学术英语课后听力Unit6

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研究生英语视听说Unit 6原文与答案

Unit 6 Traveling and Sightseeing Thinking AheadStudents are asked to discuss the following questions in groups. The reference answers for the questions are offered below:1. Do you like traveling? Where have you been before?Yes, I do. I have been to quite a lot of places, Mountain Tai, the Great Wall, Korea and Singapore, among which, Singapore impresses me the most for its combination of both a prosperous society and city of natural beauty. Believe me: you can never forget this country once you take a deep breath of fresh air there.2. How to make a reservation in the hotel?Firstly, you should make it clear when you want to check in, how long you are supposed to stay there. Then, you should tell what kind of room and how many rooms you want. The last but not the least is that, you must leave your name and maybe your contact number, which will surely help you a lot afterwards.3. What should you pay attention to when at table abroad?mind your manners at table;pay attention to your words and gestures;handle your knives and forks correctly;never talk with your mouth full;never make sounds when you’re eating or drinking something.Part I Video TimeIn this part, students will have 2 tasks to accomplish.Task 1In task 1,students will watch a video clip from The Beach and then do the exercises as required. Before watching, they are supposed to read the words, expressions and cultural notes related to the video.TranscriptFirst Visit to BangkokMy name is Richard.So what else do you need to know?Stuff about my family or where I’m from?None of that matters.Not once you cross the ocean and cut yourself loose.Looking for something more beautiful, something more exciting, and yes, I admit, something more dangerous.So after 18 hours in the back of an airplane, three dumb movies, two plastic meals, six beers and absolutely no sleep, I finally touched down in Bangkok.“Hey, you! How about you? You want to go to the waterfall? Come on! Floating market! 1,500! Cheap for you! Come on. Hey!”“Hey, you need somewhere to stay?”“No. I’ll be fine. I’ll find my own place. Thanks.”“What do you want, man?”…And this is it—Bangkok, good time city, gateway to Southeast Asia.Where dollars and Deutschmarks get turned into counterfeit watches and genuine scars.“Good time. Boy? Girl? No problem.”…This is where the hungry come to feed.“You want to drink snake blood?”“Wait a minute. Did you say snake blood?”“Oh, yeah.”“No, thanks.”“What is wrong with snake blood?”“I just don’t like the idea.”“Or maybe you’re scared? Afraid of something new?”“No. I just don’t like the idea, that’s all.”“Ha ha! Like every tourist. You want it all be safe, just like America.”So never refuse an invitation.Never resist the unfamiliar.Never fail to be polite.“Gentlemen, that was excellent.”Never outstay your welcome.Just keep your mind open and suck in the experience.And if it hurts, it’s probably worth it.(From /u/40/114596200.pdf) Key to ExercisesExercise 1 Watching for Global UnderstandingStudents are asked to watch the video clip and answer the following questions.1) What did Richard do in the plane?He watched three dumb movies, had two plastic meals, and drank six bottles of beer.2) What suggestions did Richard give us?Never refuse an invitation.Never resist the unfamiliar.Never fail to be polite.Never outstay your welcome.Exercise 2 Watching for Specific InformationStudents are asked to watch the clip and fill in the blanks with the missing information.1) None of that matters.2) Good time city.3) This is where the hungry come to feed.4) Gentlemen, that was excellent.5) And if it hurts, it’s probably worth it.Task 2In task 2,students will watch a video clip about the sight spot—Sierra Madre and then do the exercises as required. Before watching, they are supposed to read the words, expressions and cultural notes related to the video.TranscriptSierra Madre TourismThe sheer beauty of northern Mexico’s Sierra Madre Mountains is only one reason why many visitors come a long way to enjoy some quiet time in this part of the country known as the Copper Canyon.“Its natural beauty and panorama that it offers is unbelievable. If you just look at the beauty that you see here. It’s, it’s aw e-inspiring.”The views of the beautiful canyons are spectacular. A train ride through dozens of tunnels adds to the allure of the mountains. And the opportun ity to interact with the region’s Tarahumara Ind ians is another reason this isn’t an average mountain destination.“You have the Tarahumara Indians, inhabit in these mountains. And the Tarahumara Indians is one of the most unique native Americans that you still can see in its original state or the, in the original habits that they have kept for thousands of years.”But is this entire natural environment at risk as a result of an increase in tourism itself? Not according to an areal businessman, who believes in playing by the rules of nature for the benefit of the region.“It’s a, it’s a very complex thing, but we believe that is (the) only way to go. And for future generations, we have to start now by preserving what we have and letting older generations alsoenjoy what we’re doing right now. So, it’s a job and it’s a work that we’re gonna do forever.”Tourism officials say there is no reaso n to worry. They say there aren’t enough visitors in the Copper Canyon region to prompt cause for concern. But they are preparing for the future by researching and developing conservation plans.“Of course, we want to develop the area but we’re taking care of nature. It’s very important for us to protect nature. The Copper Canyon is very very important for tourism in the state of Chihuahua.”“We want to be more cautious. We created an organization called Sierra Madre Explorer that is dedicated, you know, to keep the, the, perhaps, to keep the destination as untouchable as we can. And so that’s a big effort we’re doing because we see a big responsibility to keep it very very clean and very eco-safe.”Regardless of the reason, mountain lovers are pleased that at least for now the precious landscape won’t be touched by the hand of economic progress.(From /index.php?showtopic=130873) Key to ExercisesExercise 1 Making a Sound JudgmentStudents are asked to watch the video and decide whether the following statements are true (T) or false (F).T 1) The beauty of northern Mexico’s Sierra Madre Mountains is one reason why visitors come to enjoy this part of the country.F 2) Tourism officials want to develop the area without taking care of nature.T 3) They have already created an organization to protect the holiday destination.F 4) Nowadays the landscape is touched by the hand of economic progress.Exercise 2 Essay WritingIn the video we can obviously feel that people are worrying about whether tourism will do harm to the natural environment. In other words, they are concerning about the ecological crisis. Students are asked to write a composition entitled The Ecological Crisis on the Booming Tourism to express their opinions on this topic. They should write at least 200 words.SampleThe Ecological Crisis on the Booming TourismTraveling is among many people’s favorite recreations, which enables us not only to broaden our horizons, but also to shape our mind and spirits. However, just like a coin has two sides, tourism may bring about a serious problem—ecological crisis. The environment has been suffering with the boom of tourism. In order to attract tourists, many places have been turned intoresorts. Forests are gone, prairies are destroyed, rivers and lakes are polluted, and wild animals are dying out.These horrible scenes should give rise to our great attentions. We must protect our eco-environment while enjoying the beautiful scenery. In order to keep a balance between tourism and ecology, the concept of eco-tourism, which intends to bring people closer to nature with as little disturbance as possible, should be advocated. Funding environmental programs and limiting excessive exploitation of natural resources should be done by all levels of governments. What we need to do is simple: do not litter; strictly observe regulations at resorts, and use as few plastic bags and boxes as possible, only by which, can we hope to build a harmonious environment for traveling. At last, we should keep in mind that when we travel we should take away nothing but memories and leave nothing but footprints.Part II Listening ActivitiesIn this part, students will have 3 listening tasks to accomplish.Task 1In task 1, students will listen to a dialogue about taking a reservation over the phone and then do the exercises as required.TranscriptTaking a Reservation over the PhoneLeo: Plaza Hotel, good morning. Leo speaking.Mona:Ah yes, I’d like to book two rooms for myself and my father. Could you tell me the cost ofa single room per night?Leo: Certainly. A single room is 120 dollars American, per night.Mona: Fine.Leo: And when would you like the rooms?Mona: From the 25th to the 28th of September.Leo: Arriving on the 25th of September and leaving on the 28th? Three nights?Mona:That’s right.Leo: Just a minute please.(Sound of tapping on computer keyboard)Yes, we have rooms available then. You require two single rooms?Mona: Yes, thank you.Leo: Can I have your name please?Mona: My name is Mona White.Leo: And your father’s name, Ms White?Mona: Jack Webber.Leo: Could you spell the surname please?Mona: Sure. W-E-double B-E-R.Leo: Double P for Papa?Mona: No, double B for Bravo.Leo: And how will you be paying for your room, Ms White?Mona: By credit card.Leo: Both rooms on the same card?Mona: Yes.Leo: Your card number please?Mona: 4434 1234 5678 9902Leo: Double one, zero two?Mona: No, double nine zero two.Leo: 4434 1234 5678 9902?Mona:That’s right.Leo: And the expiry date?Mona:Eleven, …(Phone crackle obscures date)Leo: Could you repeat that please?Mona: November this year.Leo: Thank you. I’ve booked two rooms for Ms White an d Mr. Webber from Wednesday the 25th to Saturday the 28th of September.Mona: Thank you.Leo: You’re welcome. We’ll see you on the 25th, Ms White.Mona: Thanks a lot. Goodbye.Leo: Goodbye.(From /oralenglish/lvyou/2007-08-23/12563.html) Key to ExercisesExercise 1 Listening for DetailsStudents are asked to listen to the dialogue and fill out the specific information in the chart below.Exercise 2 Listening and TalkingStudents are asked to listen to the dialogue again and try to make a similar dialogue.Sample for the DialogueJohn: Crown Hotel, good morning, John speaking.Mike:Ah…morning, I would like to book a room for me and my w ife, you know, we have just got married and we planned to spend our honeymoon there, do you have any special room for us?John: Yes, sir. We recommend two kinds of honeymoon suites for you.Mike: And what is the price difference?John: One kind is a double room with a front view for 140 dollars per night. The other one with a rear view is 115 dollars per night.Mike: I think I will take the one with a front view then. And what services come with that? John: Yes, sir. We will offer you a bunch of roses every morning for free.Mike: That sounds not bad at all.John: Then when would you like the rooms, sir?Mike: 5th to 10th March.John: Thank you, sir. Can I have your name and mobile phone please?Mike: Ah…yes, Mike, M-I-K-E. My phone number is 999 86523.John: Thank you, sir, then how would you like to pay?Mike: By credit card.John: Credit card number, please?Mike: 3453 3377 9464 1111.John: Expiry date?Mike: October next year.John: Thank you, sir. You have booked a honeymoon suite with a front view from 5th to 10th March.Mike: That is right, thank you.John: You are welcome. We will see you on 5th, March, Mr. Mike.Mike: Thanks. See you.John: See you.Task 2In task 2, students will listen to a dialogue about dining and then do the exercises as required. Before listening, they are supposed to read the words, expressions and cultural notes related to the dialogue.TranscriptWaiter: Hello, my name’s John. I’ll be your waiter this evening. Can I get you anything from the bar for starters?Derek: No, thanks. What we really need is a booster chair for our daughter. Do you have one?Waiter: Yes, of course. The hostess should have brought you one. Just a moment.Waiter: Our special tonight is Duck Chambord, which is roast duck served in a raspberry sauce with fresh raspb erries. It’s also served with wild rice and a medley of vegetables. That is17.95 and it comes with soup or salad.Sandy: What is your soup of the day?Waiter: Our soup of the day is French onion.Sandy: The duck sounds good. One of us should have it.Derek: Alright, you order the duck.Sandy: Fine.Derek: She will have the duck, and I will have the filet mignon.Waiter: How would you like your filet mignon, sir? Rare, medium rare, or well-done?Derek: Medium rare.Waiter: And would you like soup or salad with your meals?Sandy: I want salad.Derek:I’ll have the soup. French onion, yes?Waiter:Yes, that’s right. It’s very good. I recommend it.Sandy: Our daughter will share some of our meal with us. Could you bring an extra plate for her? Waiter: Of co urse, Ma’am. I will also bring your sourdough bread in just a moment.Sandy: Our bread?Waiter: Yes, we serve it at all tables.Sandy: Good. Thank you.(From /lesson/lyyyky/63046.html) Key to ExercisesExercise 1 Listening for Global UnderstandingStudents are asked to listen to the dialogue and answer the following questions.1) Who should have brought the booster chair to the couple?The hostess.2) Why did the woman ask for an extra plate?Their daughter will share some of their meal with it.3) What did the restaurant serve at all tables for free?sourdough breadExercise 2 Listening for DetailsStudents are asked to listen to the dialogue again and fill in the blanks with the missing information.1) Can I get you anything from the bar for starters?2) Our special tonight is Duck Chambord, which is roast duck served in a raspberry sauce withfresh raspberries.3) That is 17.95 and it comes with soup or salad.4) How would you like your filet mignon, sir? Rare, medium rare, or well-done?5) It’s very good. I recommend it.6) I will also bring your sourdough bread in just a moment.Additional ListeningIn this section, students will listen to a passage about the longest suspension bridge in the world and then do the exercises as required. Before listening, they are supposed to read the words, expressions and cultural notes related to the passage.TranscriptThe Longest Suspension Bridge in the WorldVerrazano, an Italian about whom little is known, sailed into New York Harbor in 1524 and named it Angou lême. He described it as “a very agreeable situation located within two small hills in the mids t of which flowed a great river”. Though V errazano is by no means considered to be a greatest explorer, his name will probably remain immortal, for on November 21st, 1964, the longest suspension bridge in the world was named after him.The Verrazano Bridge, which was designed by Othmar Ammann, joins Brooklyn to Staten Island. It has a span of 4,260 feet. The bridge is so long that the shape of the earth had to be taken into account by its designer. Two great towers support four huge cables. The towers are built on immense underwater platforms made of steel and concrete. The platforms extend to a depth of over 100 feet under the sea. These alone took sixteen months to build. Above the surface of the water, the towers rise to a height of nearly 700 feet. They support the cables from which the bridge has been suspended. Each of the four cables contains 26,108 lengths of wire. It has been estimated that if the bridge were packed with cars, it would still only be carrying a third of its total capacity. However, size and strength are not the only important things about this bridge. Despite its immensity, it is both simple and e legant, fulfilling its designer’s dream to c reate “an enormous obje ct drawn as faintly as possible”.(From /Article/1321.shtml)Key to ExercisesExercise 1 Listening ComprehensionStudents are asked to listen to the passage and choose the best answers to the questions.1) D2) A3) BExercise 2 Listening for DetailsStudents are asked to listen to the passage again and fill in the blanks with the missing information.1)Verrazano, an Italian about whom little is known, sailed into New York Harbor in 1524 andnamed it Angoulême（安古拉姆）.2) The platforms extend to a depth of over 100 feet under the sea.3) Above the surface of the water, the towers rise to a height of nearly 700 feet.4) Each of the four cables contains 26,108 lengths of wire.Part III Oral PracticeIn this part, students will have 3 tasks to accomplish.Task 1 Group DiscussionStudents are asked to work in groups and tell each other three places where they would make their dream trips if they had the time and money. They should explain their reasons for their choice.SampleIf I had money and time, I would first go to Greece, next to Paris and then to Austria. I choose Greece as the first because ancient Greek civilization impresses me the most and I am looking forward to a visit to the Parthenon, which is the most important and characteristic monument of Greek civilization.My second choice is Paris which is a romantic city and the paradise for artists. Paris, the “City of Lights”, is best known for its world-renowned beauty and charm. The Louvre which is located on the right bank of the Seine River is one of the largest and most famous museums in the world. Other places like the Eiffel Tower, the Notre Dame Cathedral and the Palace of Versailles are all attractive places of interest.I choose Austria, the land of music, out of my love for classical music. Austria is the hometown of many world-famous classical musicians such as the Strauss family, Wolfgang Amadeus Mozart, and Franz Schubert whose music I have been enjoying for years.Hopefully, my dream will be fulfilled one day. As you can see, all these places are located in Europe and thus it won’t cost too much to visit and take too long before I can save enough money to cover the expenses.Task 2 Pair WorkIn partⅡtask 2, students have heard a dialogue about dining a broad. Imagine it’s the lunch time in a coffee shop. Students are asked to work in pairs and make a short dialogue between a customer and a waiter/waitress.Sample for the DialogueWaitress: Hello, may I take your order?Customer: Yes, I would like the tomato and cucumber salad, garlic bread, spaghetti and meatballs and iced tea with lemon please.Waitress: Do you want to upgrade that to a super value meal?Customer: No, thanks, but what is a special meal?Waitress: That is a set meal with little fat for people on a diet. Would you like one? Customer: No, thanks, this is enough.Waitress: Is this for here or to go?Customer: I eat in, oh, and can I get some apple pies?Waitress: Sorry, the pie machine is out of work. Your total is 6 bucks.Task 3 Role PlayStudents are asked to find two partners to play the roles of a local guide, Wang and two tourists, Jack and Mike. Jack and Mike have never been to the Great Wall before and are curious about almost everything. Wang introduces the Great Wall to them, and tries his/her best to answer their questions.Sample for the DialogueWang: We’re approaching Badaling and you will see the Great Wall in a short while.Jack: Wonderful! We’ve been waiting for it so long.Mike: W hat’s the length of the Great Wall?Wang: The Great Wall meanders from east to west for about 6,000 kilometers or 12,000 li. That’s why we call it in Chinese “Wan Li Chang Cheng”, w hich literally means “Ten Thousand Li Long Wall”.Jack: And it was built more than 2,000 years ago?Wang: Yes, construction of the Wall first began during the Warring States period about 2,500 years ago. Some kingdoms built huge walls hoping to protect their territories. When Qin Shihuang or the First Emperor unified China in 221BC, he decided to have the various sections of the walls linked up and also extended. From that we got the Great Wall.Jack: And that’s what we’re going to see, right?Wang: No, not really. The Qin Great Wall hasn’t got much left today. In the subsequent dynasties, the Great Wall was rebuilt many times. The last massive rebuilding of the Great wall was in Ming Dynasty. The Great Wall we shall see at Badaling was rebuilt then. Oh, here we are.Please remember the number of our bus. Should you go astray from the group as I knowsome younger members of our group would like to have a quick climb to the top, please re member to come here before 11 o’clock.Jack: What are those towers on the wall spaced at regular distances from one another?Wang: They are beacon fire towers. In ancient times, if attacked by enemies the guards would set off smoke in the day-time and bonfire at night to alarm troops stationed along the wall. Jack: I see Bob and Ma rk are already on the wall. Let’s quicken our steps.Wang: Please watch your step. It’s very steep here and the surface is a little slippery.Jack: I now understand why you told us to wear no high heeled shoes.Wang: Shall I give you a hand?Mike: No, no. I’m doing fine with the help of the banisters.Jack: Hold on. A few more steps will bring us to the top.Wang: Now, this is the furthest point we can go. Beyond here, the wall has not been restored yet.Why don’t we sit down and rest for a while before we turn back?Mike: This is such a lovely place! Green mountains roll over one another. Lush trees dot the slopes. A gentle breeze caresses us and the Great Wall winds its way like a giant serpent. Wang: I also want to tell you a well-known legend. In 221 B.C., in ShanXi Province there was a poor scholar. One day the soldiers came to his village and seized every man in sight, but the scholar managed to escape by hiding himself in a garden. He was discovered by a beautiful young girl named Meng Jiangnu who helped him. Soon they fell in love. But on their wedding d ay he was seized by the emperor’s soldiers and taken to the Great Wall to work.For months and months, Meng Jiangnu waited for her husband to return but there was no news of him. Finally she decided to go to the Great Wall to look for him. After a long and hard journey, she arrived at the beginning of the wall, at Shanhaiguan by the sea. After searching for him for many weeks, she finally gave up her hope. In great despair she knelt by the wall and wept for three days and three nights. The wall, weakened by her tears, collapsed around here and there, where great stones had once been, lay the dead body of her husband.Meng Jiangnu was heart-broken. She threw herself into the sea and drowned. If you get the chance to go to Shanhaiguan yo u’ll see a temple dedicated to her memory over-looking the sea.Jack: Well, Wang, you are not only knowledgeable about history, but also have the gift of the gab!(From /yingyu/55/n-90755.html) Time for FunOne-breath EnglishStudents will listen to the following recording and repeat the sentences after the tape.Step 1Use one breath to imitate the speakers’ pronunciation and intonation. Try to control your speed and make sure you have the right and clear pronunciation and intonation.Step 2Articulate it as clearly and quickly as possible.。

新核心综合学术英语教程 4 Unit 6 参考答案

V. Keys to the ExercisesFocusing on ReadingTask 11 — Para. D2 — Para. F3 — Para. E4 — Para. B5 — Para. G6 — Para. I7 — Para. A 8 — Para. N9 — Para. C 10 — Para. H11 — Para.M 12 — Para. O13 — Para. LTask 21) The problems of earlier studies on the effect of food deprivation include: not enough attention waspaid on the effects of food deprivation on cognition; some of the findings have been contradictory;not all groups of people have been sufficiently studied; not all cognitive aspects have been studied.2) The purpose of the study was to understand how short-term food deprivation affects concentrationand perseverance with a difficult task.He chose concentration and perseverance as his experiment items because he considered these twoimportant in cognitive functioning.3) Three groups were employed in the experiment. The criterion is the length of food deprivation.4) He predicted that participants with long-term food deprivation would perform worse on theconcentration perseverance tasks than those with short-term food deprivation, who in turn wouldperform worse than those without food deprivation.The result was that food deprivation had no significant effect on concentration, and a significantTeacher’s Manual of an Integrated Academic English Course IV130effect on perseverance time, with the 12-hour group spending significantly less time on theperseverance task than either the control group or the 24-hour group, with no significant differencebetween the latter two groups.5) It was explained that the participants in the 12-hour group gave up more quickly on theperseverance task because of their hunger produced by the food deprivation, while the 24-hourgroup had developed “learned industriousness”. Another explanation was the motivational state ofparticipants, for the 12-hour group took the tests at 10 p.m., a prime time of the night for businessand socializing rather than for working on the puzzle.The first limitation of the study was the time of day when the respective groups took the tests, andthe second was the reasons of food deprivation; for example, fasting for religious reasons.Task 31) s 2) q 3) r 4) p 5) n 6) f7) g 8) m 9) k 10) l 11) i 12) j13) h 14) e 15) t 16) d 17) b 18) c19) a 20) o 21) x 22) v 23) w 24) uTask 4SentencesChineseequivalentsSynonyms1) The number of wells is a fair indicator of thedemand for water.指标，指示物index, display, signal, sign2) Body temperatures can fluctuate when you areill.波动，变动oscillate, change, alter, vary,vacillate3) Unemployment is a chronic problem in thiscountry.长期的，慢性的constant, deep-rooted, deep-seated,persistent, ineradicable4) I requested a copy of the form. 请求，要求demand, ask for, appeal for, put infor, desire, pray for, put forward,beg for5) She then proceeded to criticize the way I did it. 开始，继续进行continue, carry on, go on, go ahead, advance, continue6) Consumption of alcohol impairs your ability todrive.损害，削弱spoil, injure, decrease, weaken,damage, worsen, diminish,reduce, reduce, undermine, harm7) We need to designate someone as our spokesperson. 指定，指派name, appoint, choose8) Can my child be medically examined withoutmy consent?同意sanction, approval, assent,permission, agreement,acquiescence9) They’ve been deprived of the fuel necessary toheat their homes.剥夺，使丧失strip, rob, dispossess131Unit 6 The Effects of Food DeprivationSentencesChineseequivalentsSynonyms10) Many slopes are rock fields with sparse vegetation. 稀疏的，稀少的scarce, meager, sporadic, scattered, scanty11) He surmised that he had discovered one of theillegal streets.猜测，推断infer, guess, speculate, deduce,conclude, predicate, theorize12) Freud postulated that we all have a death instinct. 假定，认为presume, suspect, assume, presuppose, suppose, hypothesizeThe most formal ones are: fluctuate, oscillate, vacillate, ineradicable, undermine, sanction,acquiescence, sparse, meager, sporadic, surmise, hypothesizeTask 51) According to some researchers, most of the results so far prove that short-termfasting does notaffect cognitive function very much. However, it is too early to draw the conclusion because there isnot enough research on the cognitive functions such as concentration and perseverance. 2) In general, we found our hypothesis supported by the data, as 12 hours of food deprivation wouldgreatly affect perseverance when compared to no deprivation. Unexpectedly, 24 hours of fooddeprivation did not influence perseverance much when compared with the control group.3) We guess that the participants who were deprived of food for 12 hours gave up more quickly on theperseverance task because of hunger. But why didn’t 24-hour food deprivation produce the sameeffect? We assume that it is because of “learned industriousness” which means participants whoperform one difficult task do better on a following task than those who never took the f irst task.Task 6Summary: Future researches on food deprivation and cognition could include the effects of short-termfood deprivation on other aspects of cognition, exploration of longer-term fooddeprivation periods andthe effects of food deprivation on learned industriousness.Task 7Food deprivation has been found to affect people’s ability to focus on a task in previous studies, butnot much attention has been paid to the effects of food deprivation on cognition.①This study intendedto explore how short-term food deprivation affects concentration and perseverance with a difficulttask.②Qualified participants were divided into the control group(with no food deprivation), 12-hourfood deprivation group and 24-hour food deprivation group and they were assigned tofinish theconcentration tasks and perseverance tasks.③It was found that food deprivation had no significant effecton concentration, 12 hours of food deprivation greatly affected perseverance when compared to nodeprivation while 24 hours of food deprivation did not influence perseverance much.④“ Learnedindustriousness” and the motivational state of participants were the possible explanations for theresults.⑤The study provides some insights into the cognitive and physiological effects of skipping meals.(Continued )Teacher’s Manual of an Integrated Academic English Course IV132① the objective ② methods used ③ findings④ explanation ⑤ implicationTask 8(omitted)Task 9(omitted)Task 10(omitted)Research Paper WritingTask 1Function: Describe the outline of the talkFunction: Introduce the topicFunction: Indicate the shift from one idea to anotherFunction: Giving closing remarksFunction: Summarize the talkTask 2Will our city be buried under the sea in one thousand years time? It sounds funny but with theeffects of global warming becoming more and more serious, this may become true in the future. I’mgoing to discuss with you today the effects of global warming. I will concentrate on the three effects ofglobal warming in my presentation today: first, global warming causes melting glaciers and rising sealevels; second, global warming leads to climate change and has an impact on wild animals’ behaviorand habitat; the last effect is the retreating snowlines and death of some species of trees.Task 31) How many hours of sleep did you get last night?The lecture began with the question to arouse the listeners’ interest.2) The major points are the causes of sleep deprivation and its effects.He presented them in the first paragraph to give the listeners a general view of the content.3) The transitional words: but, however, as a result, also4) To illustrate difficult or abstract points.5) The rhetorical questions:In fact, did you know that more than 30 percent of American adults work more than f ifty hours aweek?How many of you would say that ... that you don’t go to sleep when you should because of the TVor the Internet?Rhetorical questions are used to catch the listeners’ attention.6) Colloquial expressions include: OK, well, let’s, yeah, now, yes, eh, as you can see. 133Unit 6 The Effects of Food DeprivationThe speaker uses them to talk to the audience instead of reading to them.7) The talk differs from a formal essay in several aspects: f irst, the talk uses colloquial words,like well, let’s, OK, etc.; the talk uses simpler language, like short sentences; third, the talk usescontractions, like don’t.Task 4(omitted)Task 5(omitted)Task 6(omitted)Task 7(omitted)Task 8(omitted)Task 9(omitted)Task 10Sentences to elicit questions from the audience:— Are there any questions you’d like to ask?— Feel free to ask questions if you have any.— I’d be glad to answer any questions at the end of my talk.— Alright. Now, any questions or comments?Strategies dealing with questions and answers:— Ask for repetition or clarification if necessary“. Do you mean ...?”— Check that the question is relevant. If not, don’t answer if you don’t want to.“I’m afraid that’soutside the scope of my talk / this session.”— Refer questioner to another person if you can’t answer.“ I don’t think I’m the right person to answerthat. Perhaps (Mr. Holmes) can help ...”— Check that the questioner is satisfied with your answer: eye contact and a pause is often sufficient.“Does that answer your question?”Task 11(omitted)Task 12(omitted)Task 13(omitted)Task 14(omitted)Teacher’s Manual of an Integrated Academic English Course IV134Academic Survival SkillsTask 1Abstract:The study aims to find out the Fudan university students’ knowledge of anthropogenic climatechange. We designed a questionnaire including eight questions and gave it to 40 students, who weredivided into majors and non-majors in different grades. News media was found to be themost populardevice to make sense of information, but the classroom education is more important for majors tounderstand some professional knowledge. Another major finding of this study was that students’understanding of the anthropogenic global warming becomes more comprehensive in pace with gradeincreasing.Introduction:Error 1: It’s an interesting context to study appropriating of knowledge and sense making with respectto anthropogenic global warming.Revised: It is significant to study appropriating of knowledge and sense making with respect toanthropogenic global warming.Error 2: Henning Finsereas and his partners relies on data from the 2005—09 World Values Surveyto examine individual and cross-national variation in perception of seriousness of global warming,and show that a large majority of public in all countries are concerned about the problem of globalwarming.Revised: Henning Finsereas and his partners rely on data from the 2005—09 World Values Survey toexamine individual and cross-national variation in perception of seriousness of global warming, andshow that a large majority of the public in all countries are concerned about the problem of globalwarming.Error 3: Everyone wants to know what terrible things happened to the Earth and what influence to ourlife.Revised: Everyone wants to know what terrible things happen to the Earth and what influence theyhave on our life.Error 4:“ There is strong evidence that the warming of the Earth over the last half-century has beencaused largely by human activity, such as the burning of fossil fuels”(Royal Society, 2010:1).Revised: The citation should be included in the references.Error 5: However, environmental change is not just the single factor of anthropogenic influence, andit’s a complex interactions.Revised: However, environmental change is not just the single factor of anthropogenic influence whichresults from complex interactions.Error 6: This paper study how the people reason about and make sense of human-made global warming,based on some interviews with the Fudan University students.Revised: This paper studies how people reason about and make sense of human-made global warming,135Unit 6 The Effects of Food Deprivationbased on some interviews with Fudan University students.Error 7: It shows that the domestication of climate science knowledge was shaped through foursense-making devices: news media, some experts’ disagreement about global warming (included theclassroom education), observations of political inaction, and considerations with respect to everydaylife.Revised: It shows that the domestication of climate science knowledge was shaped through foursense-making devices: news media, some experts’ disagreement about global warming (including theclassroom education), observations of political inaction, and considerations with respect to everydaylife.Error 8: The study is based on eight focus group interviews with the students at school, include theenvironmental science majors and non-professional students.Revised: The study is based on eight focus group interviews with the students at school,including theenvironmental science majors and non-professional students.Error 9: In these groups, with the exception of a smaller number, it was commonly accepted as a factthat anthropogenic global warming is under way.Revised: In these groups, with the exception of a small number, it was commonly accepted as a factthat anthropogenic global warming was under way.Error 10: The paper explores the ways of reasoning that produce these diverse positions, meanwhile,obtain the college awareness of global warming.Revised: The paper explores the ways of reasoning that produced these diverse positions and,meanwhile, it obtains the college awareness of global warming.Conclusion:Error 1: The results of questionnaire provide the following findings.Revised: The results of the questionnaire provide the following findings.Error 2: Because global warming is a hot topic, whether it is professional or not professional students,the majority are very concerned about the climate change.Revised: Because global warming is a hot topic, the majority of the students, professional or nonprofessional,are very concerned about climate change.Error 3: Furthermore, strong f low of information with the development of networks and smart phone,contribute to the people understanding of various academic fields, even some highly specializedknowledge.Revised: Furthermore, the strong f low of information brought by the development of networks andsmart phones contributes to people’s understanding of various academic fields, even some highlyspecialized knowledge.Error 4: The information resource has diversiform form, such as news media, classroom education,government documents and considerations with respect to everyday life.Revised: The information resource has diverse forms, such as news media, classroom education,government documents and considerations with respect to everyday life.Teacher’s Manual of an Integrated Academic English Course IV136Error 5: News media is the main resource in today’s information age. But for majors in university,classroom education gives more professional knowledge and correct sense-making. Revised: News media is the main resource in today’s information age, but for majors in university,classroom education gives more professional knowledge and correct sense-making.Error 6: So many sense-making devices give high-capacity information to people, and it’s not allsources of information have meticulous certification.Revised: So many sense-making devices give high-capacity information to people, but not all sourcesof information have meticulous certification.Error 7: Perhaps, the reason is that college atmosphere more open compared to a high school education,and give the opportunity to exchange various academic fields.Revised: Perhaps the reason is that college atmosphere is more open compared with high schooleducation, and gives the opportunity to exchange various academic fields.References:Error 1: BeritKvaloy, HeningFinseraas, OlaListhaug, 2012. The publics’ concern for global warming:A cross-national study of 47 countries. Journal of Peace Research, 49 (1), 11—22. Revised: Kvaloy, B, H. Finseraas and O. Listhaug. 2012. The publics’ concern for globalwarming: Across-national study of 47 countries. Journal of Peace Research, 49 (1): 11—22.Error 2: LeeAnnKahlor, Sonny Rosenthal, 2009. If we seek, do we learn?: predicting knowledge ofglobal warming. Science Communication, 380 originally published online 7 January 2009. Revised: Kahlor, L. and S. Rosenthal. 2009. If we seek, do we learn?: predicting knowledge of globalwarming. Science Communication, 380 originally published online 7 January 2009.Error 3: LI LiJuan, WANG Bin, ZHAOTianJun, 2007. Impacts of external forcing on the 20th centuryglobal warming. Chinese Science Bulletin, 52(22), 3148—3154.Revised: LI, LiJuan, WANG Bin, ZHAOTianJun, 2007. Impacts of external forcing on the 20th century global warming. Chinese Science Bulletin 52(22): 3148—3154.Error 4: Nicholas Smith, Helene Joffe, 2013. How the public engages global warming: A socialrepresentations approach. Public Understanding of science, 22, 16—32.Revised: Smith, N and Helene Joffe. 2013. How the public engages global warming: A social representations approach. Public Understanding of science 22: 16—32.Error 5: W. S. Broecker, 2006. Global warming: take action or wait? Chinese Science Bulletin, 51(9),1018—1029.Revised: Broecker, W. S. 2006. Global warming: take action or wait? Chinese Science Bulletin, 51(9):1018—1029.137。

研究生学术英语写作教程Unit 6 Discussing Results

Unit 6 Discussing ResultsObjectives:- Understand the discussion section- Learn how to present your results- Learn how to compare your results with others- Learn how to interpret your results- Learn how to express opinions in the discussionContents:- Reading and discussion: a sample result section- Language focus: comparison and contrast; strengthening or weakening a claim- Signal words of comparison and contrast- Writing practice: writing comparison and contrast, and writing a short discussion section- Classroom extension: writing a result section for a classroom experiment.1.Reading Activity1.1 Pre-reading TaskThe results section presents your research findings, and the discussion section is an analysis of those findings. You may include a discussion section at the end of your results section to explain and contemplate the results. The discussion can either be a part of the results section or a separate section of its own, which should be in line with the practice of your target journal. Sometimes, the results, discussion and conclusion sections are combined in journal articles. Most articles do not contain all three sections.The function of the discussion part is to interpret your results in light of what has already been known about the subject of the investigation, and to explain our new understanding of the problem after taking your results into consideration. TheDiscussion will always be connected to the Introduction by way of the question(s) or posed hypotheses and cited literature, but it does not simply repeat or rearrange the Introduction. Instead, it tells how your study has moved us forward from the place you leave us at the end of the Introduction.Before reading the following sample discussion section, think about the following questions:How many elements does a discussion section include?What do those elements function?What expressions are typical in writing a discussion section?1.2Reading PassageIn this large, prospective investigation of red and processed meat intake in relation to cancer risk, we found elevated risks for colorectal and lung cancer with both meat types. Red, but not processed, meat intake was also associated with increased risk for cancer of the esophagus and liver. We observed borderline statistically significant elevated risks for advanced prostate cancer with both red and processed meat intake, for laryngeal cancer with red meat, and for bladder cancer and myeloma and with processed meat intake.The cancer site most consistently associated with meat intake has been the colorectum. A recent meta-analysis reported elevated risks in the highest category of consumption of meat. Our study included 1,000 colorectal cancer cases, and it lends strong support to implicate red and processed meat as risk factors for this malignancy. Consistent with previous studies, we observed a stronger positive association for rectal than colon cancer.We found a positive association between red meat intake specifically and cancers of the esophagus and liver, and a borderline significant positive association for laryngeal cancer. The first prospective study of meat intake and esophageal cancer was published recently; that study had only 65 cases and found a positive association for processed meat, but not red meat, with esophageal adenocarcinoma. Our study suggests a threshold effect for red meat intake on esophageal cancer risk, beginning at a low level of intake, with no further increase in risk with higher intakes, as reflected in the p-trend (p = 0.13), although it is possible that the referent group had a smaller-than-expected cancer incidence by chance. Data on meat intake and cancers of the liver and larynx are limited, and our study is the first prospective investigation to report on these associations. Two case-control studies reported elevated risks for laryngeal cancer for those in the highest intake categories of red meat intake and fried beef/veal.Unexpectedly, we found an inverse association between red meat intake and endometrial cancer; this association was not attenuated by adjustment for known risk factors, such as body mass index or menopausal hormone therapy, or by fine controlfor smoking, which has been inversely associated with this malignancy. Previous studies have reported null or positive relations between red meat and endometrial cancer. We also observed inverse associations between processed meat intake and leukemia and melanoma. In contrast to our findings, childhood leukemia has been positively associated with intake of processed meats in a case-control study.Previous studies of meat intake and prostate cancer are conflicting. Some studies have reported null findings, and others suggest positive associations. Despite finding no association between red or processed meat intake and overall prostate cancer risk, we observed a suggestion of an elevated risk for advanced prostate cancer with both meat types. If the relation of meat intake to prostate cancer is confined to advanced disease, this could explain some of the inconsistencies in the literature as most previous studies have not specifically addressed advanced prostate cancer.With regard to breast cancer, a pooled analysis of eight cohort studies found no association with red meat intake; however, the two most recent prospective studies found positive associations for both red and processed meat, specifically for estrogen and progesterone receptor–positive breast cancers in premenopausal women. Although breast cancer risk related to meat intake did not appear to differ by menopausal status in our study, we had very few premenopausal cases (n = 94) and lacked information on hormone receptor status for a large number of cases.Both red meat, regardless of processing procedure, and processed meat can be linked to carcinogenesis by different mechanisms; for example, they are both sources of saturated fat and iron, which have independently been associated with carcinogenesis. Associations between saturated fat and cancer are likely to be related to energy balance in general, whereas iron is thought to contribute to carcinogenesis specifically by generating free radicals and inducing oxidative stress. Most recently, dietary fat was positively associated with breast cancer, and iron intake was positively associated with liver and colorectal cancers.This study was primarily limited by its relatively small sample size. An earlier start in data collection would have increased the time needed to survey more participants. Ideally, the number of participant would have been more evenly distributed across gender/year in population. A larger sample with diversity would have benefited our results. Other limitations of this study included some degree of possible measurement errors, although we attempted at minimizing the error in measurement and the measurement data compared very favorably to other researches. In conclusion, a diet high in red or processed meat was associated with an elevated risk of both colorectal and lung cancer; in addition, red meat was associated with an elevated risk of esophageal and liver cancer. A decrease in the consumption of red and processed meat could reduce the incidence of cancer at multiple sites.1.3Reading Comprehension1.3.1What are the results discussed?1.3.2Decide how many elements this sample includes and how they function.2Language Focus2.1 Cause and effect2.1.1 Read the following sentence from the text, and see the causal relations.Associations between saturated fat and cancer are likely to be related to energybalance in general, whereas iron is thought to contribute to carcinogenesis specifically by generating free radicals and inducing oxidative stress.2.1.2 Using signal words for causal relations.Emphasising causegiving rise tobringingaboutIf people smoke more, the death rate from cancer will increase.Additionally, you should be careful when using commas. Conjunctions such as therefore, consequently, as a result, and for this reason are usually followed by a comma, as in these examples:The weather was cold; therefore, Sally closed the window.The weather was cold. Therefore, Sally put on her coat.The weather was cold. Consequently, Sally put on her scarf.A blizzard hit the town. As a result, the schools were closed.2.1.3 Causal markersComplete the following paragraph by filling in missing causal words.Recurring headaches can have initiate disruptive effects in a person'slife. __(1)___, in many cases, these headaches make a person nauseous to the point that he or she must go to bed. ___(2)___, sleep is often interrupted ___(3)___ the pain. Disrupted sleep worsens the physical and emotional state of the sufferer. For those who try to maintain a normal lifestyle, drugs are often relied on to get through the day. Such drugs, of course, ___(4)___ other negative effects. Drugs can inhibit productivity on a job, perhaps even ___(5)___regular absences. Not only is work affected, but the seemingly unpredictable occurrence of these headaches ___(6)___ disruption in family life. The interruption to a person's family life is enormous: cancelling plans in the last minute and straining relationships with friends and family. It is no wonder that many of these people feel discouraged and even depressed ___(7)___ the cycle of misery reoccurring headaches cause.2.1.4Notes into a Causal ParagraphTurn the following notes into a paragraph of cause and effect.•Lack of water dryness in the soil leaves wilt death of plant.•Too much water leaves droop or become yellow death of plant.•Too strong sun baked soil roots killed death of plant.•Lack of light pale leaves & thin stems death of plant.2.2Strengthening or weakening of your statementsThe discussion sections of a research paper focus on making claims and then adding support for those claims. What are claims? Claims are statements about ideas and data from you and other people. Here is an example of a claim.Example:Basic claim: An increase in smoking among teenagers caused long-term health problems.When the proof of your idea or data is clear, you should strengthen your claim. When the evidence is less certain, you should limit or weaken your claim. Below are some examples of strengthening and limiting the above claim.Examples of Stronger Claims:Increase: a sharp increaseCaused: undeniably caused, clearly caused, undoubtedly caused, must have caused, etc. long-term health problems, widespread long-term health problemsYou could also add expressions to the beginning of the sentence:It is clear that an increase . . .A great deal of evidence leads us to conclude that an increase . . .We must conclude that an increase . . .Examples of Limited Claims:Increase: A probable increaseCaused: may have caused, seemed to have caused, contributed to, was one cause of, etc.Again, you could also add expressions to the beginning of the sentence:We have reason to believe that an increase . . .It is possible that an increase . . .2.2.1 Read the sample discussion section and look for expressions of strengthening or weakening claims.2.2.2 Strengthening or weakening of your claimsLearn the following words for strengthening or weakening a claim.Strengthening a claimNouns: certainty, evidence, the fact thatAdverbs: very, pretty, quite, clearly, obviously, undoubtedly, certainly, of course, indeed, inevitably, invariably, always, literallyAdjectives: key, central, crucial, basic, fundamental, major, principal, essential, significantVerbs: show, prove, establish, confirm, conclude, determine, it is clear that, it is obvious thatWeakening a claimVerbs: appear , argue, doubt, estimate, seen (as), seem, speculate, suggest Adverbs: largely, likely, mainly, maybe, perhaps, possible/possibly, probable/probably, rather, relatively, seemingly, somewhat, sometimesThe following text comes from an article testing the benefits of providing children under 4 years old with zinc dietary supplements. It comes from the very beginning of the discussion section, where the authors summarize the findings they have already presented in the results section. Try to fill the following blanks with a variety of expressions to show the strength or weakness of each claim.In our study, zinc supplementation did not result in a ________ reduction in ________ mortality in children aged 1–48 months in a population with high malaria transmission. However, __________ the effect varied by age, with no effect on mortality in infants, and a __________18% reduction of mortality in children 12–48 months of age (p=0·045). This effect was __________ a consequence of fewer deaths from malaria and other infections. Any effect on mortality in this trial was in addition to a __________ effect of vitamin A supplementation . . .3Writing Practice3.1Writing comparison and contrastA contrast paragraph discusses the difference between at least two things. The following is a table of differences between the two states of Arizona and Rhode Island. Write a text about the following table.States Arizona Rhode IslandPhysical size 114000 square miles 1214 square milesPopulation 4 million Less than 1 millionNatural environments Dry, large desert area Temperate zone, an average of 44inches of rain per yearlandscape Landlocked, no seashore Lies on the Atlantic Ocean,coastline3.2Writing a short discussion textWrite about the three different ways of dealing with polluted land according to the table information below.4. Writing Project4.1 Before writing a discussion section to explain your results from the research, first think about the follow questions:Do your results provide answers to your testable hypotheses? If so, how do you interpret your findings?Do your findings agree with what others have shown? If not, do they suggest an alternative explanation or perhaps an unforeseen design flaw in your experiment (or theirs?)Regarding your conclusion, what is your new understanding of the problem you investigated and outlined in the Introduction?If warranted, what would be the next step in your study?4.2 Work as a team.4.3 Go back to your questionnaires and results gathered respectively from Units 4 and5. Your discussion is based upon the data you collected.4.4 When you finish your writing, pool your pieces of work to polish.4.5 Present your discussion in class.5. Final ChecklistHere is a final checklist for the discussion section. Use it to check what you have written in the previous task.。

学术英语课后答案 unit6

Unit 6 Making an Oral PresentationI. Teaching ObjectivesIn this unit, you will learn how to:1.prepare yourself for an oral presentationanize the content of an oral presentatione oral presentation language4.deliver your oral presentatione appropriate visual aids6.deal with questions7.participate in discussionII. Teaching Procedures1 Preparing your oral presentation2 Organizing the contentTask 11 Describe the outline of the talk2 Introduce the topic3 Indicate the shift from one idea to another4 Give closing remarks5 Summarize the talkTask 2Answers may vary.Task 31 Yes, he wanted to draw the audience attention immediately.2 To introduce his topic and raise the awareness about the seriousness of global warming.3 Yes, the story really created the effect he wanted to have on the audience.4 To echo the idea presented in the beginning part of the talk that global warming is a serious issue.5 He was really concerned about global warming and tried to create a good effect on the audience.Task 4According to a recent survey, two-thirds of the world’s polar bears will be extinct by the mid-century. We heard “save the whales” in the 1990s, we are hearing “save the polar bear” now, we will hear soon “save the human beings”. For the next 10 minutes or so I’m going to look at some of the serious effects of global warming. Basically I’ve divided my presentation into 3 parts. In the first part I’ll talk about the melting glaciers and the way that these are c ontributing to rising sea levels. Then in the second part I’ll look at climate change and give you some examples of how this is having a serious impact on wild animals’ behavior and habitat. And in the final part I’ll focus on the retreating snowlines and consider how these are causing the death of certain species of trees.3 Using proper languageTask 11 Questions about personal sleep habits. There are two functions for asking the questions: i) a topic-related question may help lead audience to this talk; ii) it is more attractive and interesting for audience.2 There are three major points the lecturer will cover in his lecture: i) the problem of sleep deprivation; ii) the causes; and iii) the effects. The lecturer introduces the main points of his lecturer in the very beginning so that the audience can follow it easily.3 Let’s start with the problem of sleep deprivation.First, what are the causes of sleep deprivation?Now I’ m going to move on to the effects of sleep deprivation.Another consequence of sleep deprivation is car accidents.4 To make his lecture more concrete and understandable.5 How many of you would say that… that you don’t go to sleep when you should because of the TV or the Internet?So now, what are the effects of sleep deprivation? The most common effect is, of course, sleepiness during the day. Let me ask you…When do you feel sleepy?The rhetorical questions may involve the audience into his lecture.6 Let’s, well, yeah, now, so, you, as you can see. The colloquial expressions may narrow the distance between the lecturer and audience.7 The style is more informative and colloquial. The language is easy. For example, the structure and the vocabulary are simple. Many transitional words are used to guide the audience. For example, personal experiences and stories are preferred to make the talk more interesting. Repetition is often employed to make his lecture more understandable.Task 2Answers may vary.4 Delivering your presentationTask 11 Yes, he varied his voice and his speed when he wanted to place the emphasis on what he was saying. He did this when he said the following sentences: “Now, here’s hard question, if the (I)don’t know”, “So, our call to action… your gig”, “I can’t wait to see what… hope that”.2 Yes, he made full use of his hands and his facial expression to achieve the maximal effects. He did this when he said the following sentences: “Well, I’ll tell you… the Internet”, “if the trajectory… what are we gonna do”, “So, our call to action… big thing”, “You could join… gas reductions”, “use your personal… in going green” and so on.3 He paused for the audience to think of the answer. He spoke word by word to emphasize the terrible result if the question is not appropriate replied.4 The lecturer wanted to place emphasis on the idea conveyed.5 To add weight to the sentence.Task 2Answers may vary.5 Using visual aidsTask 11 By using the slide in which the statistics of U.S. emissions are shown.2 He wrote the suggestions on the slides, each slide for one suggestion.3 The lecturer of Lecture 11 uses more pictures while Gore uses more words. They both put key words or key points on the slides and use bold typeface and a reasonable size so that the audience can see the words clearly.4 Gore uses key words or key points on the slides while the lecturer of Lecture 11 mainly uses pictures to help audience memorize. Both are efficient.5 The lecturer of Lecture 11 uses small cards held in his hand while Gore simply uses slides as a prompt for his lecture.6 Gore asked the audience to raise hands to answer the question “how many people here serve on the board of directors of a corporation?” while the lecturer of Lecture 11 uses “we” and “you” to narrow the distance between the audience and him. He also uses a lot of gestures and facial expression to achieve effects.Task 2Answers may vary.6 Dealing with Q and A7 Raising questions in class and in the lectureTaskAnswers may vary.8 Participating in discussionsTask1 Express a point of view2 Explain a reason3 Give evidence for an argument4 Acknowledge a person’s idea5 Offer a reason for disagreement6 Give your own argument。

学术英语Unit 6 课后练习答案 ppt课件

2. … this family was in the know and could afford expensive Western brands. (Line 3, Para.10)
This family is familiar with the high-grade and expensive Western brands and could pay for it.
Unit 6 Consumer Behavior
Text A
Language building-up
Collocations
3. in the know 知内情的
I have got to find someone in the know, so I can get my business off the ground (=to succeed initially).
学术英语Unit 6 课后练习答案
Unit 6 Consumer Behavior
Text A
Critical reading and thinking
Language Support
1. Others are focused on… prepare for the week. (Line 4, Para.3)
line4para18含有大量漂白剂的洗衣粉可以为一味追求洁净的市场提供超白的衣物但是对于一个有环保意识或者饮用水匮乏的市场来说这恐怕是一场大灾难
学术英语管理
Consumer Behavior
学术英语Unit 6 课后练习答案
Unit 6 Consumer Behavior
• Text A
Consumer Behavior Influencers

《学术英语》(理科)课后答案(完整版)

ContentsUnit 1 – Astronomy (2)Part I: Pre-listening (2)Part II: While Listening (2)Text A: Fun Facts about Astronomy (2)Text B: Shenzhou-10 Mission (3)Part III: After Listening (3)Part IV: Homework (3)Unit 2 – Biology (4)Part I: Pre-listening (4)Part II: While Listening (4)Text A: Secret of Life (4)Text B: Animal Intelligence (5)Part III: After Listening (5)Part IV: Homework (5)Unit 3 – Psychology (6)Part I: Pre-listening (6)Part II: While Listening (6)Text A: Discovering Psychology (6)Text B: Liespotting (7)Part III: After Listening (7)Part IV: Homework (7)Unit 4 – Geography (8)Part I: Pre-listening (8)Part II: While Listening (8)Text A: What Is Geography? (8)Text B: Mount Kailash – Axis of the World (9)Part III: After Listening (9)Part IV: Homework (9)Unit 5 – Economy (sic) (10)Part I: Pre-listening (10)Part II: While Listening (10)Text A: The Blue Economy (10)Text B: A Monkey Economy as Irrational asOurs (11)Part III: After Listening (11)Part IV: Homework (11)Unit 6 – Physics (12)Part I: Pre-listening (12)Part II: While Listening (12)Text A: What Is Physics? (12)Text B: Science of Figure Skating (13)Part III: After Listening (13)Part IV: Homework (13)Unit 7 – Computer Science (14)Part I: Pre-listening (14)Part II: While Listening (14)Text A: Computer Software (14)Text B: Computer Science Advice forStudents (15)Part III: After Listening (15)Part IV: Homework (15)Unit 8 – Chemistry (16)Part I: Pre-listening (16)Part II: While Listening (16)Text A: The History of DiscoveringElements (16)Text B: The Periodic Table of Elements (17)Part III: After Listening (17)Part IV: Homework (17)Unit 1 – AstronomyPart I: Pre-listeningC: Listening Exercise1. D – Mars.2. C – For finding their way across hugeareas of ocean.3. C – Almost every ancient culture knewof these five mysteries.4. A – Saturn, Jupiter, Venus, Mercury andMars.5. C – The study of stars.Part II: While ListeningText A: Fun Facts about Astronomy Exercise 1 – Global Understanding1.Two branches: (1) observationalastronomy and (2) theoreticalastronomy.2.Aspects: fun facts about (3) the sun(4) the moon(5) the stars(6) the planetsExercise 2 – Listening and Note-takingThe better notes are _A_, because:1.Good notes should consist of keywordsor very short sentences, not every word.e abbreviations and symbols thatmake sense to you can help you writedown notes quickly.3.Leave space between topics or ideas soyou can scan the page more easily later. Exercise 3 – In-depth Listening1.Mercury is the (1) second smallestplanet in the solar system and has (2)no moon. It can get as hot as (3) 800 °Cand cold as (4) 300 °C below zero. Oneyear on Mercury is equal to (5) 88 dayson Earth.2.Venus is the only planet that rotatesfrom (6) east to west. A year on thisplanet is equal to (7) 225 days on Earth.3.Earth is nearly (8) 93 million miles awayfrom the sun. It takes about (9) 16million horsepower to break the Earth’sgravitational pull.4.According to scientists, in around (10) 5billion years, a day on Earth will be (11)48 hours long and somewhere duringthat time the sun will explode.5.The planet Neptune was discoveredmore than (12) 150 years ago in 1846,and since then it still has to complete anorbit around the sun, as one Neptuneyear equals to (13) 165 Earth years.6.Pluto’s size is very small which madescientists demote it to a (14) dwarfplanet status.Text B: Shenzhou-10 MissionExercise 1 – Global Understanding1.June 24th.2.China hasn’t set up a permanent spacestation.Exercise 2 – Listening for Details1.False2.True3.Not GivenExercise 3 – Compound Dictation1.blasted off2.docked3.conduct experiments4.June 20th5.gave a lecture6. a manual docking procedure7.spoke8.two-way video link9.flew around10.the modulePart III: After ListeningPart IV: HomeworkA – Listening Task1.supremacy2.gesture3.vowed4.hostile5.decade6.mission7.spotted8.It was five kilometers from base andthey were running dangerously short oftime9.The orange soil looked like evidence ofrecent volcanic activity 10.In just half an hour, Schmitt and Cernangathered all the orange soil they couldlay hands onUnit 2 – BiologyPart I: Pre-listeningA: Talk about the Topic1.Hummingbird (c); Marmoset (a); Ostrich(d); Sloth (b); Venus flytrap (g); Cheetah(f); Bamboo (h); Rafflesia (e)2.as sly as a fox; as timid as a hare; ascheerful as a lark; as silly as a goose; asgreedy as a wolf; as proud as a peacock;as strong as a horse; as brave as a lion;as gentle as a lamb; as stubborn as amule; as busy as a bee; as blind as a bat C: Listening Exercise1. D – Hostess and guest.2. B – Genetically modified organism.3. A – Corns with a 4-digit PLU code.4. C – Because there is no proof that GMfoods are safe.5. C – From PLU code on the produce. Part II: While ListeningText A: Secret of LifeExercise 1 – Global Understanding1.nucleus2.mush3.membranes4.protein5.energy6.chromosomesExercise 2 – Listening and Note-taking1.frogspawn2.divide and divide3.replicating4.specialize5.body parts6.true of us7. a single cell8.two fundamental rules of life9.made of cells10.other cells11.what life wasExercise 3 – In-depth Listening1.17th2.Robert Hooke3.microscope4.snowflakes5.natural fibers6.mid-19th7.resurfaced8.well-engineered9.exposeText B: Animal IntelligenceExercise 1 – Global Understanding1. B – To prove that dolphins are thinkingspecies.2. C – Self-awareness.Exercise 2 – Listening for Details1.True2.Not Given3.False4.True5.FalseExercise 3 – Compound Dictation1.reacting2.another dolphin3.back and forward4.testing to see5.the same things6.neck stretches7.marked part8. a mirror9. a toolPart III: After ListeningPart IV: HomeworkA – Listening Task1.filtered sunlight2.fade3.sensitive4.evaporate5.pebbles6.moist7.snippers8.start up9.indestructible10.raise alarm11.a shadier location 12.polluted water13.reddish14.decaying or mushy15.indoor environmentsUnit 3 – PsychologyPart I: Pre-listeningA: Talk about the Topic2.1-d, 2-a, 3-f, 4-g, 5-c, 6-e, 7-h, 8-b C: Listening Exercise1. B – He has just moved to a new place.2. A – He should take Fido to the vet.3. D – He will put his dog on medication.4. A – Dog emotions are quite similar tothe emotions of humans.5. C – Harry is an expert on brain scienceof humans and dogs.Part II: While ListeningText A: Discovering Psychology Exercise 1 – Global Understanding1.behavior of individuals2.mental processes3.dispositional factors4.situational factors5.experimental psychology laboratory6.Principles of PsychologyExercise 2 – Listening and Note-taking1.sci entific study2.res earch3.pred ict & (ctrl) control behav ior4.gene tic5.att itudes, ment al6.sens ory stimul ation7.rew ards, act ionsExercise 3 – In-depth Listening1.18792.Germany3.first experimental psychologylaboratory4.18836.first American psychological laboratory7.18909.psychological text10.Principles of PsychologyText B: LiespottingExercise 1 – Global Understanding1. D – He peppered his account with alittle too much detail.2. B – A fake smile will betray a liar. Exercise 2 – Listening for Details1.Not Given2.False3.False4.True5.FalseExercise 3 – Compound Dictation1.lower2.pause3.pepper4.detail5.chronological6.backwards7.words8.gesturesPart III: After ListeningPart IV: HomeworkA – Listening Task1.signs of the condition2.low levels of light3.severe form4.thoughts of death or suicide5.designed6.sleep7.active8.sugary water9.more depressed10.least11.blue and white light12.dim red 13.signals14.natural sleep-wake cycle15.recommendation16.exposure17.bluish18.reddishUnit 4 – GeographyPart I: Pre-listeningA: Talk about the Topic1.a. 4.5 to 4.6 billion yearsb.149,597,870 kmc.384,403.1 kmd.Mt. Everest, Asia: 8844.43 me.Dead Sea: -422 mf.Mariana Trench, Western PacificOcean: 11,034 mg.56.7°C (Greenland Ranch in DeathValley, California, July 10, 1913)h.-89.2°C (Vostok, Antarctica, July 21,1983)2.1-a; 2-c; 3-f; 4-b; 5-e; 6-d; 7-gC: Listening Exercise1. D – New Zealand.2. C – The south of the country can bewarm in summer.3. C – A map showing geographicalfeatures.4. B – The coverage of oceans.5. C – She wants to know more aboutgeography.Part II: While ListeningText A: What Is Geography?Exercise 1 – Global Understanding1.Cultural geography focusing on peopleand cultures.2.Physical geography focusing on planetEarth. Exercise 2 – Listening and Note-takingFive these of geographyA. LocationB. PlaceC. Human-environment Interaction1. Humans depend on the environment2. Humans modify the environment3. Humans adapt to the environmentD. MovementE. Region1. Formal regions2. Functional regions3. Vernacular regionsExercise 3 – In-depth Listening1.earth2.to write3.climates4.plant and animal distributionputerized mapping6.data analysisText B: Mount Kailash – Axis of the World Exercise 1 – Global Understanding1. A – Because it matches the legend ofthe axis of the world.2. D – Because it is the most importantpilgrimage site in Tibet.Exercise 2 – Listening for Details1.False2.True3.Not Given4.False5.FalseExercise 3 – Compound Dictation1.pilgrimage site2.Buddha’s e nlightenment3.newly dressed altar4.prayer flags5.end up straight6.wind horsesPart III: After ListeningPart IV: HomeworkA – Listening Task1.233 countries2. a bit ambiguous3.semi-presidential republic4.6,592,800 square miles5.northern part of Asia6.11 different time zones7.climate conditions8.energy and minerals9.greatest forest reserves10.unfrozen freshwater11.ninth most populous12.lungs of Europe13.by volume 14.780 species of birds15.third largest economy16.fastest aging country17.Three Gorges Dam18.at a country’s disposalUnit 5 – Economy (sic)Part I: Pre-listeningA: Talk about the Topicpete with one another; positive; aninvisible hand2. a long time; stall along the wayC: Listening Exercise1. B – He is interested in making modelboats.2. C – She is considerate and thoughtful.3. A – It will help children learn the valueof money.4. D – He will give Jacky a regularallowance soon.5. D – Saving money for larger costs willhelp children learn how to budget. Part II: While ListeningText A: The Blue EconomyExercise 1 – Global Understanding1.expensive2.not smart3.creative4.healthy and happy5.what we did not know we have Exercise 2 – Listening and Note-taking1.healthy and naturalanic3.solar energy4.biodegradable5.palm oil6.destroy the rain forest7.subsidies8.tax moneypete with food10.damaging the climate11.expensive12.not smartExercise 3 – In-depth Listening1.Not Given2.True3.False4.TrueText B: A Monkey Economy as Irrational as OursExercise 1 – Global Understanding1. D – When they are facing a loss.2. A – People are irrational because theywant to make more money.Exercise 2 – Listening for Details1.10002.10003.04.5005.Play it safe6.20007.10008.09.50010.Take a riskExercise 3 – Compound Dictation1.different directions2.good or not3.switch4.loss mindset5.risky6.worrying7.losing stocks longer8.sell their housePart III: After ListeningPart IV: HomeworkA – Listening Task1.economic prosperity2.support strengthening3.premier forum4.lowering tariffs5.non-discriminatory6.greater participation7.integrated economic community8.critical energy sector9.interconnectivity10.renewablepletion of negotiations12.far-reaching trade agreement13.rules-based and high-standard14.mere short term15.multilaterial and bilateral partnershipsUnit 6 – PhysicsPart I: Pre-listeningA: Talk about the Topic1.1-f; 2-b; 3-e; 4-d; 5-g; 6-a; 7-h; 8-c C: Listening Exercise1. B – They are doing a physicalexperiment.2. C – Six.3. D – Judy helped to pinch the balloontight.4. B – Mike is very smart.5. A – They pumped some gas into theballoon.Part II: While ListeningText A: What Is Physics?Exercise 1 – Global UnderstandingTwo categories of physics:(1) Classical physics(2) Modern physicsMain purposes of learning physics:(1) To understand the world around people(2) To explain the universe at large Exercise 2 – Listening and Note-taking1.Definition2.motion of matter3.space and time4.energy5.force6.effects7.philosophy8.world9.classical10.modern11.Applications12.electromagnetism13.mechanics14.quantum physics Exercise 3 – In-depth Listening1.matter moves2.object attraction3.heat and energy4.mass-energy5.space-time6.electric chargesText B: Science of Figure Skating Exercise 1 – Global Understanding1. C – The science of figure skating.2. D – All of the above.Exercise 2 – Listening for Details1.False2.False3.True4.Not Given5.FalseExercise 3 – Compound Dictation1.action and reaction2.vertical velocity3.velocity4.higher5.spin6.extended7.slowly8.closer9.faster10.following11.Conservation of Angular Momentum Part III: After ListeningPart IV: HomeworkA – Listening Task1.powered by sun light2.20153.63 meters across4.200 square meters5.cells6.140 kilometers7.8,500 meters8.stops9.20 to 2510.autopilot 11.goal12.appliancesUnit 7 – Computer SciencePart I: Pre-listeningA: Talk about the Topic1.1-Wechat; 2-MSN; 3-Tencent QQ; 4-Sina Microblog; 5-Renren Network; 6-Instagram2.MSN, Tencent QQ, Renren Network,Sina MNicroblog, Instagram, Wechat C: Listening Exercise1. D – A research on the applications ofcomputers and Internet.2. C – Playing computer games.3. B – Computers can help edit jobapplication documents.4. C – Online shopping has become anessential part of our life.5. A – People may be cheated by someoneonline.Part II: While ListeningText A: Computer SoftwareExercise 1 – Global Understanding1. D – Software programs and theoperating system.2. B – A set of instructions that tells thecomputer what to do.Exercise 2 – Listening and Note-taking1.most of us don’t speak the ir language2.is like a translator3.the computer what to do4.personalized5.Mac6.Linux7.Operating system8.Software programs9. a computer store10.download from the InternetExercise 3 – In-depth Listening1.True2.FalseAn operating system can cover thebasics from saving files to fixingproblems.3.FalseYou can get computer software from acomputer store or download them fromthe Internet without the help ofcomputer engineers4.FalseSoftware programs can makecomputers personalized5.TrueText B: Computer Science Advice for StudentsExercise 1 – Global Understanding1. C – Advice for students on computerscience.2. A – Computer science is highlyinteractive.Exercise 2 – Listening for Details1.False2.True3.True4.Not GivenExercise 3 – Compound Dictation1.fallacies/misconceptions2.programming3.people4.business analysts5.discuss6.solve7.logical thinking8.capture things9.articulate10.connectingPart III: After ListeningPart IV: HomeworkA – Listening Task1.index of the web2.software programs3.webpages4.follow all the links5.chunk of the web6.hit return7.possible8.contain your keywords9.directly adjacent 10.spamming11.outside links point to itmitment13.impartial search results14.a snippet of the text15.related searches16.advertising business17.strive to18.cheetah’s top running speedUnit 8 – ChemistryPart I: Pre-listeningA: Talk about the Topic1.A, C, and E are chemical reactionsC: Listening Exercise1. A – In 1828.2. D – He created them from twoinorganic substances.3. C – People isolated it from living things.4. C – It proved that organic substancescan be created from inorganicsubstances.5. D – Atoms.Part II: While ListeningText A: The History of Discovering ElementsExercise 1 – Global Understanding1.diversity of natureplexity of man3.92 elements4.the most important codes5.making of the modern world Exercise 2 – Listening and Note-taking1.what an element is2.lead, copper, gold, silver, iron, mercury,tin3.metals4.earth, air, fire, and water5.16th6.metals into goldExercise 3 – In-depth Listening1.attempted2.electricity3.natural4.ultimately5.insight6.physics7.mysteries8.detective9.centuries10.struggled11.fascination12.destructionText B: The Periodic Table of Elements Exercise 1 – Global Understanding1. B – How the periodic table of elementswas discovered and its significance.2. B – It changes the way that everyonewould learn and understand theelements.Exercise 2 – Listening for Details1.True2.False3.Not Given4.True5.FalseExercise 3 – Compound Dictation1.18692.explain3.properties4.similarities5.patterns6.vertical7.resembled8.existence and properties9.rightPart III: After ListeningPart IV: HomeworkA – Listening Task1.green leaves2.grows underground3.for their taste4.traditionally for health reasons5.seeking to lose weight6.desire to eat7.reduce hunger8.Over six weeks9.each group 10.three-tenths of a gram11.normally eat12.especially true13.may be lost14.extend the effectiveness15.a tropical plant16.its medical possibilities17.earlier evidence18.brains of patients19.sixty to ninety-three years old20.rarely or never。

U6听力原文与答案

UNIT 6Section One Tactics for listeningPart 1 PhoneticsExercise: Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms, link-ups and contractions.Professor Archer is having lunch with the Director at the Restaurant Avenida.Director: What (I) would you like, Professor?Archer: What (2) do you suggest?Director: Perhaps caldeirada?Archer: (3) What's that?Director: Fish soup.Archer: That sounds nice.Director: And you (4) must have some feijoada.Archer: What's that?Director: (5) It's a local speciality－pork (6) with black beans.Archer: Yes, I'd like (7) some of that.Director: Is there anything you (8) can't eat?Archer: I don't like chili.Director: (9) That's all right — there's no chili in feijoada. Do you (10) mind if I smoke?Archer: Not at all. Would you excuse me (11) for a moment? (To waiter) Excuse me, can you tell me where the toilets are?Waiter: (12) Over there, sir.Part 2 Listening and Note-TakingEric: Excuse me. What time's the first train to London1!Clerk: Eight thirty.Eric: I see. And are there any other trains? I want to arrive before lunch. Clerk: Well, now ... there's one at nine fourteen, … nine twenty,… nine forty-two ....Eric: Oh, just a minute. You're saying them very quickly ... Er, yes ... and after nine forty-two?Clerk: After nine forty two, there's ... there's one at ten fifteen ... and eleven twenty…Eric: Ten fifteen and eleven twenty?Clerk: Yes, that's right.Eric: OK. Thanks very much.Exercise A: Listen to Eric and the booking-clerk at the railway station. Look at the timetable. After each bleep, draw a ring round the time of the train.Operator: Hello! Can I help you'?Nancy: Yes. What's the number of the Leicester Hotel, please? Operator: The Leicester? That's 837 5234.Nancy: I see. And what about the New Norwich Hotel?Operator: That's 785 2491.Nancy: Thanks. And the Royal Buckingham?Operator: Just a minute ... that's um ... 249 6360.Nancy: Uh~huh ... and the Gloucester?Operator: The Gloucester ... um ... 564 8844 ....Nancy: Thanks, ... oh ... here's one more ... the, urn. the Peterborough Hotel.Operator: Oh, that's 684 2549.Nancy: Oh ... and the last one. The Old Bedford?Operator: The Old Bedford? That's 327 6975.Nancy: Well, that's all now. Thanks very much for your help. ByeExercise B: Listen to the operator. After each bleep, write down the phone number of the hotel.1. The Leicester Hotel 837 52342. The New Norwich Hotel 785 24913. The Royal Buckingham Hotel 249 63604. The Gloucester Hotel 564 88445. The Peterborough Hotel 684 25496. The Old Bedford Hotel 327 6975Section Two Listening comprehensionPart 1 DialoguesDialogue 1 What a Super FlatAnn Morris and her friend, Sheila, have been invited to Jack and Rebecca's for supper. Although they know each other well, it is the first time Ann and Sheila have visited the couple's flat.Jack' Hi, Ann! Hello. Sheila! Come on in. I say, you're both looking very smart!Ann: Thanks. It's nice to be invited out. What a super flat you've got, Jack!Sheila: yes, you never told us you lived in such luxury. It's so cosy*! Jack: I'm glad you like it. Sit down and I'll get you a drink.Ann: Where's Rebecca?Jack: She won't be long. She's just popped* out for a few things at the last minute ... (Later)Sheila: Mm! This spaghetti* is really good. 1 didn't know you could cook.Jack: I'm afraid it had to be something cheap. You know how it is! Ann: It's delicious. Is it your own recipe*, by any chance'?Jack: No, I just followed what is said in the book.Sheila: Can you give me the name of the book?Rebecca: Sure, Italian Cooking Made Easy — it has to be for him! Exercise A: Listen to the dialogue and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.F 1. Jack and Rebecca live in the country. (They live in a flat, so probably they live in the city.)T 2.The guests are surprised to see that Jack and Rebecca live in such a nice place.( Ann: What a super flat you've got, Jack! Sheila: Yes, you never told us you lived in such luxury. It's so cosy!)T 3. Jack's spaghetti is very delicious. (Sheila: Mill! This spaghetti is really good.)F 4. The guests know Jack is a good cook. (Sheila: ... I didn't know you could cook.)Exercise B: Listen to the dialogue again and answer the following questions.1. What did the guests think or the flat?(They thought the flat was super, luxury and cosy.)2. How many friends did Jack invite to his home? (Two. Ann and Sheila.)3. What did they have for dinner? (They had spaghetti.)4. Why did Jack cook it instead of buying it? (He thought it is cheaper.)5. Who gave Jack the recipe? (He got the recipe from a book.)Dialogue 2 Back from WorkIt is seven o'clock. Clive Sutton has just arrived home from work. Clive: It's not good enough, you know.Cathy: What's wrong, Dad?Clive: When I came in. the house was a disgrace. One of you was lying on the settee* and the other was nowhere to be seen.Cathy: It wasn't my turn to tidy. It was Emma's.Emma: I did it yesterday. Besides, I had a lot of homework to do. Cathy: When 1 came in, you were in your room listening to records. Emma: At least my room's tidy. Yours is a real mess.Clive: Look! I don't care whose turn it was yesterday or today. It just won't do! I expect you to sort out* your jobs between you. You're both old enough now. When I came in, the breakfast dishes were still in the sink and there were clothes lying all over the furniture, waiting to beironed.*Emma: I'm always doing the ironing. Cathy used to help with it, but now she says she's too busy.Cathy: I've got exams this year. You haven't.Clive: Girls, girls, that's enough. Have either of you eaten yet?Emma: I've had a sandwich. I'm trying to lose some weight.Cathy: And I don't feel hungry.Clive: Well, I do. In future, make sure one of you makes a meal. We've got to live, you know. And I've got to work to keep us. You'll want spending money and holidays, you'll have to do your share of the housework!Emma: I'm sorry, Dad.Cathy: Me too. Look, Emma, why don't we make a list of jobs and put it on the wall?Exercise: Listen to the dialogue and decide whether the following statements are true or false. Write T or F in the space provided, Discuss with your classmates why you think the statement is true or false.T 1. The house was a mess when tile father came in (Clive: When I came in the house was a disgrace.)T 2. The children do the chores by tams. (Cathy: It wasn't my turn to tidy. It was Emma's.)F 3. When the father came in, one of the girls was lying on the settee and the other was doing her homework. (Clive: One of you was lying on the settee and the other was nowhere to be seen.)F 4. When the father came back, the girls had done the washing-up. (Clive: ... When I came in the breakfast dishes were still in the sink…)T 5. Emma usually does the ironing. (Emma: I'm always doing the ironing.)T 6. Both of the girls are students. (Emma: I had a lot of homework to do. Cathy: I've got exams this year.)T 7. Emma is probably on a diet. (Emma: I'm trying to lose some weight.) T 8. The father has to cook dinner for himself. (Clive: Girls, girls, that's enough. Have either of you eaten yet? Emma: I've had a sandwich. Cathy: And I don't feel hungry. Clive: Well, I do. In future, make sum one of you makes a meal.)T 9. The girls will sort out the housework between themselves. (Cathy: Look. Emma, why don't we make a list of jobs and put it on the wall?)Part 2 PassagesPassage 1 The "Lost" ReceiptAs my train was not due to leave for another hour, I had plenty of time to spare. After buying some magazines to read on the journey, I made my way to the luggage office to collect the heavy suitcase I had leftthere three days before. There were only a few people waiting, and 1 took out my wallet to find the receipt for my case. The receipt did not seem to be where I had left it. I emptied the contents of the wallet, and railway tickets, money, scraps* of paper, and photographs tumbled* out of it; but no matter how hard 1 searched, the receipt was nowhere to be found.When my turn came, I explained the situation sorrowfully to the assistant. The man looked at me suspiciously as if to say that he had heard this type of story many times and asked me to describe the case. I told him that it was an old, brown-looking object no different from the many cases I could see on the shelves.The assistant then gave me a form and told me to make a list of the chief contents of the case. If they were correct, he said, I could take the case away. I tried to remember all the articles I had hurriedly packed and wrote them down as they came to me. After I had done this, I went to look among the shelves. There were hundreds of cases there and for one dreadful moment, it occurred to me that if someone had picked the receipt up, he could have easily claimed* the case already. This had not happened fortunately, for after a time, I found the case lying on its side high up in a corner. After examining the articles inside, the assistant was soon satisfied that it was mine and told me I could take the case away. Again I took out my wallet: this time to pay. 1 pulled out a ten-shilling note and the "lost" receipt slipped out with it. I could not help blushing*and glanced up at the assistant. He was nodding his head knowingly, as if to say that he had often seen this happen before, too!Exercise: Listen to the passage and choose the best answer to each of the following questions.l.C 2. A 3. A 4. D 5. B 6. D 7. D 8. A 9. CPart 3 NewsNews Item 1V oters have approved political changes that will establish an elected parliament. State television said more than 98% of the voters approved the proposal for democratic reforms. The measures also will give women the right to vote and to be candidates for office, making Bahrain one of the only Gulf Arab states to do so. And equality will be guaranteed among the different religious groups in Brunei*. The Emir of Bahrain Hamad bin Isa al-Khalifa* welcomed the results. The changes are expected to take effect by the year 2004 at the latest.Exercise A: Listen to the news item and complete the following summary.This news item is about democratic reforms in Bahrain and Brunei. Exercise B: Listen to the news item again and complete the following passage.V oters have approved political changes that will establish an electedparliament. State television said more than 98% of the voters approved the proposal for democratic reforms. The measures also will give women the right to vote and to be candidates for office, making Bahrain one of the only Gulf Arab states to do so. And equality will be guaranteed among the different religious groups in Brunei. The Emir of Bahrain Hamad bin Isa al-Khalifa welcomed the results. The changes are expected to take effect by the year 2004 at the latest.News Item 2Opposition Parties are demanding a new election after a violent protest over voting problems Tuesday. At least 6 people were killed and many injured during the voting. People at over 100 voting places were not able to vote Tuesday. Official said Wednesday that those voting centers would be open soon. Early election results show the ruling General People’s Congress Party in the lead. Final results are expected by the end of the week. Election officials say many people took part in the voting. V oting hours were extended to give people more time to vote. More than 20,000 candidates are competing for 7,000 seats in the local council* in Yemen*. Exercise A: Listen to the news item and complete the following summary.This news item is about the local council election in Yemen.Exercise B: Listen to the news item again and choose the best answerto complete the following sentences.1. A2. A3. B4. C5. D6. BNews Item 3More than 300 people have been killed and 250,000 displaced following a disputed presidential vote. The government has agreed to hold a new election if ordered by a court.The violence this week in Kenya has thrown the usually peaceful country into crisis. Its economic and democratic progress may be in danger.The crisis began Sunday after election officials declared President Mwai Kbaki the winner of a second term. On Friday Kenya’s main opposition party, the Orange Democratic Movement, called for a new election.A spokesman for the president said the government will accept another election if a court orders a new vote.Kenya became independent from Britain in 1963. It has the largest economy in East Africa.Exercise A: Listen to the news item and complete the following summary.This news item is about Kenya’s election violence that threatens gains in East Africa’s top economy.Exercise B: Listen to the news item again and decide whether the following statements are true or false. Write T or F in the space provided. Discuss with your classmates why you think the statement is true or false.F 1. After the election, 300 people have been injured and 25,000 homeless. (More than 300 people have been killed and 25,000 displaced following a disputed presidential vote.)T 2. A court might order a new election. (The government has agreed to hold a new election if ordered by a court.)T 3. The riot may slow economic and democratic progress of Kenya. (The violence this week in Kenya has thrown the usually peaceful country into crisis. Its economic and democratic progress may be in danger.)F 4. After President Mwai Kibaki won the first term Friday, the main opposition party appealed for a new election. (The crisis began Sunday after election officials declared President Mwai Kbaki the winner of a second term. On Friday Kenya’s main opposition party, the Orange Democratic Movement, called for a new election.)F 5. Kenya separated from British Commonwealth in 1960. (Kenya became independent from Britain in 1963.)Section Three Oral WorkPart 1 Questions and AnswersMother: Where are Jim and Mary?Father: Jim’s gone fishing and Mary’s gone with him.Mother: Oh, dear, I can’t bear cooking bony little fish.Father: You nee dn’t worry about Jim bringing anything home. Mother: Why not?Father: He never catches anything. He just likes fishing.Mother: I can’t help thinking Mary will be bored.Father: She hates fishing, of course, but she isn’t happy about Jim going off by himself.Mother: Well, you can’t be surprised at her wanting to be with him. Father: No. I can even remember a girl watching me play football. Mother: I can’t imagine myself doing that again.Exercise: Listen to the dialogue and then answer some questions about it .You will hear the dialogue and the questions only once. Answer each question in a complete sentence after you have heard it.1. Where is Jim?(He’s gone fishing.)2. What can’t Mother bear?(She can’t bear cooking bony little fish.)3. Wh at needn’t Mother worry about?(She needn’t worry about Jim bringing anything home.)4. What is it that Mother can’t help thinking?(She can’t help thinking Mary will be bored.)5. What isn’t Mary happy about?(She isn’t happy about Jim going off by himself.)6. What can’t Father be surprised at?(He can’t be surprised at Mary's wanting to be with Jim.)7. What can Father remember?(He can even remember a girl watching him play football.)8. What can’t Mother imagine herself doing again?(She can’ t imagine herself watching Father play football again.)Part 2 RetellingThere’s an old saying that says, “It never hurts to ask.” Here’s a famous American story that proves the truth of that statement. Or does it?In 1620, a group of settlers ca me from England to the “new world.” They built a small community in Massachusetts. Mark Story, a middle aged widower, lived there. After his wife died, Mark shared a small cabin with a handsome young man named John Allen. Mark felt very lonely without a wife. One day he told John that he wanted Io marry one of the young women of the community - Pamela Miller. But Mark was afraid to propose to her himself. So he asked his friend John to do it for him.Poor John also wanted o marry Pamela. But he didn’t tell Mark that. Instead, he went to Pamela and asked her to marry Mark Story. Pamelawas surprised and disappointed. She listened quietly. Then she said, “Why don’t you speak for yourself, John?”Exercise: Listen to the passage and then retell it in your own words. You will hear the passage only once.Section 4 Supplementary ExercisesPart 1 Listening ComprehensionPassage 1 A CoinI was not more than thirteen years old at the time, certainly, but I remember the moment as if it were yesterday. I had just taken my place in class, when I noticed a small shining coin a few feet away from my desk.I am sure it was not the desire for gain which prompted me to stoop and pick it up, for the coin was a farthing and almost completely worthless. But its newness attracted me, and the fact that I could not spend a coin of such small value made me want to keep it forever. As the teacher was talking to us, I pretended to drop a pencil and bent over. From that moment, the coin was mine.The farthing and I remained firm friends for years. Trousers wore out, but the coin survived. It lived to see short trousers become long ones; it accompanied me in my youth and early manhood. It joined the army with me during the war, and later came to the office every day when I became a civilian again.Every night when I emptied my pockets and placed their contents on my bedside table, the coin made its appearance. Sometimes, it would play hide-and-seek with me and make me dig deeply into my pockets. But sure enough, it was always there, trapped inside larger items, like a pen-knife, or sleeping in the folds of my handkerchief. It certainly kept strange company. When I was a boy, it would attach itself to sticky sweets, or get caught in pieces of wire. When I grew up, it took its place proudly beside the silver coins that jingled in my pocket. It had reason to be proud, for I am sure it knew that I would rather have lost every single silver coin I had than part with the precious little farthing. It did not shine any more, but at nighttime it would unfailingly arrive, last but smiling, and look up at me from my bedside table. One night, however, the coin was missing. I searched everywhere, but weeks passed and I did not find it. This time I realized sadly that it had gone for good and could only hope that it had found some nicer pocket to live in.Exercise: Listen to the passage and choose the best answer to each of the following questions.l. C 2. A 3. C 4. D 5. D 6. B 7. A 8. B 9. DPassage 2 Utah OlympicThe Utah Olympic Park is high in the Wasatch Mountains, about forty kilometers east of Salt Lake. It is about 2,200 meters above sea level.The mountains receive an average of seven-and-one-half meters of snow each winter.The Utah Olympic Park extends over 150 hectares of land. The Park has five areas for ski jump competitions. In warm weather, skiers train on special man-made jumps.An Olympic size track has been built for bobsleigh* and luge* competitions. It is one of only three such tracks in North America. The track is close to the ground and has fifteen turns. Its path is similar in shape to the land.The Utah Olympic Park will hold four major events during the 2002 Winter Games. They are the Nordic skiing*, bobsleigh, luge, and skeleton competitions. The skeleton event has not been seen at the Olympics since 1948. Officials expect it to be extremely popular next year. Athletes competing in the skeleton slide down the track on a luge sled. But they lie on their stomachs instead of their backs.The Utah Olympic Park can hold about 20,000 people to watch the ski jumping event. It can hold about 15,000 people to see the other events. The Utah Olympic Park already is used for national and international competitions. It also operates as a training center for the competitors. And, young people who wish to join the United States national teams train there.The Utah Olympic Park is open to the public during the summer andwinter months. Everyone is welcome to watch the athletes train and compete against each other. Visitors also can try some of the Olympic sports. This includes going down one of the ski jumps or riding on the bobsleigh or luge track.Exercise: Listen to the passage and choose the best answer to each of the following questions.l. B 2. C 3. B 4. A 5. D 6. DPart 2 Oral WorkElsa lay in bed, thinking over her first couple of weeks in London. She yawned and stretched. It was Saturday and she didn’t have to go to school. There was a knock at the door and Dorothy came in carrying a cup of tea.“Come on, love, you can’t lie in bed all day. Time and tide wait for no inert,” said Dorothy, flinging open the curtains.“I’m playing in a football match today,” said Elsa.“Oh, I wouldn’t let my girl do anything like that,” said Dorothy. Sh e was nice, but her view was a little old fashioned.“I’ll run the bath for you, love,” said Dorothy on her way out, “Elsa.” Dorothy still hadn’t noticed that Elsa always took a shower. Exercise: Listen to the passage and then give your opinion on the following topics.1. What have you learned about Elsa and Dorothy from the passage?2. Do you think your parents’ views are sometimes a little old-fashioned?。

学术英语(社科)-Unit-6

学术英语社科
Academic English for Social Sciences
6
Journalism and Journalists
It is reported that journalism remains one of the most popular majors on most university campuses in America. To be a journalist has been many graduates’ dream. Why is it the case? Is it because this profession is superior to others? Are there other reasons? Read the following texts and you will get the answer.
Difficult sentences
• No one in the newsroom, he told her, can be above doing any job if that’s what the paper needs at that moment. (Para.11)
→ Everyone in the newsroom should be prepared to do any job that is required by the newspaper at that moment.
• Today, of course, the young man interested in journalism is just as likely (possibly even more likely) to be a young woman, and the career question more likely to be about television or an online medium. (Para.2)

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Task 1:
Internet journalism has been greatly influenced by the so-called “bloggers”. In the strict sense, a blogger is someone’s online record of the websites he or she visits. Blogger is a contraction of “Web logger”. Web loggers have been called one-person Internet blabbermouths who pop off to anyone who will listen. They criticize each other but some of the best take on, sometimes unfairly, the big newspapers and networks. They provide a kind of instant feedback loop for media corporations. Some equate them with the more lively editorial pages of earlier times. Web loggers are having an important impact on the “old media”as well as on public opinion over salient political and social issues.
Task 2:
Newspapers are dying; the music industry is still yelping about iTunes; book publishers think they are next. Yet one bit of old media seems to be doing rather well. In the final quarter of 2009 the average American spent almost 37 hours a week watching television. Earlier this year 116 million of them saw the Super Bowl- a record for a single program. Far from being cowed by new media, TV is colonizing it. Shows like “American Idol”and “Britain’s Got Talent”draw huge audiences partly because people are constantly messaging and tweeting about them, and discussing them on Facebook.
Advertising wobbled the recession, shaking the free-to-air broadcasters that depend on it. But cable and satellite TV breezed through. Pay-television subscriptions grew by more then two million in America last year. The explosive growth of cable and satellite TV in India explains how that country has gone from two channels in the early 1990s to more than 600 today. Pay-TV bosses scarcely acknowledge the existence of viewers who do not subscribe to multichannel TV, talking only of people who have “yet to choose”a provider. This is not merely bluster. As our special report this week explains, once people start paying for greater television choice, they rarely stop.。