大学听力教程第二版答案
大学听力教程第二版答案
【篇一：全新版大学英语(第二版)听说教程1听力答案】s=txt>unit 1
part a
communicative function
1. how are you?/ id like you to meet my classmate.
2. im.../ may i introduce...to you?/ pleased to meet you.
3. come and meet my family./ ...this is tom./ its good to know
you./ ...this is my sister.
part b exercise 1: 1. b 2. d
exercise 2:
1. yang weiping:
china/ started learning english favorite activity: difficulty:
2. virginia:
singapore/ one has be to fluent in english./ started learning favorite activity: difficulty:
part c
exercise:
how to improve listening comprehension
among the four of listening , speaking, reading and writing, i
find listening most difficult, because i about the words i dont know. now i am trying to on the general idea, not worrying
about he new words. this makes me good, because i know i
have something. then, i listen again and if i have any i play the difficult part again. in this way i come to better both the idea
and the of the listening text.
part d (refer to text book)
unit 2
part a
communicative function
1. closing
2. opening
3. closing
4. opening
5. opening
6. opening
listening strategy
1. a
2. b
3. b
4. a
5. b
6. a
7. b
8. a
9. b 10. b
part b exercise 1:
1. 1) b 2) c 3) a
2. d
exercise 2:
1. a. age b. money c. peoples appearance
2. a. ...say that again? i did not catch it./ b. ...speak more slowly, please?
3. a....i really need to be going./ ...nice talking to you.
part c
i hear this idea: 1/2 i dont hear this idea but i can infer it: 4/5/6 i dont hear this idea and i cant infer it: 3
part d (refer to text book)
unit 3
part a
communicative function
maggie swimming but she skiing. she flying on planes and traveling by train but she getting on buses because they are too crowded and dirty. she playing the piano and she reading to playing computer games. she going to chinese restaurants and her food is spicy sichuan bean curd. after work she is listening to music. she light music to rock, because light music makes feel relaxed. she watching tv in the evening. she news programs but sitcoms are the thing for her to watch.
listening strategy
1. /br/
2. /pr/
3. /kl/
4. /tr/
5. /sp/
6. /pr/
7. /pl/
8. /str/
9. /gr/ 10. /gl/ part b exercise 1: 1.c 2.d
exercise 2:
1. private
2. halls of residence
3. self-catering (rent per week)
4. 37.86 (single)
5. 52.78 (double)
part c
exercise:
1. a busy life
2. between 6 and 15 hours
3. they must remain current in their fields.
4. they will revise and update them.
part d (refer to text book )
unit 4
part a
communicative function
1. yeah/ by the way/ who?/ dont you think so?/ yes./ quite well.
2. like what?/ yeah/ hmmm, let me think./ well./ come to think of it. listening strategy
1. 92381
2. 2608
3. 1540
4. 75
5. 156
6. 900
7. 84200
8. 1735
9. 9:40
10. 5:45
part b
exercise 1: 1. c 2.a 3. d
exercise 2:
1. at carols house on saturday
2. hes uncertain whether he can have a good time at the party or not.
3. he is not good at small talk.
4. one should talk about something other people are interested in.
5. by getting them to talk about themselves.
part c
exercise: 1. f 2.t 3. f 4.t 5.f
part d (refer to text book )
unit 5
part a
communicative function
1. call back david johnson this afternoon
2. call bill green at 415-289-1074 this evening. its important.
3. meet judy outside the art museum at ten tomorrow morning.
4. dont forget to go to toms party this evening.
listening strategy
1. 6247-2255
2. 5404-9982
3. 612-930-9608
part b
exercise 1: 1. b 2. a
exercise 2:
telephone message:
for: mr. johnson of abc imports
caller: richard alexander from star electronics
mobile phone number: 909-555-2308
office number: 714-555-2000
message: call richard alexander at office number before 6pm. part c
exercise:
1. brian tong
2. good luck company
3. computer sales representative
4. a degree in computer science
5. a computer programmer in a trading company for thee
years.
6. 38839673
part d (refer to text book)
unit 6
part a
communicative function
1. he wants to know where he can buy a painting
2. he found out how much the dress cost as well as where hi could buy it.
3. she suggests that them man buy a tie for his cousin.
listening strategy
1. 20.50
2. 50.95
3. 175.40
4. 50.80
5. 594
part b exercise 1:
1. in a department store
2. there are four people speaking in the conversation. they are the receptionist, the salesperson, ann and mark
3. to buy a dress for ann
exercise 2: 1. a 2. d 3. b 4. d 5. c
part c
exercise:
1. ...some defective goods
2. ...was absent/...had mistaken his shop for a second had goods store./ ...was careless
3. ...the mistake/...exchange the ladies purchases/...half the price. part d (refer to text book)
unit 7
part a
communicative function
1.o,
2.o
3.f
4.f
5.o
6.f
7.o
8.o
9.f 10.o 11.o 12.f
listening strategy (omitted)
part b exercise 1: 1.a 2.d
exercise 2:
steve wells
a university junior
b average
a lifeguard for two summers
in an apartment
hard working and reliable
seldom absent from work and always on time pay the rent of the apartment
a clerk in the mailroom
2 to 6 am monday through friday
minimum
part c
exercise:
mentioned: 1,3
not mentioned but can be inferred: 2,5 not mentioned and cant be inferred: 4,6 part d (refer to text book)
unit 8
part a
communicative function
1. because he dialed the wrong number
2. because she was late for work. she overslept.
3. because he did not notify her earlier about quitting.
4. because he could not hire the woman.
listening strategy (omitted)
part b exercise 1: 1.c 2.b 3.c
exercise 2:
【篇二：新视野大学英语第2版听说教程2听力原文及
答案完整版】
ass=txt>unit1
一．understanding short conversationsb d c d c c b b a c
1
2
3
4
5
6
7
8
9
10
二．understand a long conversation d d a b c 三．understanding a passage c d b c b
homeworkd c b d b c a b a c
1
2
unit2
一．understanding short conversations b b c c ca a a c a
1
2
3
4
5
0909042
6
7
8
9
10
二understand a long conversation
d b c d d
【篇三：新视野大学英语听说教程1答案(第二版)】ge learning
short conversations
1.b
2. c
3.a
4.c
5.d
6.c
7. c
8.a
9.b 10.d
long conversation
1.a
2. b
3.b
4. d
5. a
understanding a passage
1. a
2.a
3. c
4. d
5. d
understanding a movie speech
1.honored,
2.interesting
3.invitation,
4.great,
5.wise,
6.reason,
7.key,
8.sense,
9.impressions, 10. importantly
story-retelling
1.hand in the text papers
2.ten minutes later;accept the text paper
3.i dont care
4.who i am
5.threw the papers
homework listening
task 1
1.d
2. d
3.a
4.b
5.d
task 2
1.b
2.b
3.d
4.a
5.c
task 3
1. added,
2.agreed,
3.create
4.increasingly important,
5.graduate,
6.expanded ,
7.included,
8.the most commonly taught language,
9.followed, https://www.360docs.net/doc/e82688141.html,nguage program
unit 2 chilling out with the folks
short conversations
1.c
2. c
3. d
4.b
5.b
6.d
7. b
8.c
9.d 10.d
long conversation
1.a
2. c
3.d
4.c
5.a
understanding a passage
1.d
2.b
3. a
4. c
5. a
understanding a movie speech
1.quick,
2.end,
3.remember,
4.future,
5.ten,
6.look,
7.none,
8.eyes ,
9.blackness, 10. wish
listening and discussion
1.youre becoming more and more independent
2.they know how easy it is to waste
3.they feel powerless
4.cant talk to you;they love you
homework listening
task 1
1.a
2.b
3.a
4.c
5.d
task 2
1.a
2.d
3.a
4.b
5.c
task 3
1. free,
2.sales,
3.prepare
4.needs,
5.supplies,
unit 3 give and sacrifice
short conversations
1.c
2. c
3. a
4.c
5.d
6.b
7. a
8.c
9.d 10.d
long conversation
1.a
2. b
3.d
4.a
5.c
understanding a passage
1.b
2.c
3. a
4. c
5. b
understanding a movie speech
1.agree ,
2.suggestion,
3.france ,
4.foreigners,
5.please,
6.fun,
7.twice,
8.hands,
9.happiness, 10. peace
homework listening
task 1
1.c
2. d
3.b
4.d
5.c
task 2
1.c
2.b
3.a
4.c
5.c
task 3
1. designed,
2.show,
3.experienced
https://www.360docs.net/doc/e82688141.html,anize,
5.pilot
6.observe,
7.expert,
8.emergency,
9.beating, 10.outdoor
unit 4 making a good impression
short conversations
1.d
2. b
3. b
4.a
5.c
6.b
7. a
8.d
9.b 10.c
long conversation
1.d
2. c
3.c
4.c
5.d
understanding a passage
1.c
2.a
3. b
4. d
5. d
understanding a movie speech
1.numbers,
2.lead,
3.lifetime,
4.decides,
5.physical,
6.back,
7.career,
8.mysterious,
9.love, 10. found
story-retelling
task 1
1.b
2. d
3.a
4.c
5.c
task 2
1.d
2.c
3.b
4.a
5.b
task 3
1. ruled,
2.require,
3.equal
4.acceptable,
5.provides,
6.private,
7.poor quality,
8.needed,
9.supported and improved, 10.a majority of
unit 5 the battle against aids
short conversations
1.b
2.a
3. c
4.a
5.c
6.b
7.d
8.a
9.c 10.c
long conversation
1.d
2.b
3.c
4.a
5.c
understanding a passage
1.a
2.c
3.c
4.d
5.a
understanding a movie speech
1.better
2.exactly
3.chances
4.way
5.defend
6.willing
7.change
8.afraid
9.skate 10.enough listening and speaking
1.medical costs
2.was holding up
3.this stupid cold
4.diagnosed with hiv
5.they were sorry for his loss
homework listening:
task 1:
1.d
2.b
3.b
4.a
5.c,
task2: 1.c 2.d 3.a 4.c 5.b
task3: 1.efforts 2.living 3.central, 4.extended 5.violence,
6.appears,
7.questioned,
8.culturally unacceptable,
9.media, 10.entertainment
unit 6 consider collar colors carefully!
short conversations
1.c
2.b
3.c
4.b
5.d
6.c
7.d
8.a
9.d 10.d
long conversation
1.c
2.a
3.b
4.b
5.d
understanding a passage
1.b
2.d
3.c
4.a
5.b
understanding a coving speech
story-telling
1)i felt differently, 2)that it made me, 3)though he made, 4)i hurt my back, 5)i usually did homework listening
task 1: 1.a 2.b 3.b 4.c 5.b
task 2: 1.a 2.b 3.b 4.d 5.c
task 3: 1.political, 2.lower, 3.angry, 4.expected, 5.exporting,
6.economy,
7.praise,
8.seek,
9.resulted from, 10.new opportunities
unit 7 guns for trouble?
short conversations
1. b
2.c
3.c
4.d
5.c,
6.d
7.b
8.d
9. c 10.d
long conversation
1.c
2.b
3.d
4.d
5.c
understanding a passage
1.d
2.c
3.c
4.a
5.c
movie speech
1.americans,
2.experience,
3.back,
4.color,
5.situation,
6.promise,
7.first,
8.step,
9.behind, 10.together
homework listening
task 1
1.c
2.b
3.d
4.b
5.c
task 2 1.a 2.c 3.b 4.d 5.c
task 3 1.threat, 2.native,3.appeared, 4.air, 5.powerful,
6.including,
7.taste,
https://www.360docs.net/doc/e82688141.html,ter,
9.fear 10.survive
unit 8 rack your brain for creativity
short conversations
1.a
2.b
3.d
4.d
5.b
6.a
7.b
8.b
9.c 10.c
long conversation
1.b
2.d
3.a
4.c
5.a
understanding a passage
1.c
2.b
3.a
4.a
5. d
understanding a movie speech
1.join,
2.battle,
3.meaning,
4.differences,
5.united,
6.fate,
7.freedom,
8.exist,
9.declared, 10.celebrate
story-retelling
1.a huge field of grass
2.walks all the way
3.win a nobel prize
4.standing in their field
homework listening
task 1 1.b 2.d 3.a 4.c 5. a
task 2: 1.b 2.d 3.a 4.b 5.b
task 3: 1.honors, 2.record, 3.entered, 4.mathematics,
5.invited,
6.creativity,
7.faster,
8.advance,
9.75,000, 10.excellent
unit 9 school days
short conversations :
1.d
2.d
3.b
4.a
5.a
6.c
7.d
8.b
9.c 10.a
long conversation
1.b
2.a
3.b
4.c
5.d
understanding a passage:
1.a
2.b
3.b
4.a
5.c
understanding a movie speech:
1.faint,
2.sick,
3.afraid,
4.intention,
5.supporting,
6.relieved,
7.stupid,
8.cared,
9.smarter, 10.actions
story-retelling
1.his new computer
2.any question you like
3.some kind of trick
4.then he typed
5.sales meeting homework listening :
task 1: 1.c 2.d 3.d 4.a 5.b ,
task 2: 1.a 2.c 3.c 4.b 5.b
task 3: 1.college, 2.many students graduate, 3.17,000 dollars, 4.the full picture, 5.borrowing by their parents, 6.about ten years, 7.high paying jobs, 8.other public service, 9.their first house,
10.earn very much
unit 10 stand up for honesty
short conversations
1.b
2.a
3.c
4.b
5.c
6.c
7.b
8.a
9.c 10.a
long conversation
1.b
2.a
3.d
4.d
5.c
understanding a passage
1.b
2.d
3.b
4.a
5.d
understanding a movie speech
1.rule,
2.possible,
3.happiness,
4.hate,
5.rich,
6.beautiful,
7.poisoned,
8.shut,
9.knowledge,
10.qualities
homework listening
task 1: 1.b 2.a 3.d 4.d 5.c
task 2: 1.a 2.a 3.b 4.c 5.d
6.painful,
7.responsibilities,
8.in person,
9.as clear as,
10.cannot be hidden
英语听力教程 第三版 学生用书2 单词
Kindergarten: a school or class for young children, usually four to six years old, that prepares them for Nursery school: a school for very young children, usually 3 to 5 years of age Coo: speak gently and lovely wedding: the act or ceremony of becoming married Bride: a woman who has just been married or is about to be married relationship: Pick up: stop for and take or bring(person) along with one a romantic or sexual involvement Stability: steadiness, the state of being not likely to separate, break down or fall apart Discipline: strict control to enforce obedience; punishment / control, train, punish Lenient: merciful, not severe in disciplining, punishing, judging, ect. Spare the rod, spoil the child: a child who is not punished will become undisciplined and unruly. Harsh: unpleasant, unkind, cruel or more severe than is necessary Foldaway: that can be folded together for easy storage.Detached: not connected, separate Blind: anything that keeps out light, as a window shade or shutter. Estate: landed property; individually owned piece of land containing a residence. Sink:any of various basins, as in a kitchen or laundry, connected with a drainpipe and usually, with Appliance: a device or machine for performing a specific task, esp. one that is worked mechanically Property: a building or area of land, or both together Mortgage: an agreement that allows you to borrow money from or similar organization, Tenant: a person who pays rent for the use of land or a building Counselor: someone who is paid to listen to people’s problems and provide support and advice. Make the grade: succeed; reach the necessary standard quit: stop (doing something) and leave Goody-goody: a person who likes to appear faultless in behavior so as to please others, not because Emblazon: decorate something with a design, a symbol or words so that people will notice it easily Go to pieces: lose the ability to think or act clearly because of fear, sorrow, ect. Potter about: do things or move without hurrying, especially when you are doing something that Plough through: make slow progress through something difficult or boring especially a book Small hours: the early morning hours just after midnight.Regulate: make work at a certain speed Well-rounded: complete; well-planned for proper balance Abstruse:deep; hard to understand Compulsory: required; obligatory; that must be done Be cut out for: be fitted for; be suited for Burn one’s bridges: destroy all means of going back, so that one must go forward Segregation: separation; isolation; the policy or practice of compelling racial groups or people of Dispel: scatter or drive away; cause to disappear Cohort: a group of people who share a common feature or aspect of behavior High-flyer: a person who has the desire and the ability to be very successful in their job or their Flunk: fail to reach the required standard in (an exam, test, or course of study) Career: the general course of a person’s working life. Client: a person who buys goods or services Personnel: the department of a company or organization that deals with its employees when they need Make a fortune: earn a great amount of money, possessions, etc. Torture: severe pain or suffering caused in the mind or body Shift: a group of workers who take turns with one or more other groups Teamwork: the ability of a group of people to work together effectively Survey: a general examination or study (of conditions, opinions, etc.), especially carried out by Cross-section: a part or group that is typicalor representative of the whole Brainstorming: a way of making a group of people all think about sth at the same time, often in order
听力教程第二版第二册Unit_5答案
..
Unit5 Section One Tactics for Listening
Part2 listening and Note-taking Reading
B: When should a child start learning to read and write? This is one of the questions I am most frequently asked. There is no hard and fast rule, for no two are alike, and it would be wrong to set a time when all should start being taught the ins and outs of reading letters to form words.
If a three-year-old wants to read (or even a two-year-old for that matter), the child deserves to be given every encouragement. The fact that he or she might later be "bored" when joining a class of non-readers at infant school is the teacher's affair. It is up to the teacher to see that such a child is given more advanced reading material.
Similarly, the child who still cannot read by the time he goes to junior school at the age of seven should be given every help by teachers and parents alike. They should make certain that he is not dyslexic*. If he is, specialist help should immediately be sought.
Although parents should be careful not to force youngsters aged two to five to learn to read (if badly done it could put them off reading for life) there is no harm in preparing them for simple recognition of letters by labelling various items in their room. For instance, by a nice piece
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全新版大学英语综合教程2课文原文及翻译
One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later. However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the "standing on the shoulders of giants" phenomenon). But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?
听力教程第三版Unit4施心远学生用书答案
Unit 4 Section One Tactics for Listening Part 1 Phonetics Stress, Intonation and Accent Script Listen to some short conversations. Has the second speaker finished talking? Tick the right box. 1. A: Excuse me. Could you tell me where the secretary’s off ice is, please? B: Yes. It’s up the stairs, then turn left, …↗ 2. A: Excuse me. Can you tell me where the toilets are? B: Yes, they’re at the top of the stairs. ↘ 3. A: What did you do after work yesterday? B: Ah, well, I went for a drink in the pub opposite the carpark. ↘ 4. A: What did you do after work yesterday? B: Oh, I ran into Jane and Tom, …↗ 5. A: Excuse me, can you tell me how the machine works? B: Certainly. Erm, first of all you adjust the height of the stool, and then put four 10-pence pieces there, ... ↗ 6. A: Excuse me, can you tell me how the machine works? B: Yes. You put 30 pence in the slot and take the ticket out here. ↘Key Part 2 Listening and Note-Taking Frog Legs Script A. Listen to some sentences and fill in the blanks with the missing words. 1. Many Asian cultures have included frog legs in their diets for centuries. 2. By 1977 the French government banned commercial hunting of its own amphibians. 3. Indian scientists have describ ed as “disastrous” the rate at which frogs are disappearing from the rice fields and wetlands. 4. The United States imported more than 6.5 million pounds of frozen frog meat each year between 1981 and 1984.
全新版大学英语第二版综合教程2课文
BOOK2课文译文 UNIT1 TextA 中国式的学习风格 1987年春，我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。然而，我和埃伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店堂。 我们的房门钥匙系在一块标有房间号的大塑料板上。酒店鼓励客人外出时留下钥匙，可以交给服务员，也可以从一个槽口塞入钥匙箱。由于口子狭小，你得留神将钥匙放准位置才塞得进去。 本杰明爱拿着钥匙走来走去，边走边用力摇晃着。他还喜欢试着把钥匙往槽口里塞。由于他还年幼，不太明白得把钥匙放准位置才成，因此总塞不进去。本杰明一点也不在意。他从钥匙声响中得到的乐趣大概跟他偶尔把钥匙成功地塞进槽口而获得的乐趣一样多。 我和埃伦都满不在乎，任由本杰明拿着钥匙在钥匙箱槽口鼓捣。他的探索行为似乎并无任何害处。但我很快就观察到一个有趣的现象。饭店里任何一个中国工作人员若在近旁，都会走过来看着本杰明，见他初试失败，便都会试图帮忙。他们会轻轻握牢本杰明的手，直接将它引向钥匙槽口，进行必要的重新定位，并帮他把钥匙插入槽口。然后那位“老师”会有所期待地对着我和埃伦微笑，似乎等着我们说声谢谢——偶尔他会微微皱眉，似乎觉得我俩没有尽到当父母的责任。 我很快意识到，这件小事与我们在中国要做的工作直接相关：考察儿童早期教育（尤其是艺术教育）的方式，揭示中国人对创造性活动的态度。因此，不久我就在与中国教育工作者讨论时谈起了钥匙槽口一事。 两种不同的学习方式
我的中国同行，除了少数几个人外，对此事的态度与金陵饭店工作人员一样。既然大人知道怎么把钥匙塞进槽口——这是走近槽口的最终目的，既然孩子还很年幼，还没有灵巧到可以独自完成要做的动作，让他自己瞎折腾会有什么好处呢？他很有可能会灰心丧气发脾气——这当然不是所希望的结果。为什么不教他怎么做呢？他会高兴，他还能早些学会做这件事，进而去学做更复杂的事，如开门，或索要钥匙——这两件事到时候同样可以（也应该）示范给他看。 我俩颇为同情地听着这一番道理，解释道，首先，我们并不在意本杰明能不能把钥匙塞进钥匙的槽口。他玩得开心，而且在探索，这两点才是我们真正看重的。但关键在于，在这个过程中，我们试图让本杰明懂得，一个人是能够很好地自行解决问题的。这种自力更生的精神是美国中产阶级最重要的一条育儿观。如果我们向孩子演示该如何做某件事——把钥匙塞进钥匙槽口也好，画只鸡或是弥补某种错误行为也好——那他就不太可能自行想方设法去完成这件事。从更广泛的意义上说，他就不太可能——如美国人那样——将人生视为一系列 的情境，在这些情境中，一个人必须学会独立思考，学会独立解决问题，进而学会发现需要创造性地加以解决的新问题。 把着手教 回想起来，当时我就清楚地意识到，这件事正是体现了问题的关键之所在——而且不仅仅是一种意义上的关键之所在。这件事表明了我们两国在教育和艺术实践上的重要差异。 那些善意的中国旁观者前来帮助本杰明时，他们不是简单地像我可能会做的那样笨拙地或是犹犹豫豫地把他的手往下推。相反，他们极其熟练地、轻轻地把他引向所要到达的确切方向。 我逐渐认识到，这些中国人不是简单地以一种陈旧的方式塑造、引导本杰明的行为：他们是在恪守中国传统，把着手教，教得本杰明自己会愉快地要求再来一次。
英语听力教程第三版(张民伦主编)Unit-8-The-Sound-of-Music听力原文
英语听力教程第三版(张民伦主编)Unit-8-The-Sound-of-Musi c听力原文
Listen this way听力教程第三册-8 Unit 8 The Sound of Music Part I Getting ready A quiz game show is a type of radio or television programming genre in which contestants, television personalities or celebrities, sometimes as part of a team, play a game which involves answering questions or solving puzzles usually for money and/or prizes. A The following words will appear in this unit. Listen carefully and study the definitions. 1. panel：a group of specialists who give their advice or opinion about something 2. contender：a person who takes part in a competition or tries to win something 3. nomination：the act of suggesting or choosing somebody as a candidate in an election, or for a job or an award 4. cinematography：the art or process of making films 5. score：the music written for a film/movie or play
《听力教程》2第二版第七单元文本
Unit7 Section One Tactics for Listening Part 1 Phonetics-Stress, Intonation and Accent Joanna: Who Mary She doesn't go out with anyone, you know. Joanna: No. Well, if you ask me, she doesn't like anybody. Joanna: Oh, a meal. Yes, that'd-be nice. But where I don't want to eat anywhere. Joanna: Do you think so Mm -- of course, she doesn't approve of anyone. Joanna: Yes. But what d' you suggest She won't enjoy anything, will she ... 】 Joanna: No, I asked her. I think she doesn't want to go anywhere. Joanna: I know. It's odd isn't it. Never mind. We don't have to go out with anyone. Joanna: In fact. let's not go out with anyone. Joanna: OK. Just you and me. Bye! Part 2 Listening and Note-Taking Mountain Rescue Service / When an accident is reported to the Mountain Rescue Service the first thing that happens is that the person who reports the accident is closely questioned. The rescue group needs to find out a number of details. First, they need to know exactly where the accident happened, with a map reference if possible. Then they will want to know the time of the accident. They will also need to know how many people were involved in the accident and what kind of injuries there were. Finally, they will ask for other useful details, such as the colour of the victim's clothing and the weather conditions. Then the rescue team's call-out procedure begins. Team members keep their personal equipment at home so as to be ready to set off within fifteen minutes of receiving the call. The advance party of about four people sets off right away. They carry a radio telephone with them to send details to the main party and to the base. They are also equipped and trained to give immediate medical assistance. The main party follows the advance party. They carry a radio telephone and more supplies, including a stretcher for the victim. The third party on the mountain is the back-up group. Their job is to help the main party on its return journey. Rescue control is set up in a mobile base. This vehicle carries the team's supplies other than personal equipment. It is equipped with radio telephone and the
全新版大学英语综合教程unit课文翻译
Globalization is sweeping aside national borders and changing relations between nations. What impact does this have on national identities and loyalties? Are they strengthened or weakened? The author investigates. 全球化正在扫除国界、改变国与国之间的关系。这对国家的认同和对国家的忠诚会带来什么影响呢？它们会得到加强还是削弱？作者对这些问题进行了探讨。 In Search of Davos ManPeter Gumbel 1. William Browder was born in Princeton, New Jersey, grew up in Chicago, and studied at Stanford University in California. But don't call him an American. For the past 16 of his 40 years he has lived outside the ., first in London and then, from 1996, in Moscow, where he runs his own investment firm. Browder now manages $ billion in assets. In 1998 he gave up his American passport to become a British citizen, since his life is now centered in Europe. "National identity makes no difference for me," he says. "I feel completely international. If you have four good friends and you like what you are doing, it doesn't matter where you are. That's globalization." 寻找达沃斯人 彼得·甘贝尔 威廉·布劳德出生于新泽西州的普林斯顿，在芝加哥长大，就读于加利福尼亚州的斯坦福大学。但别叫他美国人。他今年40岁，过去16年来一直生活在美国以外的地方，先是在伦敦，1996年后在莫斯科经营他自己的投资公司。布劳德如今掌管着价值16亿美元的资产。1998年，他放弃美国护照，成为英国公民，因为他现在的生活中心在欧洲。“国家认同对我来说不重要，”他说，“我觉得自己完全是个国际人。如果你有四个朋友，又喜欢你所做的事情，那么你在哪儿无关紧要。这就是全球化。” 2. Alex Mandl is also a fervent believer in globalization, but he views himself very differently. A former president of AT&T, Mandl, 61, was born in Austria and now runs a French technology company, which is doing more and more business in China. He reckons he spends about 90% of his time traveling on business. But despite all that globetrotting, Mandl who has been a . citizen for 45 years still identifies himself as an American. "I see myself as American without any hesitation. The fact that I spend a lot of time in other places doesn't change that," he says. 亚历克斯·曼德尔也是全球化的狂热信徒，但他对自己的看法与布劳德不同。61岁的曼德尔曾任美国电报电话公司总裁。他出生于奥地利，现在经营着一家法国技术公司，该公司在中国的业务与日俱增。他估计自己几乎90%的时间都花在出差上。然而，尽管曼德尔全球到处跑，已经做了45年美国公民的他还是认为自己是个美国人。“我毫不迟疑地把自己当作美国人。我在其他地方度过很多时间，但是这一事实不能改变我是美国人，”他说。 3. Although Browder and Mandl define their nationality differently, both see their identity as a matter of personal choice, not an accident of birth. And not incidentally, both are Davos Men, members of the international business élite who trek each year to the Swiss Alpine town for the annual meeting of the World Economic Forum, founded in 1971. This week, Browder and Mandl will join more than 2,200 executives, politicians, academics, journalists, writers and a handful of Hollywood stars for five days of networking, parties and endless earnest discussions about everything from post-election Iraq and HIV in Africa to the global supply of oil and the implications of nanotechnology. Yet this year, perhaps more than ever, a hot topic at Davos is Davos itself. Whatever their considerable differences, most Davos Men and
《听力教程3》听力原文及参考答案
Book Three UNIT 1 Section One Part 1 Spot Dictation Houses in the Future Well, I think houses in the future will probably be (1) quite small but I should think they'll be (2) well-insulated so that you don't need so much (3) heating and (4) cooling as you do now, so perhaps very economical (5) to run. Perhaps they will use (6) solar heating, although I don't know, in this country, perhaps we (7) won't be able to do that so much. Yes, I think they'll be full of (8) electronic gadgets: things like very advanced televisions, videos, perhaps videos which take up ... the screen (9) takes up the whole wall. I should think. Yes, you'll have things like (10) garage doors which open automatically when you (11) drive up, perhaps electronic (12) sensors which will (13) recognize you when you, when you come to the front door even. Perhaps (14) architects and designers will be a bit more (15) imaginative about how houses are designed and perhaps with the (16) shortage of space people will think of putting gardens (17) on the roof and, and maybe rooms can be (18) expanded and, and (19) contracted* depending on what you use them for, so perhaps there'll be a bit more (20) flexibility about that.
全新版大学英语综合教程教案
Teaching Planning College English Integrated Course Book Three Unit Two The Freedom Givers Zhong wen 1.Background Information Teacher: zhong wen Students: 56 sophomores Content of the textbook: unit-2 text A the Freedom Givers Textbook: foreign language teaching and research press Time duration：10 minutes 2.Textbook Analysis The author tells three stories about the Underground Railroad and early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parke r is a freed slave who later turned into a courageous “conductor”; Levi Coffin is a brave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad. We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text. 3.Students Analysis The class is made up of 56 students, with 30 girls and 26 boys ,who have a good knowledge of Basic English, but know very little about the American culture behind the language. So in this introduction part, It is necessary to introduce some background information to the students before reading 4.Teaching Objectives Students will be able to: 1.understand the main idea(early civil-rights struggles in the US, esp. the underground Railroad) 2.grasp the key language points and grammatical structures in the text, 3.conduct a series of reading, listening, speaking and writing activities related to the theme of the unit 4.Appreciate the various techniques employed by the writer (comparison and contrast, topic sentence followed by detail sentences, use of transitional devices,etc.); 5.Teaching Procedures: Greetings Step 1 Lead-in T: Today we are going to talk about the ethic heroes in American history, before the class, I’d like to introduce the slavery to all of you. T: Abraham Lincoln was the 16th president of the United States, during his term of office; he led the civil war and abolished the slavery. T: In the battle against slavery, not only did the president try his best to abolish this system, but also the people, especially the black people living in the South America try hard to fight for their own feat. Today, we will introduce some freedom givers in the American history. Before