Listening Vocabulary

Lesson 10

A World within a School (The Lives of Young Immigrants)

Listening Vocabulary

to flourish – процветать

to uproot – искоренять, вырывать с корнем

tight-knit – сплоченный, дружный

intimidating – пугающий

You will hear a report by Richard Schiffman, with host Mary Ambrose, from the Public Radio International program The World. Schiffman interviews teachers and students at the International High School in Queens, New York. Ambrose says that the International High School "seems to work."

LISTENING FOR MAIN IDEAS

You will hear the entire report. Mark the statements that are true.

At the International High School, _____.

_____ 1. students speak their native languages

_____ 2. students work in groups

_____ 3. students are not all immigrants to the United States

_____ 4. students help each other in their native language

_____ 5. teachers want students to feel comfortable

_____ 6. students improve their English and their native language

_____ 7. teachers think that speaking two languages causes problems

_____ 8. students try to be assimilated quickly into American culture

LISTENING FOR DETAILS

Listen to the report again. In the chart, mark whether each person is a student or teacher. List what they like about the school, and summarize their comments. Check your answers with a partner.

PERSON BEING INTERVIEWED	Student	Teacher	WHAT THIS PERSON LIKES ABOUT THE SCHOOL
Jennifer Shenke	□	□
Priscilla Billarrel	□	□
Aaron Listhaus	□	□
Evelyna Namovich	□	□
Kathy Rucker	□	□

Lesson 11

The Words Escape Me

Listening Vocabulary

blurred – смазанный, расплывчатый

frustrated – расстроенный, отчаявшийся

You will now hear a song by a New York-area band called Gabriel's Hold. The lyrics express some feelings from the perspective of a young person coming to live in a new country. (You can visit http://www.gabrielshold.com for more information about the band.)

Listen to the song, and circle the answer to each question.

1. What is the young man concerned about?

a. learning a language

b. getting a job

c. missing a train

2. What does the singer compare his experience to when he says, "Frozen in a fast frame, action is blurred"?

a. being in a cold place

b. being in a fast car

c. being in a movie

3. The singer questions a decision he made when he says, "What was I thinking?" What is he referring to?

a. deciding to take the train in a foreign country

b. deciding to come to the new country to live

c. deciding to speak in a loud voice

4. What does the singer mean when he says, "I can also use your words to order only fish"?

a. He knows how to say fish, so that's why he orders it.

b. He likes to eat only fish.

c. He goes to restaurants that serve only fish.

5. What does the expression "get the jokes" mean?

a. like the jokes

b. hear the jokes

c. understand the jokes

6. Why does he feel that people think he's not smart?

a. He can't communicate his knowledge in his new language.

b. He does badly on examinations in his new language.

c. He's not good at reading in his new language.

7. Why does the singer imagine people saying "Get out, get out"?

a. He is late and he has to leave his house now.

b. He is not confident around people, and he imagines they don't like him.

c. He had a fight with someone he lives with.

8. How would you describe the singer's general tone in the song?

a. frustrated

b. enthusiastic

c. sad

Second Listening (AT HOME)

Complete the song lyrics below by filling in the missing words. Then listen and check your work. Compare your answers with those of a classmate.

The Words Escape Me

WORDS AND MUSIC BY STEVE COLEMAN

1. I was standing on a train platform in a (1) ____________________ land.

2. I was 21 years old,

3. Excited to be involved, and to do my part, to understand everything I was told.

4. But they moved too quickly, talked too fast, moved too quickly.

5. I couldn't even catch my (2) ____________________

6. Frozen in a fast frame, action is blurred.

7. Loud, too loud, I can't understand your (3) ____________________.

8. What was I thinking? I can't do this, learn this.

9. Think I'll just go home.

10. But I can't go home.

11. I worked out some bugs,^[1] and know where I live.

12. I can also use your words to (4) ____________________ only fish.  

13. I try to eat their food; I (5) ____________________ the meals from home.

14. I eat too little, I eat too much.

15. I’m studying hard, but I don’t get the (6) ____________________.

16. They think I’m stupid; I can’t tell them I’m not.

17. Writing in this book makes me feel at home.

18. The words I can’t (7) ____________________, they’re hiding my best, you know.

19. What was I thinking? I can’t do this, learn this.

20. Think I’ll just go home.

21. But I can’t go home.

22. Hey, yeah, words escape me, [repeat]

23. And I can’t use my (8) ____________________. [repeat] I can’t use it like you. [repeat]

24. Learn the language, talk the language, learn the language, boy. [repeat]

25. Get out, get out, get out, get out, boy. [repeat]

26. Oh, I’m too tired, I’m too old, it’s too simple, it’s too cold. I can’t even…

27. Get out, get out, get out, get out, boy.

28. Writing in this (9) ____________________ makes me feel at home.

29. The words I can’t escape, they’re hiding my best, you know.

30. What was I (10) ____________________? I can’t do this, learn this.

31. Think I’ll just go home.

32. But I can’t go home.

33. Hey, yeah, words escape me, [repeat]

34. And I can’t use my tongue. [repeat]  

Lesson 12

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