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中级英语听力lesson 30

时间:2005-06-14 16:00:00

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(单词翻译)

Jane: Now look, er, what's all this, er, story about you and this car I've been hearing so much about? Everybody else has been hearing it, but you haven't told me. (Mhm)
John: Well, I was driving to Norwich with a friend, erm, we teach there and, erm, I was driving behind a Lotus Elan sports-car (Yes) on dual-carriageway and, erm, after about, er, three or four miles, er, behind this car, er, we, we left (the) dual-carriageway and, erm, entered a two-way road. And, er, this Lotus suddenly slowed down for no reason whatsoever1. (There ...)
Jane: Not a side road or anything?
John: No, no, no turning off, no lay-bys, and it just slowed down, and, er, I thought, that's, that's odd and, er, I overtook the Lotus, er, slowly and, erm, looked over at the driver, ... and as I did, I saw him slump2 over the wheel.
Jane: Oh, how awful!
John: Yes.
Jane: So what did you do next?
John: So, erm, I pulled into the kerb about thirty yards or so, er, in front of the Lotus (Yes) and, erm...my, er, passenger and myself got out and we, we walked back towards his car. My friend was on the grass verge3 and, er, I was in the middle of the road. We never even, erm, reached the car. I was about five yards from the car when, er, suddenly, erm, there was a noise of full acceleration4 and the car just shot forward—nearly ran me down. So I had to leap for my life. I was absolutely shaken because the car must have missed me by about half an inch or so, (I mean), (How dread5...) it just shot past me and I saw my car smashed in front of my eyes. (How dreadful!) Yea, just, just smashed to smithereens, pieces of car flying all over the road and, erm, both cars locked together went down the road and there was a bend at the bottom of the road and I thought well, th..., the next thing is going to be a head-on collision. (Yes, of course.) Erm. But, fortunately, nothing came in the opposite direction and, erm, and then both cars went across the road and, erm, up a grass bank, which ... it was quite a tall bank and, erm, and, er, at the top of the bank there was a large hedge. Well, my car left the Lotus a, and literally6 took off and shot through the hedge (Oh, goodness!) and landed in a ploughed field. (Yes) But the Lotus veered7 to the left and got stuck in the hedge, in the thick part of the hedge. And, erm, the acceleration was still on full and the back wheels were tearing up the grass verge, throwing mud and soil, earth and grass all over the road, er, it was just, you know, absolutely terrif ... (How terrify...) Yes, (Yes) because the Lotus, erm, radiator8 burst and, and there was steam everywhere; it was like a, like a cloud of steam and smoke, and, er, the first thing, erm, of course, we thought of doing was to get the driver out (Well, of course.) Yes. (Quite) So, erm, we tried to get the passenger door open, (Yes) but it was locked, so we had to climb through the hedge and, er, get round to the driving-door. Well, by that time, there was so much steam we couldn't see, so it was a matter of fumbling9 in the, in the steam and smoke and thinking any moment the car was going to explode.
Jane: Yes, it wasn't on fire, in fact, that, at that point, was it?
John: No, no, it wasn't on fire, but, erm, with the noise of the engine, an... and all the steam it was just you know, very, frightening. (Oh, how dreadful!) Erm, well we managed to get the driver out, turn the ignition off. We laid him in the mud actually because it was a ploughed field and, (Yes) er, I ran out in the road and shouted for help and, erm ... er, a car driver told me help, er, was already on its way and, erm, I, er, managed to get blankets from people that had stopped and, er, we tried to make the man comfortable, and erm ... a man appeared shortly afterwards and he was from a nearby American airbase and, er, he was a medical man, so he was able to, erm, (Examine him) e... examine him and, er, I helped him, tried to, you know, er, make the man, er, well, you know, do all we could for the man. Erm ...
Jane: He was unconscious, was he?
John: Yes, yes; ... and then the police, a... police arrived and (the) fire brigade (Yes) and, er, ... er, we were told to, er, leave the scene by the police and go to the police station and, erm, there we had to make a statement, (Yes, of course.) and, er, I had to have a breathalyser test, and...
Jane: But they thought you'd been in the car ... of course they did. Yes.
John: Because, because they thought I'd, th... they automatically thought I'd been driving the car (Of course. Yes) and, er, when I told them the story they had to apologize for giving me a breathalyser and they said, 'Gosh,' you know, 'how, how incredible'.
Jane: So, what happened to the man?
John: And, erm, we were in the middle of making the statements and, erm, the telephone rang and the, the policeman, erm, was told that, that the man was dead, (Oh!) and, erm, and then two days later we had to attend a Coroner's inquest where we were told that the man had died of a heart attack and, in fact, he was dead, erm, before he crashed into my car.
Jane: Oh-h-h! What an alarming story! How dreadful!
John: Yes.

    Today the Federal Aviation Administration reviewed that five air traffic controllers based in Kansas City have been taken off the job because of drug use. Earlier this month thirteen controllers at the southern California centre were removed from their jobs for off-duty drug use. Also today the FAA continued to investigate alleged10 drug use at the nation's sixth largest airlines, US Air. NPR's Wendy Kaufman reports.
    "Drug use, even off-duty, is banned for controllers under Federal Aviation Administration rules. So far the FAA has conducted investigations12 into alleged drug use by controllers at two facilities—Palmdale in southern California and now Kansas City.
    In southern California thirty-four controllers were taken off their radar13 scopes. Pending14 the outcome of investigation11, thirteen tested positive for drugs, and we were told they could quit or enter a treatment program, or opt15 for treatment. In Kansas City thirty-six controllers were investigated. The five who tested positive for drugs have all agreed to undergo treatment. Three controllers are still under investigation. The proportion of drug users is small. Of the roughly five hundred controllers at the two facilities only seventy were suspect, and of those only eighteen tested positive for drugs. Air traffic control supervisors16 say they don't see drug use as a serious problem in their work force. Still as one FAA official put it, one drug user is one too many.
    Right now there is no routine drug testing for controllers though that will change around the first of the year. There will be pre-employment urine test and test along with the annual physical exam. According to the FAA, there has never been a fatal accident involving a major US airline in which alcohol or drug abuse was a factor for the controllers or for the pilots. But there have been a sizeable number of fatal accidents in which commuter17 pilots, air taxi pilots and private pilots had been drinking, and a much smaller number of cases in which drugs were a factor.
    On another matter, drug use, or, more precisely18, alleged drug use by flight crews at US Air has been front-page news in Pittsburgh, the airline's operating base. A grand jury is conducting an investigation into alleged drug use, sales and distribution. Over the weekend, a Pittsburgh press newspaper quoted area hospital officials, who said they had treated about twenty US Air flight crew members for cocaine19 overdoses. US Air acknowledges that one pilot nearly died of an overdose. He had last flown on September 7th, and was taken to the hospital on September 10th. The airline has removed him from flight duty, and the FAA is considering revoking20 his medical certificate that would mean he could not fly any aircraft. Meanwhile the FAA is conducting an investigation of the airline and is working with the grand jury and the FBI. I'm Wendy Kaufman in Washington.

Lectures and Note-taking
    Note-taking is a complex activity which requires a high level of ability in many separate skills. Today I'm going to analyse the four most important of these skills.
    Firstly, the student has to understand what the lecturer says as he says it. The student cannot stop the lecture in order to look up a new word or check an unfamiliar21 sentence pattern. This puts the non-native speaker of English under a particularly severe strain. Often—as we've already seen in a previous lecture—he may not be able to recognize words in speech which he understands straight away in print. He'll also meet words in a lecture which are completely new to him. While he should, of course, try to develop the ability to infer their meaning from the context, he won't always be able to do this successfully. He must not allow failure of this kind to discourage him however. It's often possible to understand much of a lecture by concentrating solely22 on those points which are most important. But how does the student decide what's important? This is in itself another skill he must try to develop. It is, in fact, the second of the four skills I want to talk about today.
    Probably the most important piece of information in a lecture is the title itself. If this is printed (or referred to) beforehand the student should study it carefully and make sure he's in no doubt about its meaning. Whatever happens he should make sure that he writes it down accurately23 and completely. A title often implies many of the major points that will later be covered in the lecture itself. It should help the student therefore to decide what the main point of the lecture will be.
    A good lecturer, of course, often signals what's important or unimportant. He may give direct signals or indirect signals. Many lecturers, for example, explicitly24 tell their audience that a point is important and that the student should write it down. Unfortunately, the lecturer who's trying to establish a friendly relationship with his audience is likely on these occasions to employ a colloquial25 style. He might say such things as 'This is, of course, the crunch26' or 'Perhaps you'd like to get it down'. Although this will help the student who's a native English-speaker, it may very well cause difficulty for the non-native English speaker. He'll therefore have to make a big effort to get used to the various styles of his lecturers.
    It's worth remembering that most lecturers also give indirect signals to indicate what's important. They either pause or speak slowly or speak loudly or use a greater range of intonation27, or they employ a combination of these devices, when they say something important. Conversely, their sentences are delivered quickly, softly, within a narrow range of intonation and with short or infrequent pauses when they are saying something which is incidental. It is, of course, helpful for the student to be aware of this and for him to focus his attention accordingly.
    Having sorted out the main points, however, the student still has to write them down. And he has to do this quickly and clearly. This is, in fact, the third basic skill he must learn to develop. In order to write at speed most students find it helps to abbreviate28. They also try to select only those words which give maximum information. These are usually nouns, but sometimes verbs or adjectives. Writing only one point on each line also helps the student to understand his notes when he comes to read them later. An important difficulty is, of course, finding time to write the notes. If the student chooses the wrong moment to write he may miss a point of greater importance. Connecting words or connectives may guide him to a correct choice here. Those connectives which indicate that the argument is proceeding29 in the same direction also tell the listener that it's safe time to write 'Moreover', 'furthermore', 'also', etc., are examples of this. Connectives such as 'however', 'on the other hand' or 'nevertheless' usually mean that new and perhaps unexpected information is going to follow. Therefore, it may, on these occasions, be more appropriate to listen.
    The fourth skill that the student must develop is one that is frequently neglected. He must learn to show the connections between the various points he's noted30. This can often be done more effectively by a visual presentation than by a lengthy31 statement in words. Thus the use of spacing, underlining, and of conventional symbols plays an important part in efficient note-taking. Points should be numbered, too, wherever possible. In this way the student can see at a glance the framework of the lecture.

The Way We Were

Memories, light the corners of my mind,
Misty32 water colour memories,
Of the way we were,
Scattered33 pictures of the smiles we left behind,
Smiles we gave to one another,
For the way we were,

Can it be that it was all so simple then,
Or has time rewritten every line,
If we had the chance to do it all again,
Tell me, would we, could we.

Memories may be beautiful and yet,
What's too painful to remember,
We simply choose to forget,
So it's the laughter we will remember,
Whenever we remember the way we were,
The way we were.

 


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点击收听单词发音收听单词发音  

1 whatsoever Beqz8i     
adv.(用于否定句中以加强语气)任何;pron.无论什么
参考例句:
  • There's no reason whatsoever to turn down this suggestion.没有任何理由拒绝这个建议。
  • All things whatsoever ye would that men should do to you,do ye even so to them.你想别人对你怎样,你就怎样对人。
2 slump 4E8zU     
n.暴跌,意气消沉,(土地)下沉;vi.猛然掉落,坍塌,大幅度下跌
参考例句:
  • She is in a slump in her career.她处在事业的低谷。
  • Economists are forecasting a slump.经济学家们预言将发生经济衰退。
3 verge gUtzQ     
n.边,边缘;v.接近,濒临
参考例句:
  • The country's economy is on the verge of collapse.国家的经济已到了崩溃的边缘。
  • She was on the verge of bursting into tears.她快要哭出来了。
4 acceleration ff8ya     
n.加速,加速度
参考例句:
  • All spacemen must be able to bear acceleration.所有太空人都应能承受加速度。
  • He has also called for an acceleration of political reforms.他同时呼吁加快政治改革的步伐。
5 dread Ekpz8     
vt.担忧,忧虑;惧怕,不敢;n.担忧,畏惧
参考例句:
  • We all dread to think what will happen if the company closes.我们都不敢去想一旦公司关门我们该怎么办。
  • Her heart was relieved of its blankest dread.她极度恐惧的心理消除了。
6 literally 28Wzv     
adv.照字面意义,逐字地;确实
参考例句:
  • He translated the passage literally.他逐字逐句地翻译这段文字。
  • Sometimes she would not sit down till she was literally faint.有时候,她不走到真正要昏厥了,决不肯坐下来。
7 veered 941849b60caa30f716cec7da35f9176d     
v.(尤指交通工具)改变方向或路线( veer的过去式和过去分词 );(指谈话内容、人的行为或观点)突然改变;(指风) (在北半球按顺时针方向、在南半球按逆时针方向)逐渐转向;风向顺时针转
参考例句:
  • The bus veered onto the wrong side of the road. 公共汽车突然驶入了逆行道。
  • The truck veered off the road and crashed into a tree. 卡车突然驶离公路撞上了一棵树。 来自《简明英汉词典》
8 radiator nTHxu     
n.暖气片,散热器
参考例句:
  • The two ends of the pipeline are connected with the radiator.管道的两端与暖气片相连接。
  • Top up the radiator before making a long journey.在长途旅行前加满散热器。
9 fumbling fumbling     
n. 摸索,漏接 v. 摸索,摸弄,笨拙的处理
参考例句:
  • If he actually managed to the ball instead of fumbling it with an off-balance shot. 如果他实际上设法拿好球而不是fumbling它。50-balance射击笨拙地和迅速地会开始他的岗位移动,经常这样结束。
  • If he actually managed to secure the ball instead of fumbling it awkwardly an off-balance shot. 如果他实际上设法拿好球而不是fumbling它。50-50提议有时。他从off-balance射击笨拙地和迅速地会开始他的岗位移动,经常这样结束。
10 alleged gzaz3i     
a.被指控的,嫌疑的
参考例句:
  • It was alleged that he had taken bribes while in office. 他被指称在任时收受贿赂。
  • alleged irregularities in the election campaign 被指称竞选运动中的不正当行为
11 investigation MRKzq     
n.调查,调查研究
参考例句:
  • In an investigation,a new fact became known, which told against him.在调查中新发现了一件对他不利的事实。
  • He drew the conclusion by building on his own investigation.他根据自己的调查研究作出结论。
12 investigations 02de25420938593f7db7bd4052010b32     
(正式的)调查( investigation的名词复数 ); 侦查; 科学研究; 学术研究
参考例句:
  • His investigations were intensive and thorough but revealed nothing. 他进行了深入彻底的调查,但没有发现什么。
  • He often sent them out to make investigations. 他常常派他们出去作调查。
13 radar kTUxx     
n.雷达,无线电探测器
参考例句:
  • They are following the flight of an aircraft by radar.他们正在用雷达追踪一架飞机的飞行。
  • Enemy ships were detected on the radar.敌舰的影像已显现在雷达上。
14 pending uMFxw     
prep.直到,等待…期间;adj.待定的;迫近的
参考例句:
  • The lawsuit is still pending in the state court.这案子仍在州法庭等待定夺。
  • He knew my examination was pending.他知道我就要考试了。
15 opt a4Szv     
vi.选择,决定做某事
参考例句:
  • They opt for more holiday instead of more pay.他们选择了延长假期而不是增加工资。
  • Will individual schools be given the right to opt out of the local school authority?各个学校可能有权选择退出地方教育局吗?
16 supervisors 80530f394132f10fbf245e5fb15e2667     
n.监督者,管理者( supervisor的名词复数 )
参考例句:
  • I think the best technical people make the best supervisors. 我认为最好的技术人员可以成为最好的管理人员。 来自辞典例句
  • Even the foremen or first-level supervisors have a staffing responsibility. 甚至领班或第一线的监督人员也有任用的责任。 来自辞典例句
17 commuter ZXCyi     
n.(尤指市郊之间)乘公交车辆上下班者
参考例句:
  • Police cordoned off the road and diverted commuter traffic. 警察封锁了道路并分流交通。
  • She accidentally stepped on his foot on a crowded commuter train. 她在拥挤的通勤列车上不小心踩到了他的脚。
18 precisely zlWzUb     
adv.恰好,正好,精确地,细致地
参考例句:
  • It's precisely that sort of slick sales-talk that I mistrust.我不相信的正是那种油腔滑调的推销宣传。
  • The man adjusted very precisely.那个人调得很准。
19 cocaine VbYy4     
n.可卡因,古柯碱(用作局部麻醉剂)
参考例句:
  • That young man is a cocaine addict.那个年轻人吸食可卡因成瘾。
  • Don't have cocaine abusively.不可滥服古柯碱。
20 revoking c5cf44ec85cbce0961d4576b6e70bec0     
v.撤销,取消,废除( revoke的现在分词 )
参考例句:
  • There are no provisions for revoking the prize. 没有撤销获奖的规定。 来自互联网
  • The decision revoking the patent right shall be registered and announced by the Patent Office. 撤销专利权的决定,由专利局登记和公告。 来自互联网
21 unfamiliar uk6w4     
adj.陌生的,不熟悉的
参考例句:
  • I am unfamiliar with the place and the people here.我在这儿人地生疏。
  • The man seemed unfamiliar to me.这人很面生。
22 solely FwGwe     
adv.仅仅,唯一地
参考例句:
  • Success should not be measured solely by educational achievement.成功与否不应只用学业成绩来衡量。
  • The town depends almost solely on the tourist trade.这座城市几乎完全靠旅游业维持。
23 accurately oJHyf     
adv.准确地,精确地
参考例句:
  • It is hard to hit the ball accurately.准确地击中球很难。
  • Now scientists can forecast the weather accurately.现在科学家们能准确地预报天气。
24 explicitly JtZz2H     
ad.明确地,显然地
参考例句:
  • The plan does not explicitly endorse the private ownership of land. 该计划没有明确地支持土地私有制。
  • SARA amended section 113 to provide explicitly for a right to contribution. 《最高基金修正与再授权法案》修正了第123条,清楚地规定了分配权。 来自英汉非文学 - 环境法 - 环境法
25 colloquial ibryG     
adj.口语的,会话的
参考例句:
  • It's hard to understand the colloquial idioms of a foreign language.外语里的口头习语很难懂。
  • They have little acquaintance with colloquial English. 他们对英语会话几乎一窍不通。
26 crunch uOgzM     
n.关键时刻;艰难局面;v.发出碎裂声
参考例句:
  • If it comes to the crunch they'll support us.关键时刻他们是会支持我们的。
  • People who crunch nuts at the movies can be very annoying.看电影时嘎吱作声地嚼干果的人会使人十分讨厌。
27 intonation ubazZ     
n.语调,声调;发声
参考例句:
  • The teacher checks for pronunciation and intonation.老师在检查发音和语调。
  • Questions are spoken with a rising intonation.疑问句是以升调说出来的。
28 abbreviate nytz9     
v.缩写,使...简略,缩短
参考例句:
  • She had lost the power to abbreviate the remaining steps of the way.她丧失了缩短这最后几步路的能力。
  • It is seldom acceptable to abbreviate words in formal writing.在正式的书面语中使用缩写语通常是不能接受的。
29 proceeding Vktzvu     
n.行动,进行,(pl.)会议录,学报
参考例句:
  • This train is now proceeding from Paris to London.这次列车从巴黎开往伦敦。
  • The work is proceeding briskly.工作很有生气地进展着。
30 noted 5n4zXc     
adj.著名的,知名的
参考例句:
  • The local hotel is noted for its good table.当地的那家酒店以餐食精美而著称。
  • Jim is noted for arriving late for work.吉姆上班迟到出了名。
31 lengthy f36yA     
adj.漫长的,冗长的
参考例句:
  • We devoted a lengthy and full discussion to this topic.我们对这个题目进行了长时间的充分讨论。
  • The professor wrote a lengthy book on Napoleon.教授写了一部有关拿破仑的巨著。
32 misty l6mzx     
adj.雾蒙蒙的,有雾的
参考例句:
  • He crossed over to the window to see if it was still misty.他走到窗户那儿,看看是不是还有雾霭。
  • The misty scene had a dreamy quality about it.雾景给人以梦幻般的感觉。
33 scattered 7jgzKF     
adj.分散的,稀疏的;散步的;疏疏落落的
参考例句:
  • Gathering up his scattered papers,he pushed them into his case.他把散乱的文件收拾起来,塞进文件夹里。

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