新編大學(xué)英語(yǔ)聽(tīng)力2(浙大版) 3

[00:00.00] Career Planning [00:02.81]Part Two [00:06.26]Listening-Centered Activities [00:10.62]Listening [00:13.72]Exercise 1 [00:17.28]Directions: [00:20.52]Listen to Section One twice and take notes. [00:27.04]Section 1 [00:29.95]I: Well, some people seem to feel that their jobs are often misunderstood by others [00:37.08]Do you think this sort of thing is very common? [00:41.44]S: Oh, absolutely [00:44.75]Most jobs or professions seem to have an image or a stereotype attached to them [00:53.03]often much to the irritation of the job-holders [00:58.93]But there is a serious point to all this, too [01:03.86]that maybe young people actually choose their careers [01:09.73]under the influence of these false images [01:15.71]And certainly,there is evidence that they may even avoid certain careers [01:22.94]Well, on a large scale, as you can imagine, this could cause problems for the economy. [01:30.36]I: Er, you say there's evidence? [01:34.86]S: Oh most definitely [01:38.17]There was a survey recently into children's attitudes to different professions. [01:45.59]I: How was that done, though [01:49.58]Because, after all, [01:53.08]children don't know much about the world of work before they get into it. [01:58.94]S: Well, exactly [02:01.97]What the investigators wanted to get at was their impressions and their prejudices [02:09.38]They used a very simple technique [02:13.09]They gave the children twelve pairs of statements [02:18.20]In each pair one statement was positive, the other was its opposite. [02:24.76]I: For example? [02:27.49]S: Well, for example, [02:30.80]"Such and such a person is likely to be boring or interesting company." [02:38.22]I: I see. What professions did they ask about? [02:44.20]S:Do you want the whole list? [02:47.65]I: Well, why not? [02:51.40]S: OK. Here it goes [02:55.39]They looked at: physicists, lawyers, economists, accountants [03:02.70]sales representatives, there agents, biologists [03:08.42]and three types of engineers-- mechanical engineers, electrical and civil [03:16.52]The children were asked to say which of the statements was [03:21.96]"most true" about each profession. [03:27.00]Exercise 2 [03:30.89]Directions: [03:33.88]Look for the mistakes in the printed interview [03:38.52]and correct them according to what you hear from the tape. [03:44.68]Section 2 [03:47.95]I: And the results? [03:51.23]S: Well, they were rather striking concerning one profession in particular, [03:58.25]the poor old engineer [04:02.24]Of all the jobs mentioned, he came out really much worse than you might expect [04:09.73]The vast majority of children(90% in the case of the mechanical engineers) [04:17.22]Oh, and insecure too [04:22.80]The only other person they thought more likely to actually lose his job [04:29.86]was the sales representative [04:37.49]But, I must say there were good points to [04:41.38]Engineering was seen to be "interesting, well-paid" work. [04:47.96]I: Hmm, not such a rosy picture, really. [04:52.43]S: No... but it got better when the children were asked about [04:57.07]how they imagined the engineer as a person [05:03.55]The majority of the children chose positive comments, [05:09.02]except that they thought the engineer was likely to be poorly [05:16.62]rather than well dressed.(laugh) [05:21.91]Of all the jobs listed(mentioned), [05:27.56]he came out really much worth(worse) than you might expect [05:33.79]The last majority of children (90% in the case of the mechanical engineers) [05:38.76]thought that engineering was a "dirty job [05:43.40]They also thought the job was of "low status" and "subordinate [05:49.70]that is, the engineer is more likely to take orders than to give the [05:56.15]Oh, and insecure to [06:00.43]The only other person they thought more likely to actually lose his job [06:06.80]was the sales representative [06:11.81]But, I must say there were good points to [06:16.63]Engineering was sensed to be "interesting, well-paid" work. [06:22.25]I: Hmm, not such a rosy picture, really. [06:27.61]S: No...but it got better when the children were asked about [06:33.55]how they imagined the engineer as a person [06:40.07]The majority of the children chose positive comments [06:44.82]except that they thought the engineer was likely to be poorly [06:51.26]rather than well dressed. [06:56.09]Exercise 3 [06:59.76]Directions: [07:03.40]Listen to Section Three twice and fill in the missing information. [07:10.45]Section Three [07:13.87]I: Well, what about the other professions, the Erm...what came out favorite, [07:20.53]for example? [07:23.09]S: Oh the lawyer without a doubt [07:26.62]He collected by far the greatest number of positive opinions [07:32.34]The sales representative and then the estate agent were right at the bottom. [07:38.78]I: Oh, so the engineers weren't down there? [07:44.11]S: Oh, nn [07:47.24]Probably the children don't have much of an idea of their real work [07:52.90]I think they... (laugh)...they went by the titles, really, [07:59.27]since civil engineer came out top, perhaps the suggestion of the name? [08:06.18]I: Oh, I see [08:09.38]You mean that he was a... a more civilized sort of fellow than the others? [08:16.19]S:Yes, right.Reasonable sounding, isn't it? [08:21.59]I: Yes. Quite sensible, I suppose [08:25.87]And I imagine the mechanical engineer came out bottom? [08:30.55]S: Absolutely right [08:34.15]In fact 90% of the children associated him with dirty work, [08:40.78]as against 76% for the electrical engineer and 68% for the civil engineer. [08:49.24]I: And the other professions? [08:53.05]S: Well, after the lawyer came the accountant then the scientist, the physicis [09:00.83]The economist came just above the engineers [09:05.69]I: A real sign of the times, that is. [09:09.43]I: Hmm. [09:12.28]S: After all, in most other European countries to be an engineer is to be somebody [09:20.92]And I imagine that this means that many bright children, [09:26.78]who might really enjoy the profession and do well in it [09:31.93]probably never consider it, which is a great pity for the country as a whole

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