新视野大学英语视听说教程第三册 Uint1 II. Basic Listening Practice W: Ok. It’s your turn to pay the bill. I paid last time. M: What? You have a selective memory. You tried to pay last turn, but your credit card faile d; so I ended up paying! It’s definitely your turna Q: What is true according to the conversation? M: I’m having real trouble reviewing for this French exam. I just can’t memorize all the v ocabulary. W: Me too. I hate having to learn things by heart. I guess we just have to keep reading the texts over and over. Q: What does the woman prefer? W: Oh look! There’s that guy we saw last week, playing football in the park! He looked grea t in his kit, remember? M: Him? I don’t remember him. I’ve got a terrible memory for faces. I have a hard time eve n recording people I’ve been introduced to. Q: According to the conversation, what is the man’s problem? M: Why is there a big sign on the back of your door that says “keys”? W: It’s to remind me to take my keys when I go out because I’m always locking myself out b y accident! It doesn’t help enough. Now I just forget to read the sign. Q: Why is there a sign on the back of the door? M: That history exam was really hard. The essay question was terrible! W: I know, I wish I were like David. He has a photographic memory, you know. How useful that would be! Q: What is true of David? Keys:
  1.C
  2.D
  3. A
  4.B
  5.C III. Listening In M: Tell me your secret. You’re suddenly getting excellent marks in every subject, and you u sed to be a bottom-of ?class student just like me. W: Simple enough. I read an article in a scientific journal that studying with remembering, based on recent research into the brain. M: Aw, that stuff’s old hat: study at the same time every day, be sure your clothes are com fortable, and make sure you have enough light, blah-blah-blah. W: Not so fast, wise guy. I’m talking about principles like “Mental Visualization”, creat ing a picture in your mind of what is to be remembered. M: Ok, that dies sound different. Id “Association” a principle?you know, you connect what you want to remember with something you’re familiar with? W: Right on! ‘Consolidation” is another. I review my notes right after class and consolida te?or absorb?the new material into what I’ve already learned. M: You’re moving ahead fast with those principles. I swear this weekend I’m going to study sixteen hours a day both Saturday and Sunday. W: Whoa, big guy. That’s not the way. Follow the principle of “Distributes Practice”. Sho rter study sessions distributes over several days are better.
M: That system is all very well for you; you’ve got a good memory. But what about me? I’ve got a memory like a sieve. W: You’re too modest. There’s nothing wrong with your memory. But memory is like a muscle; it needs exercise. And don’t forget it. While the man is wondering why the woman is suddenly getting excellent marks, she says she r ead an article on studying and remembering. It talks about principles like “Mental Visualiz ation”, that is, creating a picture in one’s mind of what is to be remembered. This remind s the man of the principle of “Association”, which means connecting what one wants to reme mber with something one is familiar with. Then the woman adds the principle of “Consolidati on”, or reviewing one’s notes after class and absorbing the new material into what one has already learned. When the man promise to study sixteen hours a day, the woman recommends the principle of “Distributed Practice”, which favors shorter study sessions distributed over several days. Finally, the woman tells the man that memory is like a muscle, and that it nee ds exercise. Task 2: You forget my toast! An 80-year-old couple was having problems remembering things, so they decide to go to their doctor to see what was wrong with them. They explained to the doctor about the problems they were having with their memory. After checking the couple over, the doctor told them that th ey were physically okay but might need to start writing things down to help them remember. T he couple thanked the doctor and left. Later that night while watching TV, the old woman said to the old man, “Honey, will you ple ase go to the kitchen and get me a dish of ice cream?” Before the man left, she added, “Why don’t you write that down so you won’t forget?” “Nonsense,” said the husband, “I can remember a dish of ice cream!” “Well,” said the wife, “I’d like some strawberries on it. You’d better write that down because I know your memory is failing.” “Don’t be silly,” replied the husband. “There’re only two things: a dish of ice cream a nd some strawberries. I can surely remember that!” With that, he rushed into the kitchen. After about twenty minutes he returned from the kitch en and handed her a plate of bacon and eggs. The wife took one look at the plate, glanced up at her husband, and said, “Hey, you forget the toast!” Keys: FTFFF MemoryTask3: Memory-Improving Techniques There are many techniques you can use to improve your memory. Some of them are introduced he r. First and foremost, you need to stimulate your memory all the time. To put it simply, you sh ould use your memory as much as possible. It is especially important to try to learn somethi ng new. If you work in an office, learn to dance; if you are a dancer, learn to deal with a computer, if you work with sales, and learn to play chess; if you are a programmer, learn to paint. These added activities stimulate the brain so that I t continues to function. Older people need to pay attention to things they are dealing with. Don’t try to memorize e verything that catches your attention; focus on what you consider important. For example, yo u can take any object such as a pen and concentrate on it. Think on its various characterist
ics: its material, its function, its color, and so on. Don’t allow any other thought to occ upy your mind while you are concentrating in that pen. Another method that can be used is to relax yourself. It is impossible to remember things if you are tense or nervous. So, try holding your breath for ten seconds, and then release it slowly. Association is also a powerful tool to develop your memory. For example, if you cannot remem ber a person’s name, you can think about a special feature of his face and then link it wit h his mane.
  1.
  2.
  3.
  4.
  5. What’s seems to be an especially important way to stimulate one’s memory? What seems to be the best way to focus your memory? How can you concentrate on a pen? How can you relax yourself according to the passage? What is the main idea of the passage?
Kes: 1A
  2.C
  3. D
  4.B
  5.D IV. Speaking Out MODEL 1 It slipped my mind! Amy: Amy I sent out the invitations to the dinner party. Bill: That’s good. Now what should we do? Amy: We’ve got to plan the menu. Bill: Oh, that’s right. Do you have anything in mind? Amy: I think I’m going to make the chicken salad we had at the Christmas party. Remember I sled the chef for the recipe? Bill: Yeah, but did you forget that Linda doesn’t eat chicken? Amy: Amy Linda? Oh, my gosh! I forgot to invite Linda! It just slipped my mind. She’ll be mad a t me. Bill: Well, everyone forgets something sometimes. It’s not too late yet. I’ll make a phone call. Don’t worry. Amy: Thanks! You see, I’m getting forgetful. I think I’m getting old! Bill: Looks like you are, sweetheart Now Your Turn SAMPLE DIALOG A: I’m going to throw a party, and I’ve sent out the invitations to my friends and relativ es. B: That’s good. But don’t forget to invite everyone you should invite. A: I think I’ve invited everyone. Do you have anybody in mind? B: Did you invite John? He’s lost his job after recent quarrel with his boss. ll A: Oh, my gosh! I forgot to invite him! He’ be sad, thinking we look down on him. He just slipped my mind. B: Well, everyone forgets something sometimes. Don’t worry. It’s not too late. Make a phon e call right away. A: Did I forget anybody else that I should incite? B: There’s yet another person you should invite?Julia. She’s just moved to the city and f eels lonely.
A: Oh, good heavens, I forgot all about her. She’s our new friend. You see, I’m getting fo rgetful. I think I’m getting old! B: Looks like you are, buddy. You’d better start writing things down if they’re important. MODEL2 I can’t think of it off the top of my head. John: Hey, Sue. Do you know what Jack’s home phone number is? Susan: I can’t think of it off the top of my head. I don’t have my address book on me, and I don’t have my mobile phone with me, either. John: That’s too bad! I’ve got to find him now. It’s urgent! If I can’t find him today, I’ll be dead! Susan: You might want to look it up in the phone book. John: I’ve checked already, but it seems that hid phone number is unlisted. Susan: Maybe it’s under his roommate’s name. John: Well, I guess so. Susan: Well, why don’t you call Jane? She has his phone number. John: I’ve tried, but no one answered! Susan: Maybe call his office and ask his secretary. John: I’ve already tried. She won’t tell me. She says it’s private. Susan: Oh, that’s right. They usually don’t release private information over the phone. John: It’s a pity. You usually have a powerful memory, but you can’t help today. What’s w rong with you? Your memory seems to be fading early. Susan: It’s not my memory is fading. I do have memory for face and names, but a poor one fo r number and dates Now Your Turn SAMPLE DIALOG A: Hey, do you remember when is the lecture on the value of information by Professor Smith? t B: I can’ think of it off the top of my head. Maybe we can look it up in our notebook, but I don’t have mine with me. A: That’s too bas! I don’t have it with me, either. Do you remember the number of the lect ure hail? B: Sorry, I can’t think of it off my head. A: I’m terribly interested in the lecture. I can’t miss it! B: Well, why don’t you call the dean who arranged the lecture? A: I’m afraid it’s not very wise to ask the dean directly. B: Then maybe you can call the office if the department and ask the secretary. A: I’ve already tried, but no one answered. B: Oh! A: You usually have a powerful memory, but you can’t help today. You memory seems to be fad ing early. B: It’s nit that my memory is fading. I do have a good memory for faces and names, but a po or one for numbers and dates. MODEL3 What’s wrong with your memory? Bill: Hi, honey! My trip to London was wonderful. Amy: Tell me what thrilled you most. [The telephone rings and Bill answers it....He hangs up.]
Bill: Er, where was I? Amy: You were talking about your tour in London. Bill: Oh, yeah. Amy: I bet you had a great time. Bill: Yes, I particularly enjoyed visiting the tower of London. Amy: How did you get there? By bus or underground? Bill: Let me see….Sorry, I can’t remember any more. Amy: What’s wrong with your memory? Bill: I hope it’s not Alzheimer’s disease. I don’t want to forget my own name. Amy: I don’t think so. Perhaps it’s just temporary forgetfulness. You’ll be right after a good sleep. Bill: I hope so. But as this is happening so often recently, I think I must go to see a doct or and get some pills s Amy: It’ not as serous as that. Anyway, I wish you had a good memory for happy events, and a bad one for unhappy things. Now Your Turn SAMPLE DIALOG A: Hey, my trip to Beijing was fantastic. B: Tell me what thrilled you most. [The door bell rings and A answer it….A comes back.] A: Where was I? B: You were talking about your tour in Beijing A: Oh, yeah. B: I bet you had a great time. A: Yes, I particularly enjoyed visiting the Forbidden City and the Great Wall, though the ad mission fees were a bit too high for me. B: What were the fees? A: Let me see….Sorry, I can’t remember any more. B: What’s wrong with your memory? A: I hope it’s not Alzheimer’s disease. I don’t want to see a lot of new people everyday. B: I don’t think so. Perhaps you only forget things momentarily. You’ll be right after a g ood sleep. A: I hope so. But as this is happening so often recently, I think I have to see a doctor. B: I don’t think it’s so serious. Anyway, a bad memory helps you forget your trouble. V. Let’s Talk Student: Professor, thank you for graining me this interview. I’m Susan, a reporter from t he Student Union magazine. Many students have difficultly memorizing things. Since you‘re an outstanding psychologist, could you give us some tips on how top impro ve our memory? Professor: Well, some people have better memories than others, but that’s largely because t hey are better at creating mental images. Student: If I’m not good at creating images, what can I do? ther images. For example, I you have to pick up several items at the grocery store, Professor: Practice helps. And the mind remembers things better if they are connected with o
say, carrots, egg, bananas, and milk, you can create a picture in your mind of a giant carrot, and hanging from it, a banana. Student: Then I could have a giant milk carton pouring milk over the carrot and banana. Professor: Certainly. Then what would you do with the egg? Student: Hmmm. I’d visualize an egg-shaped UFO flying across the sky. Professor: There you go. The m
 

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