In this lecture，we have discussed that when you are making a guess about the meaning of a new word in the reading process, you can use ________ to help you.

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• 听力原文：W: Good afternoon and welcome to Your Business. We have in this studio today Brian Williams, head of the management unit of Lawson & Fowles Publishing. Brian is here to discuss successful staff management. Brian, what makes a good manager？

  M: Well, it's a combination of things, but at the top of the list I think I'd put being truthful. Staff have certain expectations of how they should be treated and they want their managers to be fair. Not telling your staff what's happening is a sure way of losing their respect. You need to concentrate on solving problems, not hiding them. W: But not all problems can be solved, can they？ M: Most can, actually, but that's not the point. The thing is, instead of reacting after the dam-ages done, you should be talking to staff about how things are going and avoiding a situation where they come to see you about the problems after the event. The trick is to decide what problems might arise before they actually happen. W: What about having staff work together？ How should that be managed？ M: Well, some people appear to like working on their own, but in most companies, people who work on their own do so because they have been neglected. They have been given a task and their boss is not in-terested in how it is being done. This makes their sense of achievements smaller no matter how hard they work. People who work in teams have dearer overall picture of the work they are involved in. They have a role to play, and they know that if they don't perform. well, it is not only the business is going to suffer but also the other members of their team. So it is up to managers to create teams within their organization and encourage this team spirit. It raises performance. W: How is this best done？ M: Well, it's important to identify certain key employees among your staff and give them particular support and attention. If these key people are encouraged in their work, they would perform. better themselves, and more importantly raise the general level of performance of all the others in their area. W: Isn't it also a question of recruitment？ M: Yes, yes, lots of difficulties in staff management arise because mangers genuinely don't know how to select the right person. Sometimes interviewees are chosen on the basis of written personality tests which hear no relation with the work they'll be actually doing. Many managers admit that they sometimes ignore the lack of appropriate skills in recruiting the staff. I'd say that in the vast majority of cases they simply opt for the candidates who's made the best impression in half an hour or so... F: So, what should we have instead？ M: Well, the selection procedure should involve matching the skills and knowledge of the applicant to the actual job. And they should be done in the most immediate and relevant way possible, for example, if you try to recruit a trainer for your company, an important part of the inter-view should involve the applicant giving a pre-pared training session. Training is what they'll be doing, so you should see them in operation be-fore employing them. F: That sounds sensible. The final question, Brian, is about discipline, which is perhaps the hardest factor to get it right. What is the latest thinking？ B: Umm, well, the issues are: should you be a hard, unfriendly boss, make sure everyone obey your order without a question, or should you be more sympathetic and listen to your employees' difficulties？ Then there will be time when you have to discipline someone who has done some-thing wrong. It can be difficult if you are on very friendly terms with them. So a certain distance is necessary. On the either hand, if you are too un-approachable, you may not be made aware of important problems. M: Well, thank you, Brian. I'm sure plenty of managers out there will find out our talk very interesting. ？You will hear a radio interview with Brian Williams, a management expert. The interview deals with staf A．being able to concentrate. B．being honest. C．being respected.

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• 听力原文：M: This shirt is a bit too small. Have you got a bigger size？F: Er… I'm afraid we are out of them now. Could you look in again tomorrow？

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• 听力原文：W: Could you check on the arrangements in the conference room for this evening's program？ We may have more guests than expected.

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• 听力原文： Lecturer: In the last lecture, we looked...

  听力原文： Lecturer: In the last lecture, we looked at the adverse effects of desert dust on global climate. Today we're going to examine more closely what causes dust storms and what other effects they can have. As you know, dust storms have always been a feature of desert climates, but what we want to focus on today is the extent to which human activity is causing them. And it is this trend that I want to look at, because it has wide-ranging implications. So, what are these human activities？ Well, there are two main types that affect the wind erosion process, and thus the frequency of dust storms. There are activities that break up naturally wind-resistant surfaces such as off-road vehicle use and construction and there are those that remove protective vegetation cover from soils, for example, mainly farming and drainage. In many cases the two effects occur simultaneously which adds to the problem. Let's look at some real examples and see what I'm talking about. Perhaps the best-known example of agricultural impact on desert dust is the creation of the USA's 'dust bowl' in the 1930s. The dramatic rise in the number of dust storms during the latter part of that decade was the result of farmers' mismanaging their land. In fact, choking dust storms became so commonplace that the decade became known as the 'Dirty Thirties'. Researchers observed a similar, but more prolonged, increase in dustiness in West Africa between the 1960s and the 1980s when the frequency of the storms rose to 80 a year and the dust was so thick that visibility was reduced to 1,000 metres. This was a hazard to pilots and road users. In places like Arizona, the most dangerous dust clouds are those generated by dry thunderstorms. Here, this type of storm is so common that the problem inspired officials to develop an alert system to warn people of oncoming thunderstorms. When this dust is deposited it causes all sorts of problems for machine operators. It can penetrate the smallest nooks and crannies and play havoc with the way things operate because most of the dust is made up of quartz which is very hard. Another example - the concentration of dust originating from the Sahara has risen steadily since the mid-1960s. This increase in wind erosion has coincided with a prolonged drought, which has gripped the Sahara's southern fringe. Drought is commonly associated with an increase in dust-raising activity but it's actually caused by low rainfall which results in vegetation dying off. One of the foremost examples of modern human-induced environmental degradation is the drying up of the Aral Sea in Central Asia. Its ecological demise dates from the 1950s when intensive irrigation began in the then Central Asian republics of the USSR. This produced a dramatic decline in the volume of water entering the sea from its two major tributaries. In 1960, the Aral Sea was the fourth-largest lake in the world, but since that time it has lost two-thirds of its volume, its surface area has halved and its water level has dropped by more than 216 metres. A knock-on effect of this ecological disaster has been the release of significant new sources of wind-blown material, as the water level has dropped. And the problems don't stop there. The salinity of the lake has increased so that it is now virtually the same as sea water. This means that the material that is blown from the dry bed of the Aral Sea is highly saline. Scientists believe it is adversely affecting crops around the sea because salts are toxic to plants. This shows that dust storms have numerous consequences beyond their effects on climate, both for the workings of environmental systems and for people living in drylands ... SECTION 4 Questions 31-40 Questions 31-32 Complete the notes using NO MORE THAN THREE WORDS for each answer Main focus of lecture: the impact of 【31】______ on the occurrence of dust st

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