听力教程(二)Unit 5答案

Unit 5

Part 1 Phonetics -- Stress, Intonation and Accent

1. A: Do you want some grapes?

B: No, thanks, I don't like them.

2. A: What do you think of Scotland?

B: I've never been there.

3. A: My son's called David.

B: How old is he?

4. A: Can I book a table for tonight, please?

B: Certainly. How many is it for?

A: There'll be three of them.

5. A: Can you get some cornflakes?

B: Do you want a large or small packet?

A: A small one.

Part 2 Listening and Note-taking

Reading

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 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 labeling various items in their room. For example, by a nice piece of cardboard tied to their bed with BED written in neat-big letters.

Should the young child ask his parents to teach him to read, and if the parents are capable of doing so, such an appeal should not be ignored. But the task should be undertaken gently, with great patience and a sense of humour. Reading should never be made to look like a chore and the child, should never be forced to continue, should his interest start to flag*.

Exercise A:

1. There is no hard and fast rule, for no two are alike.

2. The fact that he or she might later be "bored" when joining a class of non-readers at it infant school is the teacher's affair.

3. If badly done it could put them off reading for life.

4. But the task should be undertaken gently.

5. Reading should never be made to look like a chore.

Exercise B:

It would be wrong to set a time when a child should start learning to read and write.Parents should encourage youngsters aged two to five to read if they show interests in it, but never force them to learn to read. He or she might later be "bored" when joining a class of non-readers at infan t school. Then it is up to the teacher to see that such a child is given more advanced reading material.

Similarly, if a child cannot read at the age of seven, teachers and parents should make certain that he is not dyslexic. If he is, specialist help should immediately be sought.

Parents should not ignore the young child's appeal to teach him to read. But the task should be undertaken gently, with great patience and a sense of humour. Reading should never be made to look like a chore and the child should never be forced to continue, if his interests

start to flag.

Section Two Dialogue 1 Digital Sound

MIKE: Wow! Nice. CDs have such good sound. Do you ever wonder how they make CDs?

KATHY: Well, they get a bunch of musicians together, and they sing and play.

MIKE: Come on. You know what I mean. Why is the sound quality so good? I mean, why do CDs sound so much clearer than

cassette tapes?

KATHY: Actually, I do know that.

MIKE: Really?

KATHY: It's all based on digital sound. CDs are digital. Digital sound is like several photos, all taken one after another. It's

kind of like pictures of sound. The intensity of the sound –

how strong it is -- is measured very quickly. Then it's

measured again and again. When we hear the sound, it all

sounds like one long piece of sound, but it's really lots of

pieces close together. And each piece is really clear. MIKE: So digital is like lots of short "pieces" of sound.

KATHY: Exactly. This is different from analog* -- that's how they used to record. Analog is more like one wave of sound. It

moves up and down with volume and pitch. Anyway, analog

is like a single wave. Digital is like a series of pieces.

MIKE: OK, I understand that. But how do they make the CDs? KATHY: I told you. They get a bunch of musicians together, and they sing and play.

Dialogue 2 How Do They Make CDs?

MIKE: OK, I understand that. But how do they make the CDs? KATHY: I told you, Mike. They get a bunch of musicians together, and they sing and play.

MIKE: Kathy !

KATHY: No. What really happens is first they do a digital recording -- on videotape.

MIKE: On videotape.

KATHY: Yeah, they use videotape. So then the videotape is played through a computer.

MIKE: OK. What does the computer do?

KATHY: Well, the computer is used to figure out the "pieces" of sound we were talking about; how long everything is, how

far apart spaces are.

MIKE: OK. So the computer is figuring out those separate "pieces"

of sound.

KATHY: Yeah. They need to do that to make the master.

MIKE: The master?

KATHY: The master is the original that all the other CDs are copied from. It's made of glass. It's a glass disk that spins

around --just like a regular CD. And the glass disk is

covered with a chemical. They use a laser to burn the signal,

or the song, into the glass plate. The laser burns through the

chemical, but not through the glass.

MIKE: So the laser cuts the sound into the plate.

KATHY: Right. What it's doing is cutting little holes into the back of the disk. Those holes are called "pits." The laser puts in the

pits.

MIKE: So CDs really have little holes on the back? 1 didn't know that.

KATHY: Yeah. Tiny pits. They're too small to see. [Pause.[ Anyway, then they've got the master, and they make copies from it.

Then you buy your copy and put it in the CD player. MIKE: Put it in the CD player ... That part I understand.

KATHY: There's another laser in your CD player. The light of the laser reflects off the CD. The smooth part of the CD reflects

straight back, like a mirror. But the light that bounces off

the pits is scattered. Anyway, the computer in your CD

player reads the light that bounces off the pits. And you get

the music.

MIKE: Reflected light, huh? ... Uh ... you knew what I like? Just relaxing, listening to music, and not really worrying about

how it gets on the disk.

KATHY: You want me to explain it again?

Exercise:

1. The making of the CDs

A. Recording

a. They get a bunch of musicians together, singing and playing.

b. First they do a digital recording -- on videotape.

c. Then the videotape is played through a computer.

d. The computer figures out those separate "pieces" of sound to

make the master.

B. The making of the master

a. The master is the original that all the other CDs are copied

from.

b. It's made of glass, covered with a chemical.

c. They use a laser to burn the signal, or the song, into the glass

plate. The laser bums through the chemical, but not through the glass.

d. It cuts little holes into the back of the disk. Those holes are

called "pits."

e. They make copies from it.

II. Playing back

A. You buy the copy and put it in the CD player.

B. The light of the laser reflects off the CD.

a. The smooth part of the CD reflects straight back, like a

mirror.

b. But the light that bounces off the pits is scattered.

c. The computer in your CD player reads the light that

bounces off the pits.

d. You get the music.

Passage 1 Toothbrush

Brushing our teeth -- such a commonplace activity today, has been around for a long time. Imagine: the ancient Egyptians were already concerned about their dental hygiene! We know this today because they also had the good habit of being entombed* with all their treasures ... So we were able to discover that tombs from 3,000 years before Christ contained small tree branches whose ends had been frayed* into soft fibers. It's comical to imagine an Egyptian stopping to brash his teeth after a meal, on his break from building a

pyramid!

The true ancestor of our toothbrush, however, was invented by the Chinese in the 15th century and brought back to Europe by travellers. This toothbrush was made of hairs from the neck of a Siberian wild boar which were fixed to a bamboo or bone handle. The people of the Occident*, however, found the wild boar hairs too stiff. At the time, very few people in the Western world brushed their teeth, and those who did preferred horse hairs, which were softer than those of the wild boar! In Europe, it was more customary after meals to use a goose feather toothpick, or one made of silver or copper.

Other animals' hair was also used for dental care, right up until this century. But it was the poor Siberian wild boar that took the brunt of it. The animal was imported for its neck hairs tot a long, long time ... in fact, until nylon was invented, in the 20th century!

In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by Wallace H. Carothers. In 1938, this new material became a symbol of modernism and prosperity through the commercialization of nylon stockings and of Dr. West's miracle toothbrush with nylon bristles. The wild boars were finally off the hook!

At first, even if there were many advantages to using this new

brush instead of the one made with wild boar hairs (which fell out, wouldn't dry very well or became full of bacteria), the consumers were not entirely satisfied. This is because the nylon bristles were very stiff and hurt the gums. In 1950, Du Pont improved their toothbrush by giving it softer bristles.

Today the brands, types, and colours of toothbrushes on the market are almost endless. In spite of this, certain African and American populations still use tree branches to care for their teeth! Exercise A:

First, the toothbrush was made of hairs from the neck of a Siberian wild boar（公野猪）。Second, the toothbrush was made of horse hairs and other animals' hairs. In the 20th century, the toothbrush was made of nylon bristles.

Exercise B:

1. A

2. B

3. C

4. B

5. A

6. D

7. C

8. D Exercise C:

1. In Egypt, tombs from 3,000 years before Christ contained small

tree branches whose ends had been frayed into soft fibers.

2. In the 15th century, Europeans usually use a goose feather toothpick, or one made of silver or copper to care for their teeth.

3. People used animals' hair for dental care right up until the 20th century when nylon was invented.

4. In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was invented by Wallace H. Carothers.

5. Certain African and American populations still use tree branches to care for their teeth.

Passage 2 Cotton

Today, cotton is the best selling fiber in the world. Currently, cotton accounts for a 61.5% share of the total retail market for apparel* and home furnishings, excluding carpet in the U.S. In 2000, cotton consumption in men s apparel reached 76%. Currently, the average consumer uses about 37 pounds of cotton each year -- 50% more cotton today than they did ten years ago.

During the past thirty years, Cotton Incorporated's research and promotion activities have tremendously aided in increasing consumer demand for cotton products. In 1960, cotton dominated approximately 66% of the total retail apparel and home furnishings market, excluding carpet. Nevertheless, from 1961 to 1975, cotton's share of U.S. retail apparel and home fabrics, excluding carpet, plummeted to a low of 34 percent. Projections at that time suggested that if the rapid decline in consumer demand for cotton had continued, U.S. cotton's market share may have fallen to under 20% by 1995 -- meaning there would now be very little, if any, cotton produced in the U.S.

Nike's foray* into organic cotton clothing flowed out of company-wide environmental goals aimed at reducing air and water emissions* and designing footwear, apparel and accessories* according to principles of sustainability and industrial ecology*. The Sports Graphics division, responsible for producing Nike's 40 million annual units of printed and promotional T-shirts, was deemed* the most logical department within the company for introducing organic fibers into products. Sports Graphics consumed a high volume of fiber.

After analyzing the market and crunching* the numbers, Nike decided to blend some of their conventional 5.4 ounce jersey T-shirt fabric with three percent organic cotton, an easy-to-arrange production step that would add just two cents F.O.B. per unit to the bottom line. A spinner was identified to purchase organic fiber for yarn, which was then blended with conventional cotton for the finished product. As Nike's organic project progresses, the company plans to add styles and vendors* each year to increase their commitment to organic cotton.

Their goal is to blend all cotton fabrics with a minimum of three percent organic fiber by 2003. Interestingly enough, had Nike chosen to convert to 100 percent organic fiber rather than blending, they would have devoured* the existing supply of organic cotton in

short order. This is all the more reason to analyze your cotton needs in terms of the overall organic cotton industry, and plan well in advance to procure* fiber.

Exercise A:

The US Cotton Belt follows the coastal plain from Southern Virginia to Texas. Cotton is a leading commercial crop in the South of the United States. America is an exporter of cotton.

Exercise B:

1. B

2. D

3. C

4. D

5. B

6. A

7. A

8. C Exercise C:

1. Currently, cotton accounts for a 61.5% share of the total retail market for apparel and home furnishings, excluding carpet in the U.S.

2. From 1961 to 1975, cotton's share of U.S retail apparel and home fabrics, excluding carpet, plummeted to a low of 34 percent.

3. The Sports Graphics division is responsible for producing Nike's 40 million annual units of printed and promotional T-shirts.

4. Because they want to achieve the company-wide environmental goals aimed at reducing air and water emissions and design footwear, apparel and accessories according to principles of sustainability and industrial ecology.

5. They would have devoured the existing supply of organic cotton in

short order.

Part 3 News

News Item 1

President Bush and British Prime Minister Tony Blair have defended their decision to go to war in Iraq. The two leaders spoke at the White House Thursday. They said they would be proven right about Iraq's weapons program. Mr Blair dismissed criticism that the United States and Britain are alone in postwar Iraq. He said other countries are offering troops and support. Mr Bush said removing Saddam Hussein from power was important to winning the war against terrorism. Earlier Thursday Mr Blair told at joint meeting of the United States Congress that he believes coalition forces*were right in going to war in Iraq. He thanked lawmakers for giving him the congressional gold medal. It is the highest honor given to a foreign leader.

Exercise A:

This news item is about the US and the British's justification for going to war in Iraq.

News Item 2

British Prime Minister Tony Blair has said that weapons of mass destruction may never be found in Iraq, but he insisted former leader Saddam Hussein had posed a threat to "the wider world."

Blair and President Bush used Iraq's alleged weapons program as a main reason for invading the country.

So far the Iraq Survey Group, which is in charge of the hunt for illicit weapons, has yet to turn up any stockpiles.

The British leader said evidence uncovered by the group showed that Saddam had the "strategic capability"and intent to use such weapons.

"Whether they were hidden or removed or destroyed even, the plain fact is that he was in breach of United Nations resolutions," Blair said.

Before the war, Blair stated that Iraq was a "serious and current" threat and that it had continued to produce chemical and biological weapons.

Exercise A: This news item is about the fact that weapons of mass destruction may never be found in Iraq .

Exercise B:

British Prime Minister Tony Blair has said that weapons of mass destruction may never be found in Iraq, but he insisted former leader

Saddam Hussein had posed a threat to "the wider world."

Blair and President Bush used Iraq's alleged weapons program as a main reason for invading the country.

The British leader said evidence uncovered by the group showed that Saddam had the "strategic capability”and intent to use such weapons.

Before the war, Blair stated that Iraq was a "serious and current" threat and that it had continued to produce chemical and biological weapons.

News Item 3

Iraq's interim* government* was sworn in Monday after the United States returned sovereign to the nation two days ahead of schedule.

The official handover of sovereignty occurred at 10:26 a.m., when former coalition civil administrator L. Paul Bremer gave interim Prime Minister Ayad Allawi a leather-bound transfer document. Some Iraqis dismissed the event as meaningless as long as U.S. troops occupy the nation, but others said the handover was a step in the right direction.

Allawi called national unity "a sacred duty" and called for the

international community, including Arab nations, "to work together to handle problems in the area in a civilized manner."

Exercise A:

This news item is about the official handover of sovereignty in Ira . Exercise B:

Event: Iraq's interim government was sworn in Monday.

Time: The official handover of sovereignty occurred at 10:26 a.m. People involved: Former coalition civil administrator L. Paul Bremer Interim Prime Minister Ayad Allawi

Comment: Some Iraqis dismissed the event as meaningless long as U.S. troops occupy the nation, but others said the handover was a step in the right direction.

Allawi’s remark: He called national unity “a sacred duty” and called for the international community, including Arab nations, “to work together to handle problems in the area in a civilized manner.”Section three Oral Work

Scheduled to address the nation one day, Winston Churchill, running unusually late, hailed a cab in London's West End and ordered him to drive to the BBC as quickly as possible.

"Sorry, sir," the driver replied. "Y ou'll have to find yourself another cab."

"And why is that?" Churchill asked.

"Ordinarily it wouldn't be a problem, sir," the driver apologetically explained, "but Mr. Churchill is broadcasting at six o'clock and I want to get home in time to hear him."

Churchill, greatly flattered, took a pound note from his wallet and handed it the cabbie. The man gladly took the tip: "Hop in, sir!" he exclaimed. "The devil with Mr. Churchill!

Section Four Supplementary Exercises

Reading recovery

More than 1 million school children in the United States have gone through a program called Reading Recovery. The program is for six-year-olds who are struggling to learn to read.

The Reading Recovery Council of North America says more than one-fifth of United States public schools with first grades use the program.

The Reading Recovery method calls for a specially trained reading teacher to work with children one at a time. The lessons take a half-hour each school day. They employ reading, writing and the study of the letters of the alphabet.

Reading Recovery came to the United States in 1984. Education expert Marie (pronounced MAHR-ee) Clay of New Zealand developed the program. A number of other countries also use this method. Programs can differ from school to school.

Reading Recovery lessons take place for twelve to twenty weeks. During the lessons, the teacher looks for ways that the child seems to learn best. Then the teacher works to help the student develop these strategies to solve problems in reading. The idea is for the student to continue to use and extend these strategies each time he or she reads.

Reading Recovery students read many short books. Some of the books are written in a way similar to spoken language. Children also read and write stories or messages in their own words. The material gets harder with time.

The lessons end when the student's reading ability is within the average level of the class. The Reading Recovery Council of North America says eighty percent of students who finish the lessons can read and write within their class average.

The council is a group with 11,000 members. The group named a new president this month. Mary Jackson is director of special programs for the Fort Bend public school system in Sugar Land, Texas. Mizz Jackson says more than 99 percent of the Reading Recovery students in the schools passed the state reading examination.

Some administrators* may not like the higher cost of the Reading Recovery method compared to other interventions*. Teachers, after all, work with only small numbers of first graders.

But supporters say it saves money in the end. They say it helps prevent the sad results and expense of letting children fail in school.