b3U5listening.docx
- 文档编号:13873927
- 上传时间:2023-06-18
- 格式:DOCX
- 页数:12
- 大小:22.53KB
b3U5listening.docx
《b3U5listening.docx》由会员分享,可在线阅读,更多相关《b3U5listening.docx(12页珍藏版)》请在冰点文库上搜索。
b3U5listening
Video
2.BACEDF
Alice:
So,eachofushaschosensomeanimalsthatwebelieveuselanguage.Peter,whatdidyoulearnaboutwhalesanddolphins?
Peter:
Itwasthoughtthatonlyhumanscouldcommunicatewithpeopletheycan'tsee;however,whalesanddolphinscancommunicateoverlongdistances.
Alice:
How?
Peter:
Theyusehighfrequencieswhichcancarryoveralongdistance.And,infact,researchersseemtothinkthattheseanimalsseemtohaveaneedtocommunicatewitheachother.Andoneresearcherthinksthatonedaywe'llbeabletoknowwhatthey'retalkingabout.
Alice:
Good.Henry,whatdidyoufindabout...erm...elephants?
Henry:
Ifoundthatelephantscancommunicateoverlongdistancestoo,buttheyuseverylowfrequencies.Idon'tknowwhetheryoucouldcalltheircommunicationlanguageornot,butI'lllookintoitmore.
Alice:
OK.Margaret,whataboutparrots?
Margaret:
We'veallreadaboutparrots,butI'vebeenreadingaboutaparrotcalledNkisi,whoknows971words.Heisn'tcountedasknowinganewwordunlesshe'suseditatleastfivetimesinameaningfulway.Inotherwords,ifhejustrepeatstheword,itdoesn'tcount.
Alice:
DoyouhaveanyexamplesofNkisi'slanguageuse?
Margaret:
Yes.ItinvolvesJaneGoodall,thefamousanthropologist.ShewenttoseeNkisi.Nkisi'sownerhadshownhimsomepicturesofJaneandsomechimpanzees.WhenJanewalkedintotheroom,Nkisisaid,"Gotachimp?
"
Peter:
That'sfunny.
Alice:
Anythingelse?
Margaret:
Well,yes,whenhisownerbrokethenecklaceshewaswearing,hesaid,"Whatapity!
Youbrokeyournicenewnecklace."
Alice:
Iwouldcertainlysayhewasusinglanguage.
Margaret:
Ihaveanotherexampleofabird-likeanimal—tamarins,usinglongcallstomaintaincontactwithindividuals.Scientistshavefoundthattheyhaveanindividualidentityandagroupidentity.Individualsinonegroupallsoundquitedifferentthanindividualsinanothergroup,somethinglikeaccentswehave.
Henry:
Really?
That'sverysurprising!
Margaret:
Yes,what'smoreamazingistheyhaveevenasex-specificidentitybesidesindividualidentityandgroup-levelidentity,sotheycandistinguishbetweenmales,females,neighbors,andstrangersjustlikehumans.
Henry:
Great.Now,Alice,whatcanyoureport?
Alice:
Firstofall,doweallagreethatAmericanSignLanguageisalanguage?
Theothers:
Yes.
Alice:
Well,allthegreatapes,suchaschimpanzeesandgorillas,canlearnAmericanSignLanguage.
Henry:
Thatwouldtakesomerealworkontheirpart.
Alice:
Right.Butwhatisamazingtomeisthateachkindofapecanteachthesignlanguagetoothersoftheirownkind.
Peter:
Well,thatremindsmeofthebodylanguageofwolvesanddogs.
Alice:
Whatdoyoumean?
Peter:
I'vefoundthatwolvesanddogscommunicatethroughbodygesturesandfacialexpressions.Forinstance,aggressivewolvesanddogsstandtallwiththeirearsraised,andtheirheadheldhigh.Theyshowtheirteeth,andraisetheirfursothattheylookbigger.Theymaygivealoudbark.Andwhentheyfeelfrightenedorwanttoshowobedience,theylowertheirbodies,flattentheirears,tuckintheirtails,andclosetheirmouths.Theymayrolloverontheirbackandliethere,bellyup.
Margaret:
Ioftenseedogsraisetheirrearandlowertheirforequartersinakindof"bow".Whatdoesthatmean?
Peter:
Thatmeanstheywanttoplay.
Henry:
Well,didanyofusfindanyinformationaboutbees'dancing?
That'saverygoodexampleofhowinsectscommunicatewitheachother.
Alice:
Yeah,I'vegotsome.Therearetwotypicaldancesofthebees:
therounddanceandthetail-waggingdance.
Henry:
Canyouexplainthemindetail?
Alice:
Well,therounddanceisthesimplestdance.Ah...thebeeperformsitwhenitfindsfoodnearthebeehive.Itdoesn'tprovidemuchinformation;it'smoreofan...awakeningsignal.So,ifthebeefindsthefooditwillstartgoinginasmallcircle.Everyoneortwocirclesitwillsuddenlyreversedirection.Itcangoonforsecondsandevenminutes.
Henry:
Whathappensnext?
Alice:
Erm...otherbeesfollowthedancerandthenflyoffbythemselveslookingforfood.Iftheyhaven'tbeenfeedingatthatplacebefore,theywilllookforfoodineverydirectionnearthebeehive.However,thedancingbeealsogivesoffsmellsthatarerecognizedbyotherbeesfrequentingthesameflowers.Theywillthenflydirectlytothem.
Peter:
Whataboutthetail-waggingdance?
Alice:
Well,inthetypicaltail-waggingdancethebeefliesstraightaheadforashortdistance,thenreturnsinasemicircletothestartingpoint,againgoesthroughthestraightstretch,makesasemicircleintheoppositedirectionandsoonrepeatedly.Thestraightpartoftherunisgivenparticularemphasisbywaggingthebodyforcefully.Inaddition...er...duringthetail-waggingportionofthedancethebeealsogivesoutabuzzingsound.(Shemimicsthebuzzofbees.)
Peter:
Thenwhat'sthepurposeofthetail-waggingdance?
Alice:
Ittellstheotherbees,veryaccurately,atwhatdistanceandinwhichdirectionthefoodis,sothattheycanlookforitthemselves.
Margaret:
OK.Ithinkwehavealotofgoodinformationhere.Let'slookforalittlemore,thenmeetagain.OK?
Theothers:
OK.
LS-1
2.FFTTTT
Everyculturehasitsownwayofsayingthings,itsownspecialexpressions.Thesearethelivingspeechofapeople.The"soap"expressionsinEnglisharejustoneexample.
Soapoperasareradioandtelevisionplaysabouttheproblemsandemotionsinhumanrelationships.Theyarecalledsoapoperasbecausethefirstprograms—yearsago—werepaidforbysoap-makingcompanies.
Likemusicaloperas,soapoperasarenotaboutrealpeople.Andcriticschargethattheydonotrepresentabalancedpictureofreallife.Theynotethatalmosteveryoneinasoapoperahasaseriousemotionalproblem,orisguiltyofacrime.Andthereareseveralcrisesineveryprogram.
Yet,soapoperafansdonotcareaboutwhatthecriticssay.Theylovetheprogramsandwatchthemeveryday.
SuchloyaltyhasmadesoapoperasverypopularintheUnitedStates.Infact,afewprogramsaresopopularthattheyhavebeenproducedwiththesameactorsformanyyears.
Anotherexpressionthatusestheword"soap"is"soapbox".
Therewasatimewhensoapandotherproductswereshippedinwoodenboxes.Theboxesweresmall,butstrong.Youcouldstandononetoseeovertheheadsinacrowdortobeseeninacrowd.Soapboxeswereasimple,easywaytomakeyourselftallerifyouwantedtogiveapublicspeech.
Suchsoapboxspeechesusuallywerepoliticalandone-sided.Thespeakersshoutedtheirideastoanyonewhowalkedby.Manytalkedforhours,refusingtogetofftheirsoapboxes.
Today,youdon'tneedawoodenboxtomakeasoapboxspeech.Anyone,anywhere,whotalksendlesslyaboutacause,issaidtobeonasoapbox.
Anotherquieterwaytowinsupportorgaininfluenceisto"soft-soap"aperson.Thismeanstousepraiseorotherkindwordstogetthepersontodowhatyouwant.
LS-2
1.CAD
Interviewer:
DoyouthinklearnersshouldaimtospeakEnglishwithanative-speakerpronunciation?
Interviewee:
That'sadifficultquestiontoanswer.Ithinkthemostimportantthingistobeunderstoodeasily.Formostlearners,it'snotnecessaryordesirabletospeaklikeanativespeaker.Forsomelearners,forexample,thosewhoeventuallywanttoteachEnglish,orbeinterpretersperhaps,anative-speakerpronunciationistheultimategoal.Atleast,that'swhatIthink.
Interviewer:
ChildrenoftendonotwanttospeakEnglishwithanative-speakerpronunciation.Whynot?
Interviewee:
Ingeneral,childrenaresplendidmimicsandimitatestrangesoundsveryeasilyandwell.However,itistruethatmostchildrendonotwanttosound"English"whentheyarespeakingEnglish.ThismaybepartlyduetoshynessbutIthinkthemainreasonisthatmostchildrenwanttobelongtoagroup—theydressalike,listentothesamemusic,sharethesameopinionsandhobbies.EvenifachildcanspeakEnglishlikeanativespeaker,heorshewillusuallychoosenotto—unless,ofcourse,therestofthegroupspeakswithanative-speakerpronunciationtoo.
Interviewer:
Whatisthemainreasonwhyadultsfindpronunciationdifficult?
Interviewee:
Numerousreasonshavebeenofferedforthedifficultieswhichmanyadultsfindwithpronunciationand,nodoubt,thereissometruthinallofthese.Itseemstobethecasethatchildrenarebettermimicsthanadults.Butifanadultreallywantstoachieveanative-speakerpronunciation,thenheorshecan.ItisNOTthestudent'sownlanguagethatpreventshimorherfromachievinganative-speakerpronunciationinEnglish.Itisthefactthattheadultstudenthasastrongsenseofnationalidentity.Inotherwords,heorshewantstobeidentifiedasaGermanorBrazilianspeakingEnglish.Inmyopinion,thissenseofnationalidentityismoreimportantthanotherexplanations,suchasthegreateranxietyofadultsortheeffectoftheirownlanguagehabits.
ML-1
1.DABAB
Receptionist:
EnglishLanguageCenter.MayIhelpyou?
Caller:
Yes.I'mcallingtofindoutmoreinformationaboutyourprogram.
Receptionist:
Well,firstofall,thepurposeofourprogramistoprovidelanguage-learningopportunitiesforourpartoftheU.S.[Uh-huh.]Forexample,somestudentsneedtolearnthebasicfunctionallanguageskillsfortheirjobs.OthersneedintensiveEnglishsothattheycanenteraU.S.university.
Caller:
Okay.I'mcallingforafriendinterestedinattendingaU.S.university.
Receptionist:
Wehaveavarietyofcoursesthatcanhelpher,frombasiccommunicationcoursestocontent-basedclassessuchascomputerliteracy,interculturalcommunication,andbusinessEnglish.
Caller:
Great.Whatarey
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- b3U5listening