大学英语TEM八级听力每日一练
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In this section, you will hear a mini-lecture. You willhear the lecture ONCE ONLY. While listening, takenotes on the important points. Your notes will not bemarked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture isover, you'll be given two minutes to check yournotes, and another 10 minutes to complete thegap-filling task. Now listen to the mini-lecture.
In today's lecture, I'll talk about the American familiesfrom the following five aspects: family structures, the emphasis on individual freedoms, the roleof the child, equality in the family, and family values.
First, family structures. What is the typical American family like? If Americans are asked toname the members of their families, family structure becomes clear. Married American adults willname their husband or wife and their children, if they have any, as their "immediate family". Ifthey mention their father, mother, sisters, or brothers, they will define them as separateunits, usually living in separate households. Aunts, uncles, cousins, and grandparents areconsidered "extended family." Traditionally, the American family has been a nuclear family,consisting of a husband, wife and their children, and living in a house or apartment.Grandparents rarely live in the same home with their married sons or daughters, and uncles andaunts almost never do.
Second, the emphasis on individual freedom. Americans view the family as a group whoseprimary purpose is to advance the happiness of individual members. The result is that theneeds of each individual take priority in the life of the family. In contrast to that of many othercultures, the primary responsibility of the American family member is not to advance the familyas a group, either socially or economically, nor is it to bring honor to the family name. This ispartly because the United States is not an aristocratic society. Family name and honor are lessimportant than in aristocratic societies, since equality of opportunity regardless of birth isconsidered a basic American value. Moreover, there is less emphasis on the family as aneconomic unit because the American family is rarely self-supporting. Relatively few familiesmaintain self-supporting family farms or businesses for more than one generation. A farmer'sson, for example, is very likely to go on to a college, leave the family farm, and take an entirelydifferent job in a different location. The American desire for freedom from outside controlclearly extends to the family. Americans do not like to have controls placed on them by otherfamily members. They want to make independent decisions and not be told what to do bygrandparents or uncles or aunts. For example, both American men and women expect to decidewhat job is best for them as individuals. Indeed, young Americans are encouraged by theirfamilies to make such independent career decisions. What would be best for the family is notconsidered to be as important as what would be best for the individual.
Third, the role of the child. The American emphasis on the individual, rather than the group,affects children in a contradictory way. On the one hand, it may cause them to get moreattention and even have more power than they should. On the other hand, because mostchildren have mothers who are working outside the home, they may not get enough attentionfrom either parent. Worse yet, parents who feel guilty for not having enough time with theirchildren may give them more material things to compensate for the lack of attention. Studiesshow that both parents are now spending less time with their children, due to work habits anda busy lifestyle. In general, American families tend to place more emphasis on the needs anddesires of the child and less on the child's social and family responsibilities. In the years afterWorld War Two, so much stress has been placed on the psychological needs of children thatthe number of experts in this field has increased enormously. Some Americans believe that theemphasis on the psychological needs of the individual child have been carried too far byparents and experts alike. Although Americans may not agree on how best to nurture anddiscipline their children they still hold the basic belief that the major purpose of the family isthe development and welfare of each of its members as individuals.
The next point I'd like to talk about is equality in the family. Along with the American emphasison individual freedom, the belief in equality has had a strong effect on the family. There is muchmore social equality between parents and children than in most aristocratic societies orsocieties ruled by centuries of tradition. This can be witnessed in arguments between parentsand their children, and in the considerable independence granted to teenagers. Children aregiven a lot of freedom and equality in the family so that they will grow up to be independent,self-reliant adults.
Last, the family values. Daniel Yankelovich, based on a survey, reports that there are 11 pointsthat a majority of Americans agree on "family values". He classifies six of them as "clearlytraditional". They are respecting one's parents, being responsible for one's actions, havingfaith in God, respecting authority, married to the same person for life, and leaving the world inbetter shape. The other five are "a blend of traditional and newer, more expressive values".They are giving emotional support to other members of the family, respecting people forthemselves, developing greater skill in communicating one's feelings, respecting one's children,and living up to one's potential as an individual. The ideal of the American family is groupcooperation to help achieve the fulfillment of each individual member, and shared affectionto renew each member's emotional strength. Families can be viewed as similar to churches inthis regard. Both are seen by Americans as places where the human spirit can find refuge fromthe highly competitive world outside and renewed resources to continue the effort.
By this, we are now coming to the end of today's lecture. Thank you for your attention.
Section B CONVERSATION
In this section you will hear everything ONCE ONLY.Listen carefully and then answer the questions thatfollow. Questions 1 to 5 are based on aconversation. At the end of the conversation, youwill be given 10 seconds to answer each of thefollowing 5 questions. Now listen to theconversation.
Mary (W): Hello, may I come in?
John Smith (M): Oh, yes, come in. how can I helpyou?
W: I was looking for the Economics office. I've been all over the Arts Faculty building looking forit but I could only find the School of Accounting and Economic History. Is this the right place?
M: Yes, this is the School of Economics.
W: Oh, good. My name is Mary. I am a new student and I was wondering if someone could giveme some information.
M: Nice to meet you, Mary. I think I might be able to help. I am John Smith. I lecture on thatprogram. What do you need to know?
W: Quite a few things. Firstly,how many lectures a week do I have to attend?
M: Ah, well, the Economics course is a double unit so there are two lectures a week and onetutorial. The lectures are scheduled for Tuesday and Thursday.
W: What time?
M: Let me see…you know this information is all in the handout which you should have receivedyesterday at the orientation meeting.
W: Oh, was there a meeting yesterday? I didn't know about that.
M: Yes, there was. But never mind. New lectures are at four in the afternoon.
W: Four's a bit late. I've got a part time job that starts at four thirty.
M: Well, you can't be in two places at once. And attendance at lectures is necessary. We expectat least 90% attendance at this university, you know.
W: 90%? That's high. Maybe I have to omit this one, too. Do they enforce that rule?
M: Yes, we do. We're pretty strict about it actually.
W: And what times have been set down for the tutorials?
M: That's a very well attended course so there are a number of tutorial times. Monday,Wednesday and Friday, all at 9 o'clock. Yours will be allocated at the first lecture.
W: Can't I choose the time?
M: Maybe, maybe not. You'll have to talk to the lecturer on the course. Dr. Roberts is hisname.
W: Oh, when can I find him?
M: Well, he will arrive here at three o'clock. He will supervise his master students then. But youmay have to wait for another forty minutes. Or you can deal with something else first. He won'tleave until maybe five o'clock.
W: What a pity! I have to do my part time job. Is it possible that I leave a message and call onhim later?
M: Well, of course. Just a minute! Why don't you wait until tomorrow? He will attend a meetingat Room 302 this building from a quarter to nine.
W: That's more reasonable. Thank you for your suggestion. Is it Room 302?
M: Yes. Anything else I can help with while you're here?
W: Well, yes. Do you know what the course requirements are? I mean, how much work isexpected for this course?
M: Well, you have to complete a tutorial paper.
W: What does that involve?
M: Well, it's a piece of work on a given topic based on some set of reading texts. You'll have togive a small talk to your tutorial group.
W: How long does that have to be?
M: Oh, about 25 minutes usually.
W: I have to talk for 25 minutes?
M: Yes, that's right. And then you have to write up your piece of work and give it to thelecturer to be marked.
W: Right. And is that all?
M: No. You also have to complete a 3,000-word essay on a topic.
W: Can I choose the topic?
M: Yes, usually you can.
W: Right. That shouldn't be too bad.
M: And in addition to that there is an exam.
W: An exam! What sort of exam?
M: Well, it's an open book exam.
W: Does that mean I can have the textbook with me during the exam?
M: Yes, that's right.
W: And can you give me any idea about the content of the first year of Economics so that I canget into some reading?
M: Well, you'll be getting the reading list next week when lectures start. All the books are in thelibrary.
W: Yes, but won't everyone else take them out as soon as they get the reading list too?
M: Yes, they might. But most of the important ones are held in Closed Reserve. That's part ofthe library where you can go to read books but you can't take them out of the building.However, we do recommend that you buy the core books. You'll find them useful and you'llneed them for the exam.
W: Yes, I will. Well thanks for all your help.
M: That's fine.
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