现代大学英语听力2Unit 5

-Unit 5 EducationTask 1Two people are interviewed about their ideas on education. One is an ordinary man in the street; the other is an educational psychologist. The man in the street:When I was at school, I hated it. I couldnt stand it. I wasnt happy until I got out. I think this idea of permanent education is crazy. I know some people go back to school when theyre older, go to language classes at the local tech and all that, but I cant understand people who want to spend all their lives in school. The educational psychologist:The idea of permanent education is practical because were never really too old to go on learning. Of course, there are certain limits, but they arent age limits. For example, lets say a man past sixty tries to learn how to play football. Its foolish for him to do that, but only because his body is too old, not his mind! KeyA1. Peoples ideas on permanent education.2. One is an ordinary “man in the street”. The other is an educational psychologist.3. The first person thinks this idea of permanent education is crazy. He cant understand people who want to spend all their lives in school. The second person thinks the idea of permanent education is practical because people are never really too old to go on learning. B1. was; hated; stand; got out 2. all their lives 3. certain limits; age limits Task 2John is talking to Martin about his primary schooling. Martin: Did you go to a state primary school? John: Yes, I did. I went to a nursery school first, at the age of four, but this was purely voluntary. There was a good kindergarten in our neighbourhood so my parents decided to send me there for a year. Martin: Can you still remember it? John: Yes, I have faint, but very pleasant memories of it. It was a delightful place, full of fun and games. As in most nursery schools, workif you can call it thatconsisted of storytelling, drawing, singing and dancing. Martin: You probably dont remember but you must have missed it when you left you know, when you went to the Infants School at the age of five. John: I suppose I must have, but you know, right up to the age of seven, school life was very pleasant. It was only later in the Junior School that we began to have more formal lessons and even worry about exams. Martin: Really? Did you have to do exams at that age? John: Yes, we used to then. We had to take an exam at the age of eleven called the Eleven Plus to see what kind of secondary school we would get into. But this exam has disappeared nowadays. KeyAAge SchoolingFour Nursery SchoolFive The Infants SchoolSeven The Junior School B1. He stayed there for a year.2. He has faint, but very pleasant memories of it. He had fun and played games-including story-telling, drawing, singing and dancing.3. He began t have more formal lessons and even worry about exams.4. The exam was called the “Eleven Plus”. Students took the exam to see what kind of secondary school they would get into. Task 3Education in the United Kingdom is compulsory for everyone between the ages of 5 and 16, and is provided by two kinds of schools: state-funded schools and independent (or fee-charging) schools. Children educationPre-school or pre-preparatory education: Pre-school education is available in both the independent and the state systems. Many children start their education at the age of 3 or 4 at a nursery school or in the nursery class at a primary school. Preparatory education: In the independent system, preparatory (or primary) education is available for children aged 5 to 13. Primary education: Most children in the United Kingdom enter the state education system when they go to primary school at the age of 5 and generally move to secondary school at the age of 11. Secondary educationMost pupils enter independent boarding schools at the age of 7, 11, 13 or 16. To gain admission at 11 or 13, some pupils sit an exam called the Common Entrance Examination. At 16, they enter the school to study in its sixth form (for A-levels and equivalent qualifications). All UK secondary schools, both state and independent, teach pupils at least until the age of 16 and prepare them for the General Certificate of Secondary Education (GCSE) or equivalent qualifications. GCSEs in vocational subjects are normally taken at the age of 16. Following these, students can do one further year of academic study before taking Advanced Supplementary Examinations (ASlevels). After another year of study, they can take Advanced level examinations (A-levels). Alternatively, there are career-based qualifications, such as General National Vocational Qualifications (GNVQs) or vocational A-levels, which can be taken after one or two years of study. All these courses give access to university or further study. Students usually study from 8 to 12 GCSE subjects over two years. Most students study a core of statutory subjects and choose additional subjects from a list. On any GCSE course, you receive formal tuition in the classroom and laboratory but are also encouraged to work independently and undertake research for projects, often outside school hours. Educational visits, either on your own or as part of a small group, are often part of the timetable. Some subjects take account of the work you do throughout the year, while others are assessed entirely by examination. Examinations are independently marked and graded. GCSE grades range from A (the highest) to G. New GCSEs in vocational subjects are a career-based version of the GCSE. Eight subjects are available. One vocational GCSE is equivalent to two conventional GCSEs. As with other GCSEs, grades range from A (the highest) to G. Sixth-formers usually finish their secondary education at the age of 18 with A-levels or equivalent qualifications.KeyA1. compulsory; the ages of 5 and 16; state-funded; independent2. available; at a nursery school; in the nursery class at a primary school3. preparatory; primary; aged 5 to 134. enter the state education system; at the age of 5; secondary school5. 7, 11, 13 or 16; gain admission at 11 or 13; the Common Entrance Examination6. one further year; Advanced Supplementary Examinations; Advanced Level Examinations7. classroom; laboratory; work independently; undertake research for projects8. vocational; conventional9. secondary education; with A-levels; further; higher B1. GCSE stand for the General Certificate of Secondary Education. It is normally take at the age of sixteen.2. Students usually study form 8 to 12 subjects over two years.3. Some subjects take account of the work students do throughout the year, while others are assessed entirely by examination. Task 4Kate: Yes, its difficult to teach children these days, when many of them know they wont get jobs. its hard to control the class if you cant punish them. I often hit them with a ruler. Of course, in my part of Scotland were allowed to hit them, and I think its necessarysome children need discipline. Interviewer: What do you think, Rolf? I know you feel very strongly about corporal punishment. Rolf: I dont agree with Kate. I know its difficult to be a teacher, but I think it always has been. But you dont have to use violence. its impossible to teach students about nonv iolenceand being good citizens when you are violent yourself. Interviewer: What do the Welsh think, Jane? Rolf thinks corporal punishment is wrong. Jane: Yes, I think so too. Interviewer: And Raoul? Raoul: Well, I think its sometimes necessary When one child constantly disobeys, you have to beat him, or else send him away -maybe to a special school. its impossible to teach the rest of the class if you have one student who constantly misbehaves. its bad for the others. Interviewer: Did anyone beat you when you were at school? Raoul: Well. KeyATopic of This Discussion: Corporal PunishmentInterviewees Position on This Topic Arguments/ReasonsFor/AgainstKate For Its difficult to teach children these days, when many of them know they wont get jobs. Its hard to control the class if you cant punish them. Some children need discipline.Rolf Against It always has been difficult to be a teacher. But you dont have to use violence. Its impossible to teach students about nonviolence and being good citizens when you are violent yourself.Jane Against Raoul For Its impossible to teach the rest of the class of you have one student who constantly misbehaves. Its bad for the others. B1. F 2. F Task 5Sesame Street has been called the longest street in the world. That is because the television program by that name can now be seen in so many parts of the world. That program became one of Americas exports soon after it went on the air in New York in 1969. In the United States more than six million children watch the program regularly. The viewers include more than half the nations pre-school children, from every kind of economic, racial, and geographical group. Although some educators object to certain elements in the program, parents praise it highly. Many teachers also consider it a great help, though some teachers find that problems arise when first graders who have learned from Sesame Street are in the same class with children who have not watched the program. Tests have shown that children from all racial, geographical, and economic backgrounds have benefited from watching Sesame Street. Those who watch it five times a week learn more than the occasional viewers. In the United States the program is shown at different hours during the week in order to increase the number of children who can watch it regularly. In its American form Sesame Street is shown in nearly fifty countries. Three foreign shows based on Sesame Street have also appeared in Spanish, Portuguese, and German. Viewers of the show in Japan buy one hundred thousand booklets with translations of the English sound track every two weeks. The programs all use songs, stories, jokes and pictures to give children a basic understanding of numbers, letters and human relationships. But there are some differences. For instance, the Spanish program, produced in Mexico City, devotes more time to teaching whole words than to teaching separate letters. Why has Sesame Street been so much more successful than other childrens shows? Many reasons have been suggested. People mention the educational theories of its creators, the support by government and private businesses, and the skillful use of a variety of TV tricks. Perhaps an equally important reason is that mothers watch Sesame Street along with their children. This is partly because famous adult stars often appear on Sesame Street. But the best reason for the success of the program may be that it makes every child watching it feel able to learn. The child finds himself learning, and he wants to learn more. KeyA1. Because the television program by that name can now be seen in many parts of the world.2. This program is very popular among children. Some educators object to certain elements in the program. Parents praise it highly. Many teachers also consider it a great help, though some teachers find that problems arise when first graders who have learned from “Sesame Street” are in the same class with children who have not watched the program.3. In order to increase the number of children who can watch it regularly.4. 1) The reasons may include the educational theories of its creators, the support by both government and private businesses, and the skillful use of a variety of TV tricks2) Perhaps an equally important reason is that mothers watch “Sesame Street” along with their children. This is partly because famous adult stars often appear on “Sesame Street”.3) The best reason for the success of the program may be that it makes every child watching it feel able to learn. The child finds himself learning, and he wants to learn more. B1. six million; regularly; half; economic; racial; geographical2. fifty; Spanish; Portuguese; German; one hundred thousand; English; every two weeks3. songs; stories; jokes; pictures; numbers; letters; human relationships Task 6One of the goals of American education officials is to have all public schools connected to the Internet computer system and have computers for all students. Government studies show that in 1994 only 35 percent of American public schools were connected to the Internet. Last year, that number reached 89 percent. Virginia Polytechnic Institute and State University is a large university in the southern state of Virginia. Officials at Virginia Tech say computers are very important to a students education. All students at Virginia Tech have been required to have a computer since 1998. Each students living area at Virginia Tech has the necessary wires to link a computer to the Internet. The students can send and receive electronic mail, use the World Wide Web part of the Internet and link with other universities, all without leaving their rooms. They can also use their computers to sent electronic copies of their school work to their teachers. And they can search for books in the schools huge library. Most major American universities and colleges strongly urge or require new students to have a computer. Most colleges and universities also have large rooms where students can use computers for classwork. American high schools also have computers. Many have their own areas on the World Wide Web. If you have a computer you can learn about Fremont Union High School in Sunnyvale, California, for example. Its web site provides information about the school, the teachers and their electronic mail addresses. It also lists student events and organizations. Young children also use computers in school. Smoketree Elementary School, in Lake Havasu, Arizona is a good example. The school also has a World Wide Web site. It tells about the school and the teachers and has an area for young children. These young children use computers in school to learn numbers and letters. They also learn how to use the computers they will need later in their education. KeyA1. It is to have all public schools connected to the Internet computer system and have computers available for all students.2. Its web site provides information about the school, the teacher and their mail addresses. It also lists student events and organizations.3. They learn numbers and letters. They also learn how to use the computers they will need later in their education. B1. 1994; 35%; Last year; 89%2. universities; colleges; urge; require Task 7In ancient times the most important examinations were spoken, not written. In the schools of ancient Greece and Rome, testing usually consisted of saying poetry aloud or giving speeches. In the European universities of the middle ages, students who were working for advanced degrees had to discuss questions in their field of study with people who had made a special study of the subject. This custom exists today as part of the process of testing candidates for the doctors degree. Generally, however, modern examinations are written. The written examination, where all students are tested on the same questions, was probably not known until the nineteenth century. Perhaps it came into existence with the great increase in population and the development of modern industry. A room full of candidates for a state examination, timed exactly by electric clocks and carefully watched over by managers, resembles a group of workers at an automobile factory. Certainly, during examinations teachers and students are expected to act like machines. There is nothing very human about the examination process. Two types of tests are commonly used in modern schools. The first type is sometimes called an objective test. It is intended to deal with facts, not personal opinions. To make up an objective test the teacher writes a series of questions, each of which has only one correct answer. Along with each question the teacher writes the correct answer and also three statements that look like answers to students who have not learned the material properly. It can be scored very quickly by the teacher or even by a machine. In a short time the teacher can find out a great deal about the students range of knowledge. For testing some kinds of learning, however, such a test is not very satisfactory A lucky student may guess the correct answer without really knowing the material. For a clearer picture of what the student knows, most teachers use another kind of examination in addition to objective tests. They use essay tests, which require students to write long answers to broad general questions. One advantage of the essay test is that it reduces the element of luck. The student cannot get a high score just by making a lucky guess. Another advantage is that it shows the examiner more about the students ability to put facts together into a meaningful whole. It should show how deeply he has thought about the subject. Sometimes, though, essay tests have disadvantages, too. Some students are able to write rather good answers without really knowing much about the subject, while other students who actually know the material have trouble expressing their ideas in essay form. Besides, on an essay test the students score may depend upon the examiners feelings at the time of reading the answer. If he is feel