慢的 dispute 争论，辩论

scream with laughter捧腹大笑, 笑得前仰后合 adjust to 适应, 调节

witness 目击，见证 dreadful 可怕的

appalling 令人震惊的 appeal to 呼吁，请求 committee 委员会 delegate 代表 symbol 象征

organization 组织，机构 humanitarian 人道主义者 function 功能 protection 保护 mechanical 机械的 Part D

irreplaceable 不可调换的 observant 深切注意的 rub away 擦掉, 消除 curriculum 课程

dilemma 进退两难的局面, 困难的选择 reassess 再估价, 再评价, 再课税 curiosity 好奇心 Unit 12

Keys Words and Phrases Part C

pollster 测验专家 invariably 不变的，总是 random digits 随机数字 accurate 正确的，精确的 anomaly 不规则, 异常的人或物 Part D

conduct 引导，管理 public firm 国营公司 strategy 策略, 军略 methodology方法学，方 extensively 广阔地 delinquency 行为不良, 错失 Unit 13

Keys Words and Phrases Part C

contestant 竞争者, 争论者 remote 遥远的 primitive 原始的 indigenous 本土的 participate in 参加, 参与, 分享 immunity 免疫性 eliminate 消除 Part D

preside over 负责, 主持 carjacking 劫车 jurisprudence 法学 documentary 记录片 attorney 律师 Unit 14

Keys Words and Phrases Part C

click 发出滴答声

candidate 候选人 sampling 取样

hypothetically 假设地，假想地 significant 有意义的，重要的academic 学院的，理论的 commercial 商业的

newsworthy 有报导价值的 economic indicator经济指标 academic research学术研究 prominent 卓越的 be stranded 搁浅,处于困境 carve out 雕刻,开拓,创业 threatening 胁迫的, 危险的 endurance 忍耐

do without 免除, 不用 episode 一段情节 compete for 为...竞争 deliberation 熟思，从容 death penalty 死刑 prosecutor 检举人 execute 执行，处死 prosecute 实行, 从事 recipient 容纳者, 容器

punctuation 标点, 标点符号 Part D

underneath 在下面 salutation 招呼 Unit 15

Keys Words and Phrases Part C

assertion 主张, 断言, 声明 extinction 消失，灭绝

equate 使相等 fragment 碎片, 断片, 片段 appreciable 可感知的，可评估的 Part D

depict 描述，描写 affliction 痛苦，苦恼 elevated 提高的, 严肃的, 欢欣的 depletion 损耗 conspiracy 共谋，阴谋 attribute 属性, 品质, 特征 complex habitat复合生境 predator 掠夺者, 食肉动物 Unit 16

Keys Words and Phrases Part C

preliminary investigation 初步调查, 初步研究investigation 调查, 研究 Part D

get rid of 摆脱，除去 opportunity 机会

ridiculous 荒谬的，可笑的

scattered 离散的，分散的 the species 人类

trivial 微不足道的 illusory 产生幻觉的 statistics 统计学

declining 倾斜的, 衰退中的 villain 坏人, 恶根 ecosystem 生态系统 scrutiny 详细审查 pollutant 污染物质 spectacles 眼镜