listening and note taking

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施心远听力教程第2册Unit 2

Part 2 Passage Snack
• Exercise B: • I.C 2. D 3. A A 8. B
4. B
5. C
6. D
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• Exercise C: • 1. To those who knew him, he was a kind and generous friend. • 2. Recently the narrator's brother, who works for a famous American airline, remembered the truth that the plane was overbooked and for once all the passengers turned up. So he had the difficult task of choosing three passengers and informing them that they couldn't travel on the flight in question. • 3. The narrator's brother chose three elderly travellers, an English couple and a little old American lady. • 4. The English couple accepted the situation and went to have a drink while waiting for the next flight. • 5. The little old American lady advised the young man to sort out the problem right away, otherwise he would be in a lot of trouble.

施心远听力教程1[第二版]听力原文及答案解析

施心远听力教程1(第二版)听力原文及答案UNIT 1 Section One Tactics for ListeningPart 1 Phonetics Exercise: Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms, link-ups and contractions. Woman 1: I've got good news (1) for you! Woman 2: Oh, yes? Woman 1: I'm getting married. Man: Well, well! (2) Who's the lucky man? Do we know him? Woman 1: Of course you (3) know him! It's David! Woman 2: (4) That's wonderful news! Man: I'm sure (5) you'll be very happy. Woman 2: (6) When's the wedding? Woman 1: Next June. (7)we're going to have a big June wedding! Woman 2: Are we invited? Woman 1: Of course! I hope you (8) can all come. Part 2 Listening and Note-taking Telephone rings for a long time. Operator: Redman Electronics. Can I help you? V oice: At last! Why don't you answer the phone? Operator: I'm sorry. I was downstairs. V oice: Well, can I speak to Mr. Redman please?Operator: I'm afraid he isn't here at the moment. He's on holiday. He's in the South of France. V oice: What about Mr. Gray — extension 322. Operator: Mr. Gray's at home. V oice: Well, may I speak to Mr. Redman's secretary? Operator: She isn't in today. She's at her sister's. V oice: I see. Then I'd like to speak to Mr. Gray's secretary. Operator: Miss Jones? V oice: That's right. Operator: Sorry. She isn't in. She's gone to the hairdresser's. V oice: Who is in today? Operator: Well, I am. But I'm going home soon. Who is it please?Exercise A: Listen to the conversation and take notes. Exercise B: Complete the following sentences. Where are they? Mr. Redman is on holiday in the South of France. Mr. Gray is at home. Mr. Redman's secretary is at her sister's. Mr. Gray's secretary, Miss Jones, is at the hairdresser's.Section Two Listening ComprehensionPart 1 DialogueDialogue 1 HelloWoman 1 : Professor Andrews, this is Dr. Baxter. Woman 2: How do you do? Man: How do you do? Man l: Hello, Al. How are you? Man 2: Fine, thanks, Eric. Nice to see you again. Woman I: Sally, do you know Steve? Woman 2: No, how do you do? Man: Hello, Sally. I'm glad to meet you. Man l: Tony, I'd like to introduce lny friend Mary Parker. Man 2: Oh, hello. I've heard so much about you. Woman: Hello. Woman: May I introduce myself? My name is Susan Roper. Man: Oh, hello. I'm John Lee. I'm sorry, I didn't catch your name. Exercise: Listen to some people talking at a party. Who is talking to whom? Who has known whom before? Complete the following sentences. Names in the box are for your reference.1. Professor Andrews is talking to Dr. Baxter.2. A1 is talking to Eric.3. Sally is talking to Steve.4. Tony is talking to Maw Parker.5. Susan Rotter is talking to John Lee.6. A/and EL have known each other before.7. Tony has known Mary Parker before.Dialogue 2 welcome to BristolEtienne has just arrived in England, Etienne: Hello, Are you Mrs. Baker? I'm Etienne Bertrand, from Switzerland. Mrs. Baker: Hello, Etienne. Come in. Welcome to Bristol. Etienne: Hello. Pleased to meet you, Mrs. Baker. Mrs. Baker: Oh, call me Nicola. And this is my husband, Nigel. Mr. Baker: How was your trip? No hijacks? Etienne: No, it was all right, thank you. But the plane was late and the airport was crowded Mr. Baker: Well, it's the holiday season. You expect it at this time of the year. Here, let me take your bags upstairs. Etienne: Oh, that's all right. I'll take this one. it's heavy. Mr. Baker: Well. Here's your room. I hope it's big enough for you and not too cold. We do have central heating but it doesn't work very well There are extra blankets in the cupboard, I think. Oh, well ??? Nicola, where are the blankets? Let's go down and meet the rest of the family.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. Etienne Bertrand is from Switzerland. (I'm Etienne Bertrand, from Switzerland.) T 2. The Bakers are expecting Mr. Bertrand. (Mrs. Baker says "Hello, Etienne. Come in. Welcome to Bristol.") T 3. There have probably been hijacks in recent days. (Mr. Baker says "How was your trip? No hijacks?" and Etienne answers "No, it was all fight, thank you/" We may draw a conclusion that they were serious.) F 4. the plane was late because there had been a hijack attempt. (The plane was late probably because it was the holiday season.) T 5. The airport is usually crowded at this time of the year. (It is the holiday season.) T 6. It is probably still cold. (Mr. Baker mentions central heating and tells Etienne to use extra blankets if he feels too cold.) F 7. The central heating doesn't work. (It doesn't work very well.) T 8. Mr. Baker can't find the blankets. (Mr. Baker asks Mrs. Baker where the blankets are.)Part 2 PassagesPassage 1 A young waiterThe most interesting part of the little town was the market square, which was surrounded by cafes, restaurants and small shops full of all kinds of cheap goods likely to attract tourists. At this time of the year it was not very crowded. It was a lovely day with only a few little white clouds, like puffs* of smoke, in the sky. It was not too hot, as it sometimes was during the summer, but pleasantly warm. Edward and Ann sat down at a table outside one of the cafes. After they had been sitting there enjoying the sunshine for a few minutes, a young waiter, not much more than a boy, came to take their order. He spoke no English, but after a lot of laughter and pointing at the menu, they thought they had managed to make him understand that all they wanted was ice cream. There were several flavors*, lemon, chocolate, coffee, orange and vanilla* and they both chose coffee, "I love coffee ice cream," said Ana. After a little while the waiter returned. He was carrying a big tray, which he set down very carefully on the table in front of Edward and Ann. There were two cups of coffee and two plain ice creams on the tray. "We didn't order coffee," said Edward crossly*, "we ordered coffee ice cream. He ought to be able to understand simple English." The waiter smiled and looked pleased."No," said Ann laughing, "it's his country. We ought to be able to speak his language."Exercise: Listen to the passage and choose the best answer to complete each of the following sentences.B 2.C 3,D 4. B 5. C 6. C 7. D 8. APassage 2 greeting and introductionsGreetings and introductions are an essential aspect of US culture. The importance of w If you are with a group of English-speaking people and the conversation is going on in English, do not use your native or any foreign language for more than a few sentences, as it is not considered to be polite. Try to avoid using any filthy*, sexually explicit* stories or jokes. When you are in a theatre, it's not polite to talk or whisper during the performance.Exercise: Listen to the passage and choose the best answer to each of the following questions.I.B 2. D 3. D 4. C 5. B 6. B 7. D 8. B Part 3 News News Item 1 In Houston Texas, a federal investigating jury* has charged the Arthur Andersen Company with blocking efforts to seek justice in the Enron case. Arthur Andersen employees kept financial records and provided advice to the failed energy company Enron. The charges say Arthur Andersen destroyed tons of documents while an investigation was taking place after Enron's failure. The Arthur Andersen* Company condemned* the charges as a serious misuse of government power. Exercise A: Listen to the news item and complete the following summary. Arthur Andersen Company is charged with blocking investigation in the Enron case.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. Arthur Andersen Company was the energy company Enron's business partner. (Arthur Andersen Company just keptfinancial records and provided advice to the energy company Enron.) T 2. Arthur Andersen destroyed important documents. (Arthur Andersen destroyed tons of documents while an investigation was taking place after Enron's failure.) T 3. The Arthur Andersen Company did not agree with the charges. (The Arthur Andersen Company condemned the charges as a serious misuse of government power.)News Item 2 Russian engineers and an American company have presented a model of the first space vehicle designed for pleasure tips. They presented the full size model in Zhukovskiy*, Russia. They say the space plane should be ready in three years. Travelers would experience three minutes of zero gravity during a one-hour flight. The vehicle would hold a pilot and two passengers. A flight would cost about $100,000.Exercise A: Listen to the news item and complete the following summary. This item is about a model of the first space vehicle designed for pleasure trips.Exercise B: Listen to the news item again and complete the following blanks. Possible time: in three years Vehicle size: can hold a pilot and two passengers Special experience: three minutes of zero gravity Length of the trip: _one hourCost:$100,000News Item 3 World leaders at a United Nations1 conference in Monterrey, Mexico, have urged wealthy nations to increase their foreign aid. Peruvian president spoke Thursday at the UN conference on financing for development. Mr Toledo* said terrorism could grow if poor countries do not receive help. He returned home earlier because of the bombing in Lima. Economic leaders and political activists told the conference that poverty is a major throat to world peace. The United Nations wants 22 industrial nations to increase their foreign aid by 100,000 million dollars. The goal is to reduce by half the number of the poor by the year 2015. President Bush says a bombing near the United States Embassy in Lima will not stop him from going to Peru on Saturday. The attack Wednesday night killed at least nine people mid wounded many others. Mr Bush says he is sure Peru's president will do everything possible to make Lima safe for his trip. No group has claimed responsibility for the attack.Exercise A: Listen to the news item and complete the following summary. This news item is about a [IN conference on financing for development. Exercise B: Listen to the news item again and choose the best answer to each of the following questions. 1. B 2. C 3. D 4. D 5. BSection 3 Oral Work Part 1 Questions and Answers Peter and William have just arrived at the door of Peter's house. Peter islooking in all his pockets. Peter: Oh dear. I can't find my door key. Williams: If your sister Ann's at home, she'll let us in, won't she? Peter: She's out. The door wouldn't be locked if she was at home. William: Let's hope it doesn't rain again then. If it does we'll get soaked. Peter:I tell you what. If you let me climb on your shoulders, Fit get in through the pantry*window. William: Right. Up you go. (sound effects) What's the matter? Peter: It's no good. If it were two inches wider, I could do it. William: And all the other windows are shut, otherwise it would be easy. Peter: 1 suppose we could break one. William: I don't think your father would be very pleased if we did. Peter: No, I don't suppose he would. Well, what shall we do? William: I don't know. If only you weren't so careless, you wouldn't get into such trouble. Peter: Walt! What's this in the grass? William: Your key! You must have dropped it when you came out. You really are careless. Peter: Itfs lucky I am, really, otherwise we'd have to wait till Ann comes home. 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 with a complete sentence after you have heard it. Questions:1. What is Peter looking for?(He is looking for his door key.)2. Is Ann at home?(No, she is not at home.)3. What is William worrying about?(He is worrying about the weather.)4. What does Peter want to do?(He wants to get into the house through the pantry window.)5. Why can't he get in through the window? (Because the window is not wideenough.)6. Peter's father won't mind if Peter breaks one of the windows, will he'? (Yes, hewill.)7. Where is the door key'? (It's in the grass.)g. What does William think of Peter? (He thinks he is really careless.) Par2 RetellingThe children had desperately wanted to go to the circus. Every day after school they had gone down to the field behind the pub to see what was happening. First the men had put up tile big tent, and then moved in all the seats, and finally they had fixed the coloured lights round the outside of the tent.In another part of the field, the children watched as the animals were fed and exercised. Sometimes, to their delight, two young women stood on the horses' backs and galloped round and round. But the most exciting moment of all was when the trainer allowed them to watch him go into them lions' cage. The children were sure he would be attacked, but he came out again unhurt and smiling. At last the opening night came round. Then the most terrible thing happened; their mother forbade them to go because she said it was unkind to put animals in a circus. The children were unable to make her change her mind, and they had to sit at home while the music and lights in the field reminded them of what they were missing. Exercise: Listen to the passage and then retell it in your own words. Youwill hear the passage only once.Section Four Supplementary Exercises Part1 Listening ComprehensionThe native people of North and South America were given the name "Indians" by the explorer Christopher Columbus*. He thought he had reached a place called the Indies. In time, the terms American Indian and Indian became widely used. About 2,000,000 native Americans live in the United States today. Some Indians live on government lands called reservations*, or on tribal* lands. Others live in cities. Traditional culture remains strong in areas where large numbers of Indians live. But many native Americans worry that their cultural traditions will be lost as young people leave these areas for economic reasons. The economic situation of American Indians as a group is not good. About 50% of those who live on reservations have no jobs. Those who do have jobs earn less than other Americans. Most Indians hold low-paying unskilled jobs. Indians have many health problems and do not live as long as other Americans. But the situation is improving as more Indians are becoming educated. Today, most native Americans graduate from high school. At least 9% of all Indians 25 years old or older have finished college. The economic situation also has improved as native American tribes* create businesses on their lands. One example is the Pequot tribe of the northeast. The tribe owns and operates a hotel, gambling casino*, and a museum of its culture and history. Today, American Indians are trying to control their land without interference from the government. This includes control over hunting and fishingrights, and mining* operations. They are trying to protect their land from pollution. And they are taking legal action to regain lost lands or to receive payment for them. American Indians are trying to change their economic situation, improve their lives and honor* their culture.Exercise: Listen to the passage about the American Indians and choose the best answer to complete each of the following sentences. l.C 2. C 3. D 4. A 5. C 6. BPart 2 Oral Work I work in a small office from 9 till 5 Monday to Friday. Occasionally my boss asks me to come in on a Saturday morning as well. I don't earn a large salary and my job is rather dull, really. But I have a secret dream. My dream is to make a return flight to New York on Concorde. 1 know people say rude things about it. They say that it's noisy and expensive and that it uses too much fuel, and ... My problem is that I can only afford to put aside -5 a week and a return ticket to New York costs over -1,000. Then of course New York is quite an expensive city, they say. Never mind. One day, perhaps ...Exercise: Listen to the passage and then give your opinion on the following topics. 1. Do you think the speaker's secret dream could be realized? If so, how?2. What is your dream? What will you do to realize your own dream?Unit TwoSection 1 Tactics for Listening Part 1 PhoneticsExercise: Complete the following short dialogue as you listen to the tape- Pay special attention to the weak forms, link-ups and contractions. Woman: Good evening. Man: Good evening. Can you ( 1 ) make up this prescription, please? Woman: Certainly. (2) Would you like to wait? Man: How long (3) will it take? Woman: (4)Itfll be ready in twenty minutes. Man: Oh, (5) I'll come back later. Woman: All right, sir, Man: (6) Shall I pay now or later? Woman: (7) Later'll be all rightPart 2 Listening and Note-taking Man: Excuse me. How can I get to the station please? Woman: The station, the station, the station ...let me see. Ah, yes. You can go down ... no. Go straight on until you come to a cinema. Let's see now—that's the second turn on your right. The cinema's on the corner. Turn right at the cinema and you'll be in Bridge Street. I think it's Bridge Street. Go along Bridge Street fora few minutes and then take the second — no, not the second, the first, that's fight, the first turning. On your left. The station is straight ahead, right in front of you. Man: So that's second right and first left. Thank you very much. That's very kind of you. Woman: Don't mention it.Exercise A: Listen to the conversation and take notes. Exercise B: Use the information from your notes to mark the places and streets mentioned in the conversation on the sketch map.Part 1 DialogueSection 2 Listening Comprehension Dialogue 1 where did you living now ?Interviewer: You say you moved out of London five years ago? Alistair: Yes, I did. ] lived in Hampstead*. Interviewer: That's very close to the centre, isn't it? Alistair: Yes, quite close. 1 went to work by bicycle — I worked in Oxford Street. It took about half an hour. Interviewer: And why did you move? Did you change jobs? Alistair: Well, yes, I did. I worked for an advertising agency then. Now I workfor a newspaper. But that isn't the reason. I moved because London is so dirty and there's so much stress— Interviewer: And now you live in -. Alistair: Oh, right in the country. The nearest station is rather far, about 15 miles away, but the village is fairly close to London, about 40 miles. I still work in London. Interviewer: So how long does it take you to get to work? Alistair: Oh, less than an hour and a half, door to door.Exercise A: Listen o the interview 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. The man lives in Hampstead now. (The man used to live in Hampstead.) T 2. The man has changed his job. (He worked for an advertising agency five years ago but now he works for a newspaper.) F 3. The place where the man lives now is about 15 miles away from London. (The nearest station is rather far about 15 miles away, but the village is fairly close to London, about 40 miles.)Exercise B: Listen to the interview again and answer the following questions.1. Why did the man move out of London?(Because he finds that London is so dirty and there's so much stress.)2. Where does he live now?(He lives in a village in the country, about 40 miles away from London.)3. How did he use to go to work?(He used to go to work by bicycle.)4. How does he go to work now?(Most likely he goes to work by car now because he said that it takes him less than an hour and a half, door to door, to get to work.) 5. Where does he work now? (He works for a newspaper now.)Dialogue 2 Have you ever lived abroad Interviewer: Have you ever lived abroad, Phyllis? Phyllis: Yes, I have actually. What about you? Interviewer: No, unfortunately I haven't. Phyllis: Oh, what a shame! Interviewer. Where did you live when you were abroad? Phyllis: I lived in Australia. Interviewer: Really? That's a long way away. Phyllis: Uhm, uhm, yes!Interviewer: How long were you there for? Phyllis: I was there for twelve years Interviewer: Oh! What a long time! Phyllis: Yes. Rather, Interviewer: Erin. So how long have you been back in the UK? Phyllis: I've been back about, erm. ten years now, Interviewer: Uhm, uhm, When you were in Australia, did you think of it as your home? Phyllis: Well, it depends on what, you mean by home. When 1 was... home to me is being near the people you're fond of. Interviewer: Uhm. uhm. yeah. So does that mean that your family were with you in Australia? Phyllis: Yes, they were there with me. Interviewer: And presumably they've ... they came back to the UK? Phyllis: Yes, they did. They came back with me, Interviewer: Uhm, uhm. Erin, if you had a choice, where do you think you'd be living now? Phyllis: Oh. I would really like to go back to Australia Interviewer: Oh, yeah? Why's that? Phyllis: Well, for one thing, it's the climate. Interviewer: Uhm Phyllis: And. er. secondly, it's ... very relaxed. Interviewer: Oh? In what way? Phyllis: Well, you know, the wave of life, nobody hurries. Interviewer: Uhm. Is that at work as well as socially? Phyllis: That's right, everythingExercise: Listen to the interview and complete the following questionnaire. Part 2Passages Passage one welcome to London Welcome to London! You and seven million other tourists will fill Britain's capital city this season, jostling* each other along Oxford Street, getting lost on the Underground, staring at Buckingham Palace, and complaining about the food and the weather. What can you do when you're here? There are the obvious tourist attractions of royal London, the London of pageantry* and soldiers in fancy uniforms. There is historical London, with the ancient buildings and magnificent churches. A good introduction to all this can be found in the London Museum in the Barbican*. You can spend a lot of money, in shops from aristocratic* Knightsbridge* to democratic Marks and Spencer*, all of them anxious to receive travellers' cheques in almost any currency. There are many hotels at your service, and your chambermaid may Well be able to talk to you in your own language —though probably not in English, Restaurants are here by thehundred. You can eat your way round the world in London, from China to Argentina*, though you may have a bit of a job finding good English food Exercise: Listen to the passage and choose the best answer to each of the following questions.I.A 2. A 3. D 4. D 5. B 6. C 7. A 8. BPassage 2 entertainments in LondonYou come, of course, from all over the world, attracted by the comparative cheapness of London and its relatively new reputation as a good place to have fun — a reputation which really only dates from the mid 1960's, that era* of Swinging London,"* of pop stars and fashion photographers and dress designers. There's certainly no lack of entertainment. The British Theatre is world famous, and offers everything from Shakespeare to West End comedy*. There's a large numberof cinemas presenting films from all over the world. Every night of the week there are concerts. Classical or pop, take your choice. And of course night clubs will be happy to take large quantifies of cash from you in return for the illusion* of being sophisticated* and perhaps slightly wicked*. When it rains (and it will rain) there are museums and art galleries to give you shelter— and they're free! When it's fine, take a boat trip along the River Thames, downstream to Greenwich* or upstream to Hampton Court*. You may be exhausted by London; you may be cheated in London; you may not be able to get a drink when you want one, thanks to the ridiculous licensing laws; you may get wet and catch a cold; but you're not likely to be bored.Exercise: Listen to the passage and choose the best answer to each of the following questions.I.C 7. B2. A 8. D3. D4. B5. D6. CPart 3 NewsNews Item 1 Russian Foreign Minister Igor lvanov* says he and American Secretary of State Colin Powell* will meet February 24th in Cairo. The meeting will be the first face-to-face talks between the two officials. Mr lvanov says Russian opposition to President Bush's plan to build a missile defense system will be discussed during the meeting. The announcement of the meeting followed the talks between Russian President Vladimir Putin* and German Foreign Minister Joschka Fischer*. Mr Fischer was in Moscow to discuss arms issues. In Washington State Department officials confirm the meeting. Secretary Powell will visit the Middle East and Belgium* from February 23rd through the 27th.Exercise A: Listen to the news item and complete the following summary.This news item is about the meeting between Russian Foreign Minister and American Secretary of State on February 24th in Cairo.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 youthink the statement is true or false. F 1. Russian Foreign Minister Igor Ivanov will meet American Secretary of State Colin Powell on February 21st in Cairo. (Russian Foreign Minister Igor lvanov will meet American State Colin Powell on February 24th in Cairo.) F 2. The meeting will be the fourth face-to-face talks between the two officials. (The meeting between the two officials.) T 3. Mr lvanov says they will discuss Russian opposition to President Bush's plan to build a missile defense system during the dent will be the first face-to-face talks Secretary ofmeeting. (Mr Ivanov says Russian opposition to Presi-Bush's plan to build a missile defense system will be discussed during the meeting.) T 4. Russia announced the meeting followed the talks between Russian President Vladimir Putin and German Foreign Minister Joschka Fischer. (The announcement of the meeting followed the talksbetween Russian President Vladimir Putin and German Foreign Minister Joschka Fischer.) F 5. Mr Fischer was in Washington to discuss arms issues, (Mr Fischer was in Moscow to discuss arms issues.)News item 2 Russian Foreign Minister Igor lvanov has called for (1) more talks about missile defense policy. Mr lnvamo is to meet with (2) American Secretary of State Colin Powell in Cairo Saturday. He told (3) reporters in Moscow that the time has come for (4) serious talks on the several issues affecting (5) relations between Russia end the United States. He said China and Europe should be included (6)in the talks. President Bush says that Mr Ivanov's (7) comments show that Russia understands (8) new threats to world security require (9) new defences. Russia is opposed to Mr Bush's proposal to build (10)) a missile defense system.Exercise A: Listen to the news item and complete the following summary. This news item is about Russia's calling for more talks about United State's missile defense policy. Exercise B: Listen to the news item again and complete the following passage.NEWS ITEM 3 Russia has given NATO* a proposal for a European Missile Defense System. Defense Minister Igor Sergeyev presented the plan to visiting NATO Secretary General George Rolbertson*. Mr Robertson says the Russian plan is evident* that Russia and NATO recognize the possible threat of missile attacks from some countries. Russia opposes a missile defense system planned for the United States. Russia says the American。

U5听力教程第三版施心远学生用书答案

Unit 5Section One Tactics for ListeningPart 1 PhoneticsStress, Intonation and AccentScriptListen to Peter talking to Maggie. Is he asking a question or does he just want her to agree? Tick the right box.1. You've been to Canada, haven'tyou? \2. Oh yes, I remember. You went a couple of years ago, didn 'you? /3. Now, let' see ... It's er, it's a mainly agricultural country, isn 'tit? \4. Well yes, I know, but there ' not much industry once you 'e left the coast, is there?/5. I see ... Mm, so the North would be the best place to go to, wouldn S it? \6. Yeah. Mi nd you, I should thi nk the South is very beautiful, is n S it? \7. (laughs) Yeah. That ' s right. Oh and what about transport? It car,d be better to hire awouldn 'tit? /8. Really? That 'cheap. It costs that much a day here, does n'tit? \KeyPart 2 Listening and Note-Taking ReadingScriptA.Listen to some sentences and fill in the blanks with the missing words.1. There is no hard and fast rule, for no two are alike.2. The fact that he or she might later be “ bored ” whe n joining a claas of non readers infant school is the teacher ' s affair.3. If badly done it could put them off readi ng for life.4. But the task should be un dertake n gen tly.5. Readi ng should n ever be made to look like a chore.B.Listen to a talk about reading. Take notes and complete the following summary.When should a child start learning to read and write? This is one of the questions I ammost freque ntly asked. There is no hard and fast rule, for no two are alike, and it would be wrong to set a time when all should start being taught the ins and outs of reading letters toform words.If a three-year-old wants to read (or even a two-year-old for that matter), the child deserves to be given every encouragement. The fact that he or she might later be “ bored ” when joining a class of non-readers at infantschool is the teacher 'affair. It is up to the teacher to see that such a child is give n more adva need readi ngmaterial.Similarly, the child who still cannot read by the time he goes to junior school at the age of seve n should be give n every help by teachers and pare nts alike. They should make certa in that he is not dyslexic*. If he is,specialist help should immediately be sought.Although pare nts should be careful not to force youn gsters aged two to five to lear n to read (if badly done it could put them off readi ng for life), there is no harm in prepari ng them for simple recognition of letters by labelling various items in their room. For instanee, by a nice piece of cardboard tied to their bed with BED written in neat-big letters.Should the young child ask his parents to teach him to read, and if the parents are capable of doing so, such an appeal should not be igno red. But the task should be un dertake n gently, with great patience and a sense of humour. Reading should never be made to look like a chore and the child should never be forced to continue, should his interest start to flag*.KeyA. 1. There is no hard a nd fast rule, for no two are alike.2. The fact that he or she might later be “ bored ” whemj o ini-riea(ae(clBas ofinfant school is the teacher affair.' s3. If badly done it could put them off reading for life .4. But the task should be undertaken gently .5. Readi ng should n ever be made to look like a chore.B. ReadingIt would be wrong to set a time when a child should start learning to read and write . Parents should encourage youngsters aged two to five to read if they show interests in it, but never force them to learn to read.He or she might later be bored” “when joining a class of non-readers at infant school. Then it is up to theteacher to see that such a child is give n more adva need readi ng material.Similarly, if a child cannot read at the age of seven, teachers and parents should make certain that he is not dyslexic. If he is, specialist help should immediately be sought.Parents should not ignore the young child 'appeal to be taught to read. But the task should be undertaken gen tly, with great patience a nd a sense ofhumour. Read ing should n ever be made to look like a chore a nd the child should n ever be forced to continue, if his in terests start to flag.Section Two Listening ComprehensionPart 1 Sentence IdentificationScriptIdentify each sentence as simple (S), compound (CP), complex (CPL) or compound-complex (C-C).You will hear each sentence twice. Write the corresponding letter(s) in the space provided.1. The line dow n the middle of the road wavered, zigzagged, and the n plun ged right offthe paveme nt.2. My sister likes classical music, but I prefer the kind she dismisses as “ junk.3. Either you must improve your work or I shall dismiss you.4. Babara and An drew are sitti ng un der the tree by the river.5. She only hoped that the en tire in cide nt would be forgotte n as soon as possible.Key1. S2. C-C3. CP_4. S5. CPLPart 2 DialoguesDialogue 1 Digital SoundScriptA. Listen to the dialogue and compare digital sound and analogical sound.[music]Mike: Wow! Nice. CDs have such good sound. Do you ever won der how they makeCDs?Kathy: Well, they get a bunch of musicia ns together, and they sing and play.Mike: Come on. You know what I mean. Why is the sound quality so good? I mean,why do CDs sound so much clearer tha n cassette tapes?Kathy: Actually, I do know that.Mike: Really?Kathy: It ' as based on digital sound. CDs are digital. Digital sound is like several photos, all taken one after another. It ' kind of like pictures of sound. The intensity of the sound —how strong it is —ismeasured very quickly. Then it ' s measured aga in and aga in. When we hear the soun d, it allsounds like one long piece of sound, but i t ' s really lots of pieces closetogether. And each piece isreally clear.Mike: So digital is like lots of short “ pieces ” of sound.Kathy: Exactly. This is different from analog* —that ' how they used to record.Analog is more like one wave of sound. It moves up and down with volume and pitch. Any way, analog is like a sin gle wave. Digital is like a series of pieces.Mike: OK, I un dersta nd that. But how do they make the CDs?Kathy: I told you, Mike. They get a bunch of musicians together, and they sing and play.Mike: Kathy!Kathy: No. What really happe ns is first they do a digital record ing —on videotape.Mike: On videotape?Kathy: Yeah, they use videotape. So the n the videotape is played through a computer.Mike: OK. What does the computer do?Kathy: Well, the computer is used to figure out the “ pieces ” tadkisgund we wereabout; how long everyth ing is, how far apart spaces are. Mike: OK. So the computer is figuring out those separate “ pieces ” Kathy: Yeah. They n eed to do that to make the master. Mike: The master? Kathy: The master is the origi nal that all the other CDs are copied from. It made of glass. It ' s a glass disk that spins aroujidst like a regular-CD. And the glass disk is covered with a chemical. They use a laser to bur n the sig nal, or the song, into the glass plate. The laser bur ns through the chemical, but not through the glass. Mike: So the laser cuts the sound into the plate? Kathy: Right. What it ' doing is cutting little holes into the back of the disk. Those holes are called “ pits. ” The laser puts in the pits. Mike: So CDs really have little holes on the back? I didn ' t know that. Kathy: Yeah. Ti ny pits. They ' re too small to see. Any way, the n they master, and they make copies from it. Then you buy your copy and put it in the CD player. Mike: Put it in the CD player ... That part I un dersta nd. Kathy: There ' s another laser in your CD player. The light of the laser reflects off the CD. The smooth part of the CD reflects straight back, like a mirror. But the light that bounces off the pits is scattered. Any way, the computer in your CD player reads the light that bounces off the pits. And you get the music. Mike: Reflected light, huh? ... Uh ... you kn ew what I like? Just relaxi ng, liste ning to music, and not really worrying about how it gets on the disk. Kathy: You want me to expla in it aga in? [music] B.Listen to the dialogue again and complete the following outline. C.Listen to an extract from the dialogue and complete the following sentences with the missing words. Mike: So the laser cuts the sound into the plate? Kathy: Right. What it ' doing is cutting little holes into the back of the disk. Those holes are called “ pits. ” The laser puts in the pits. Key A.B. A. Record inga. First they do a digital record ing — on videotape.b. Then the videotape is played through a computer. of sound. ve got thec. The computer figures out those separate “ pieces ” of soundhte mate r.B. The making of the mastera. The master is the original that all the other CDs are copied from.b. It ' s macgilarfs, covered with a chemical.c. They use a laser to burn the sig nal, or the song, into the glass plate. The laserbur ns through the chemical, but not through the glass.d. It cuts little holes into the back of the disk. Those holes are called pits. ”e. They make copies from it.II. Playi ng backA. You buy the copy and put it in the CD player.B. The light of the laser reflects off the CD.a. The smooth part of the CD reflects straight back , like a mirror .b. But the light that bounces off the .pits is scattered.c. The computer in your CD player reads the light that bounces off the pits.d. You get the music.C. Mike: So the laser cuts the sou nd into the plate?Kathy: Right. What it s' doing is cutting little holes into the back of the disk. Those holes are called “pits. ”The laser puts in the pits.Dialogue 2 Lost in TranslationScriptA. Listen to the dialogue. What mistake have some companies made when they used the same ad in adifferent country or area? Complete the following chart.Man: Here ' one I wouldn ' have thought of. You know those “ beforeand after ”commercials for laundry soap?Woman: The ones with a pile of dirty clothes on one side and then the same clothes after they ' ve been washed? Sure.Man: There was an American company that had one of those ads. It was reallysuccessful in North America. In the ad there was a pile of dirty clothes on the left, a box of thelaundry soap in the middle, and a pile of clean clothes on the right. So, the message was that a boxof this detergent*would make really dirty clothes clea n.Woman: Yeah?Man: So what do you think happe ned whe n they used the ad in the Middle East?Woman: I don ' t know.Man: Think about it. In the Middle East, languages are written from right to left.People look at things from right to left.Woman: So it looked like the soap made the clothes dirty?Man: “ Our soap will make your clothes dirty! ” Not a very smart ad campaig n.Woma n: They should have cha nged the order of the pictures. They should have put the picture of the clea n clothes on the left side and the dirty clothes on the right. Ma n: Really. Oh, here ' another one. Some shirt maker put an ad in a Mexican magaz ine.Woma n: An d?Ma n: Well, the ad was supposed to say, “ When 1 wore this shirt, I feltEgutod. ”they made a translation mistake.Woma n: Ma n: What did they say?In stead of“ When 1 wore this shirt, ” the ad said, “ Uinfilltl wore this shirt, good. ”Woma n: “ Un til I wore this shirt, I felt good” ? Gee, cha nging onet llihte word gave opposite meaning.Ma n: The article says sometimes it ' not just the advertising slogan that gets compa nies into trouble.Sometimes the compa ny n ame can scare off bus in ess.Woma n: Ma n: What do you mean?Well, there was a large oil company in the United States called Enco:E-N-C-O.Woma n: Yeah, I remember them.Ma n:They opened some gas stations in Japan, and they advertised using their American name.Unfortunately, they didn ' know what the word means in Japanese.Woma n: What does it mean?Ma n:“ Enco ” is a short way of saying “ Engine stop ” in Japanese. Woma n:Great. Would you buy gasoline from a company that said your car engine would stop?Ma n: No, and n either did the Japa nese.KeyPart 3 PassageToothbrushScriptB. Listen to the passage and choose the best answer to each of the questions you will hear.Brush ing our teeth —such a com mon place activity today, has bee n around for a long time. Imagine: the ancient Egyptians were already concerned about their dental hygiene! We know this today because they also had the good habit of being entombed* with all their treasures ... So we were able to discover that tombs from 3,000 years before Christ contained small tree branches whose ends had been frayed* into soft fibers. It ' s comical to imagine anEgyptian stopping to brush his teeth after a meal, on his break from building a pyramid!The true an cestor of our toothbrush, however, was inven ted by the Chin ese in the 15th cen tury and brought back to Europe by travellers. This toothbrush was made of hairs from the neck of a Siberian wild boar which were fixed to a bamboo or bone handle. The people of the Occident*, however, found the wild boar hairs too stiff. At the time, very few people in the Wester n world brushed their teeth, and those who did preferred horse hairs, which were softer than those of the wild boar! In Europe, it was more customary after meals to use a goose feather toothpick, or one made of silver or copper.Other ani mals ' hair was also used for den taleqaright up un til this cen tury. But it was the poor Siberia n wild boar that took the brunt of it. The ani mal was imported for its n eck hairs for a Ion g, l ong time ... i n fact, un til nylon was inven ted, in the 20th cen tury!In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was inven ted by Wallace H. Carothers. In 1938, this new material became a symbol of modernism and prosperity through the commercialization of nylon stockings and of Dr. West' nairacle toothbrush with nylon bristles. The wild boars were fin ally off the hook!At first, even if there were many adva ntages to using this new brush in stead of the one made with wild boar hairs (which fell out, wouldn ' t dry very wellbsrcame full of bacteria), the con sumers were not en tirely satisfied.This is because the nylon bristles were very stiff and hurt the gums. In 1950, Du Pont improved their toothbrush by giving it softer bristles.Today the bran ds, types, and colours of toothbrushes on the market are almost en dless. In spite of this, certain African and American populations still use tree branches to care for their teeth!Questions:1. How do we know ancient Egyptia ns were concerned about their den tal hygie ne?2. What is amus ing about the Egyptia ns?3. Who inven ted the true an cestor of our toothbrush in the 15th cen tury?4. Which of the following is not true about the people in the Occident in the 15thcen tury?5. What did people begi n to use for den tal care in the 20th cen tury?6. When were toothbrushes with nylon bristles first made?7. What was the fate of the wild boars when D r. West ' s toothbrush with nylctoristlesbecame popular?8. Why were the con sumers not en tirely satisfied with nylon bristles at first?C. Listen to the passage again and discuss the following questions.KeyA. Most are made of soft nylon bristles.B. 1. A 2. B 3. C 4. B 5. D 6. C 7. C 8. DC. 1. In Egypt, tombs from 3,000 years before Christ contained small tree bran ches whoseends had bee n frayed into soft fibers.2. In the 15th cen tury, Europea ns usually use a goose feather toothpick, or one made of silver or copper tocare for their teeth.3. People used ani mal s' hair for den tal care right up un til the 20th cen tury whe n nylon was inven ted.4. In 1937, in the Du Pont laboratories in Nemours, U.S., nylon was inven ted by Wallace H. Carothers.5. Certain African and American populations still use tree branches to care for their teeth.D. 1. Other ani mals ' hair was also used for den tal care, right u ptil this cen tury. But itwas the poor Siberian wild boar that took the brunt of it.2. I n 1937, n yl on was inven ted by Wallace H. Carothers. In 1938, this new material became a symbol ofmodernism and prosperity. The wild boars were fin ally off the hook!Part 4 NewsNews item 1Europe' s Migrant CrisisScriptA. Listen to the news item and answer the following questions. Then give a briefsummary about the news item.As migrants and refugees continue to rush into Europe, European Union (EU) members held an emerge ncy summit i n Brussels.They hope to agree on how to deal with this large moveme nt of refugees and migra nts in to Europe. The refugees are coming from coun tries hurt by war and poverty in the Middle East and Africa.News reports say the EU members pledged* to better control European borders from mass migrati on.The number of refugees could grow into the millions, not thousands, warned the Europea n Union Preside nt Don ald Tusk.Mr. Tusk is hosting the emergency summit. He said it is “ critical* tha f European coun tries end their disagreeme nt over the migra nts. He said they n eed to agree on a pla n, in his words, "in place oatgements and the chaos we have witnessed. ”Also at the meeting, the European interior ministers offered new aid to Turkey and other countries that are hosting refugees.Mean while, migra nts continue to move through Europea n coun tries toward a preferred final destination. For many, that is Germany or Austria.B. Listen to the news item again and complete the following sentences.KeyA. 1. Migra nts and refugees continue to rush into Europe due to war and poverty in MiddleEast and Africa.2. EU member states held an emerge ncy summit i n Brussels.3. They pledged to better con trol Europea n borders from mass migrati on.4. They offered new aid to Turkey because it is one of the countries that is hosting a large nu mber ofrefugees.5. It is Germa ny or Austria.This news item is about Migrant crisis in Europe .B. 1. At the emerge ncy summit, the EU preside nt said that it is critical ” that Europea ncoun tries end their disagreeme nt over the migra nt crisis.2. Mean while, migra nts continue to move through Europea n coun tries and the nu mbergrows into the millions , which causes a lot of chaos.C. Mr. Tusk is hosting the emergency summit. He said it is “critical tha” Europeancountries end their disagreement over the migrants. He said they need to agree on a plan , in his words, in 'place of the arguments and the chaos we have witnessed. ”News item 2 African Nations Seeking Greater Power at UN ScriptA. Listen to the news item and decide whether the following statements are true (T) or false (F). Then give abrief summary about the news item.The leaders of Zimbabwe and Equatorial Guinea are calling for African nations to have more power and in flue nee at the Un ited Nati ons.Preside nt Robert Mugabe of Zimbabwe and Preside nt Teodoro Obia ng Nguema of Equatorial Guinea say the con ti nent should have at least one perma nent seat on the powerful U.N. Security Cou ncil.The two leaders spoke during a visit to Zimbabwe by Nguema as they prepare for the meeting of the African Union General Assembly later this month in Ethiopia.They also spoke about peace, security and terrorism in Africa. And Nguema said Africa n n ati ons must work to become econo mically in depe nden t, just as they have become politically in depe ndent.He said Africa should have two seats on the U.N. Security Council. But the continent should at least have one, he said, with the power to veto*, or can cel, resoluti ons.The United States, Russia, Britain, China and France have permanent seats on the coun cil, with veto powers.There are also 10 non-perma nent members. These n ati ons serve on the Council for two years. They cannot veto resoluti ons.B. Listen to the news item again and complete the following sentences.KeyA. L 1. The leaders of Zimbabwe and Equatorial Guinea are calling for African nationsto have more power and in flue nce at the Un ited Nati ons.F 2. Both preside nts think the Africa n continent should have at least two perma nent seats on the powerfulU.N. Security Coun cil.|F I 3. The two presidents also discussed issues of poverty, security and terrorism in Africa.|F~| 4. Preside nt of Zimbabwe said that Africa n n ati ons must work to become econo mically in depe nden t, just as they have become politically in depe ndent.T~| 5. There are 10 non-perma nent members who serve on the UN Security Council fortwo years. They cannot veto resoluti ons.This n ews item is about African coun tries seek ing more power and in flue nce at UN.B. 1. Preside nt of Equatorial Guinea visited Zimbabwe in preparati on for the meet ing ofthe African Union General Assembly later this month in Ethiopia.2. Both leaders think African nations should have the permanent seat on the Council with the power to veto, orcancel resolutions.C. And Nguema said African nations must work to become economically independent, just as they have becomepolitically independent .Section Three Oral WorkRetellingA Sailor ' s LifeScriptListen to a passage and then retell it in your own words. You will hear the passage only once. You can write down some key words and phrases.In these days of jet travel, when a trans-Atlantic journey is a matter of a few hours only, it is hard to imagine what travel must have been like a century or two ago, when the only means of travelli ng vast dista nces was by saili ng boat.A sailor ' s life must have bee n hard, in deed. Ap^r tom the dan gers of life at sea, there must have beenextreme boredom to contend with*, because each journey lasted manyweeks.To pass the time, sailors developed hobbies and crafts. Some sailors drew pictures. Others carved things out of wood, or painted. One of the strangest arts that was developed by these sailors of long ago, was the art of putting a ship into a bottle. And it was an art, because the ships were usually fully-rigged*, and stood much taller than the width of the bottle necks through which they had been placed.Section Four Supplementary ExercisesPart 1 PassageInternet Overtaking TV among ConsumersScriptA. Listen to the passage and choose the best answer to each of the questions you will hear.The Internet is drawing hordes of people away from their television sets but will have to become more like TV if it wants to boost its mass appeal to consumers, computer industry executives say.In any event, the two media are converging rapidly in a trend that will accelerate when digital broadcastingreplaces the dominant analog television system around the world.In a recently completed survey by Dell Computer Corporation, customers prefer to be on the Internet than to watch television at home.People predict the distinction between television and the Internet —the global network of computer networks —will soon start to blur.This will lead to customized newspapers and video called up at the touch of a button as a powerful rival to television. This is a slowly adapting marketplace, but broadcast television might diminish.The breakthrough will come when digital broadcasting puts television on the same technological footing as computers.At the point when the television signal that the average person gets is digital, there is tremendous leverage to browsing the Internet model and the digital bits that you see on your screen.To get to the 70, 80, 90 percent kind of market that television has, computer industry has to have a model that looks a lot more like television and a lot more like entertainment than any of us have seen so far. By that time the Internet might crowd out television in the battle for consumers.The consumer is slow to adapt always. You can push the cost down and simplify things, but consumer behavior is very, very difficult to change.On the hardware front, the trend is toward affordable computers rather than high-powered machines. People want to see very simple, low-cost devices. You don't needthe complexity if you just have a limited set of tasks.Questions:1. What is true about the Internet?2. What happens to the Internet and TV when the digital broadcasting system is adopted?3. What does the recent survey made by Dell Computer Corporation prove?4. What happens when television is put on the same rank as computers by digital broadcasting?5. What will happen when television signal is digital?6. What will computer industry do to get to a high percentage of market shares?7. What is true in terms of changing consumer behavior?8. In terms of hardware, what do consumers prefer?B. Listen to the passage again and discuss the following questions.KeyA. 1. C 2. D 3. A 4. D 5. B 6. B 7. A 8. AB. 1. It will have to become more like TV.2. People predict the distinction between television and the Internet will soon start to blur.3. When computer industry has a model that looks a lot more like television and entertainment.4. Yes, it can.5. They want very simple, low-cost devices.Part 2 Video Smartphone App to Bridge ASEAN Language Barriers ScriptWatch the video film and answer the questions.The ASEAN One application will translate about a hundred useful phrases into the 10 languages of theAssociation of Southeast Asian Nations as well as English.The Thai company developing the software, iGnite Asia, says it is aimed mainly at frequent business travelers.CEO Jirath Pavaravadhana says if successful, they will expand the application 's capabilities.“ Thelanguage would be the main theme, but, apart from language, you would have currencies, directories, map and everything . ”Head of marketing Nataphol Pavaravadhana says it will also be a useful tool for students studying a neighboring country ' s language.“ So we intend to penetrate the market by using the university connection, and another one is government support. ”The Thai company says it hopes ASEAN countries promote the application as a tool that can help ASEAN ' s goal of forming an economic community by 2015.ASEAN One is expected to be released around June and will be paid for through advertising, making it free for consumers.Key1. It will translate about a hundred useful phrases into the 10 regional languages of theAssociation of Southeast Asian Nations and English.2. It is aimed mainly at frequent business travelers.3. It will provide almost all sources of information, such as currencies, directories and map.4. It will also be a useful tool for students learning the language of a neighboring country.。

施心远听力教程1 第二单元文本及答案

Unit 2 Visiting a New PlaceSection 1 Tactics for ListeningPart 1 PhoneticsA. Listen and repeat1. Oh, you need some lean meat, some vegetables, some butter, flour, salt.2. I’d like to. But I can’t.3. A: I had a call from Bill.B: From Bill Who’s BillA. He’s a very special friend of mine. He telephones me from overseas. Every day.B. Complete the following short dialogue as you listen to the tape. Pay special attention to the weak forms, link-ups and contractions. Woman: Good evening.Man: Good evening. Can you (1) make up this prescription, please Woman: Certainly. (2) Would you like to waitMan: How long (3) will it takeWoman: (4)It’ll be ready in twenty minutes.Man: Oh, (5) I’ll come back later.Woman: All right, sir,Man: (6) Shall I pay now or laterWoman: (7) Later’ll be all rightPart 2 Listening and Note-takingExercise:Where they are ① now Cinema ④Bridge Street ⑦ Station ③Tapescript:Man: Excuse me. How can I get to the station pleaseWoman: The station, the station, the station ...let me see. Ah, yes. You can go down ... no. Go straight on until you come to a cinema. Let’s see now—that’s the second turn on your right. The cinema’s on the corner. Turn right at the cinema and you’ll be in Bridge Street. I think it’s Bridge Street. Go along Bridge Street for a few minutes and then take the second —no, not the second, the first, that’s fight, the first turning. On your left. The station is straight ahead, right in front of you. Man: So that’s second right and first left. Thank you very much. That’svery kind of you.Woman: Don’t mention it.Section 2 Listening ComprehensionPart 1 Words or MessageA. Listen to two sentences. Is it “eligible”or “illegible”Tick the right box.1. No one knows why the most prescriptions written by doctors are almost illegible, including those in the general hospitals.2. The people in the United States are eligible to claim a refund if they buy anything undesirable within 30 days.B. Listen to some sentences and rewrite them with the help of the clue.1. His knowledge of English is very limited.2. At time have I have a member of that club.3. Little is known about that primitive tribe.He speaks very little English.I have never been a member of that club.Nobody knows about that primitive tribe.Part 2 DialoguesDialogue 1 Welcome to BristolExercise 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.T 1. Etienne Bertrand is from Switzerland.(I’m Etienne Bertrand, from Switzerland.)T 2. The Bakers are expecting Mr. Bertrand.(Mrs. Baker says “Hello, Etienne. Come in. Welcome to Bristol.”)T 3. There have probably been hijacks in recent days.(Mr. Ba ker says “How was your trip No hijacks” and Etienne answers “No, it was all fight, thank you/” We may draw a conclusion that they were serious.)F 4. The plane was late because there had been a hijack attempt. (The plane was late probably because it was the holiday season.)T 5. The airport is usually crowded at this time of the year.(It is the holiday season.)T 6. It is probably still cold.(Mr. Baker mentions central heating and tells Etienne to use extra blankets if he feels too cold.)F 7. The cent ral heating doesn’t work.(It doesn’t work very well.)T 8. Mr. Baker can’t find the blankets.(Mr. Baker asks Mrs. Baker where the blankets are.)Exercise B: Listen to some extracts from the dialogue and complete the following sentences with the missing words.Mrs. Baker: Hello, Etienne. Come in. Welcome to Bristol.Etienne: Hello. Pleased to meet you, Mrs. Baker.Mrs. Baker: Oh, call me Nicola. And this is my husband, Nigel. Tapescript:Etienne has just arrived in England,Etienne: Hello. Are you Mrs. Baker I’m Etienne Bertrand, from Switzerland.Mrs. Baker: Hello, Etienne. Come in. Welcome to Bristol.Etienne: Hello. Pleased to meet you, Mrs. Baker.Mrs. Baker: Oh, call me Nicola. And this is my husband, Nigel.Mr. Baker: How was your trip No hijacksEtienne: No, it was all right, thank you. But the plane was late and the airport was crowded.Mr. Baker: Well, it’s the holiday season. You expect it at this time of the year. Here, let me take your bags upstairs.Etienne: Oh, that’s all right. I’ll take this one. It’s heavy. Mr. Baker: Well. Here’s your room. I hope it’s big enough for you and not too cold. We do have central heating but it doesn’t work very well There are extra blankets in the cupboard, I think. Oh, well…Nicola, where are the blankets Let’s go down and meet the rest of the family.Dialogue 2 Have You Ever Lived AbroadExercise A: Listen to the interview and complete the following questionnaire.•Questionaire•Name: Phyllis Nationality: British•Being abroad:•Yes:√ No: _______•If has been abroad:•Country: Australia•Length of stay: 12 years• Where were his family during his stay in that country: They were with her.•Advantages of living in that country: good climate; relaxed at work as well as socially•Time when he returned home: ten years agoExercise B: Listen to some extracts from the dialogue and write down what the speaker really wants to say.1. Home to me is being near the people you’re fond of.2. And presumably they came back to the U.K.Tapescript:Interviewer: Have you ever lived abroad, PhyllisPhyllis: Yes, I have actually. What about youInterviewer: No, unfortunately I haven’t.Phyllis: Oh, what a shame!Interviewer: Where did you live when you were abroadPhyllis: I lived in Australia.Interviewer: Really That’s a long way away.Phyllis: Uhm, uhm, yes!Interviewer: How long were you there forPhyllis: I was there for twelve yearsInterviewer: Oh! What a long time!Phyllis: Yes. Rather,Interviewer: Erin. So how long have you been back in the UKPh yllis: I’ve been back about, erm, ten years now.Interviewer: Uhm. When you were in Australia, did you think of it as your homePhyllis: Well, it depends on what, you mean by home. When 1 was... home to me is being near the people you’re fond of.Interviewer: Uhm, yeah. So does that mean that your family were with youin AustraliaPhyllis: Yes, they were there with me.Interviewer: And presumably they’ve ... they came back to the UK Phyllis: Yes, they did. They came back with me.Interviewer: Uhm. If you had a choice, where do you think you’d be living now Phyllis: Oh. I would really like to go back to Australia Interviewer: Oh, yeah Why’s that Phyllis: Well, for one thing, it’s the climate. Interviewer: Uhm.Phyllis: And, er, secondly, it’s ... very rela xed.Interviewer: Oh In what wayPhyllis: Well, you know, the wave of life, nobody hurries. Interviewer: Uhm. Is that at work as well as socially Phyllis: That’s right, everythingPart 3 Passage Welcome to London!Exercise A: Listen to the passage and choose the best answer to each of the following questions.1. How many tourists pour into London in the summer2. What will happen to Oxford Street3. How about the food and weather in London4. Which of the following is not one of the many obvious tourist attractions mentioned in London5. Where can travelers find a good introduction to the historical London6. What does “democratic” refer to7. What does the speaker say about shopping8. What does the speaker say about eating1. A2. A3. D4. D5. B6. C7. A8. BExercise B: Complete the following sentence with what you have remembered.You can spend a lot of money, in shops from aristocratic Knightsbridge to democratic Marks and Spencer.Tapescript:Welcome to London! You and seven million other tourists will fill Britain’s capital city this season, jostling* each other along OxfordStreet, getting lost on the Underground, staring at Buckingham Palace, and complaining about the food and the weather.What can you do when you’re here There are the obvious tourist attractions of royal London, the London of pageantry* and soldiers in fancy uniforms. There is historical London, with the ancient buildings and magnificent churches. A good introduction to all this can be found in the London Museum in the Barbican*.You can spend a lot of money, in shops from aristocratic* Knightsbridge* to democratic Marks and Spencer*, all of them anxious to receive travellers’cheques in almost any currency. There are many hotels at your service, and your chambermaid may well be able to talk to you in your own language —though probably not in English, Restaurants are here by the hundred. You can eat your way round the world in London, from China to Argentina*, though you may have a bit of a job finding good English food.Section 3 Oral WorkPart 1 Questions and AnswersExercise: Listen to the dialogue and then answer some questions about it. You will hear the dialogue and the questions only once. Answer each question with a complete sentence after you have heard it.1. What did the woman order(She ordered the roast beef.)2. What would the woman like to have as a starter’-(She would like to have the garlic mushrooms.)3. What vegetables does the restaurant offer(It offers cauliflower and carrots.)4. What vegetable did the woman order(She ordered carrots.)5. What sort of drink did she order(She ordered a glass of water.)6. She ordered a dessert, didn’t she(No, she did not order any dessert.)7. Did the woman like the bread served(No, she didn’t like it.)8. Why didn’t she like the bread(Because it was stale / not fresh.)Tapescript:Man: Are you ready to orderWoman: Er, yes, please. I’ll have the roast beef.Man: Uhm, Would you like a starterWoman: No thanks, oh, why not I’ll have the garlic mushrooms please. Man: And would you like salad or vegetables with your roast beef Woman: Er, what vegetables have you gotMan: Cauliflower and carrots.Woman: Er, have you got any cabbageMan: No, I’m afraid not.Woman: Oh, well, never mind, I’I1 have the carrots.Man: Carrots. Can I get you anything to drinkWoman: Er, just a glass of water.Man: And would you like anything for dessertWoman: No thanks.…Woman: Excuse meMan: YesWoman: I’m afraid this bread is stale.Man: Oh, I’m terribly sorry, I’ll get you some fresh, madam.Part 2 RetellingIt was Monday morning. Betty left home early that day because she was going to start work at an office. She was only sixteen and this was her first job. Unfortunately, the traffic was so dense that she was a few minutes late When she arrived at the office.When she entered the office, she saw Mr. Crump, her boss, speaking to the people in an angry voice. She was very afraid and didn’t dare to say anything.Later that day, she found out what had happened, As a rule, Mr. Crump came to the office at about 9:30, because he lived a long way out in the country and came up by train every day. That morning, however, he happenedto catch an earlier train, and when he arrived at the office, he was greatly annoyed to see that no one was working. All the clerks were standing around, smoking, laughing and telling jokes.Section 4 Supplementary ExercisesPart 1 Listening Comprehension Entertainments in LondonExercise: Listen to the passage and choose the best answer to each of the following questions.1. When was London known as “Swinging London”2. Why are so many people attracted to visit London3. Why is the British Theatre world-famous4. Where are the films shown in a large number of cinemas from5. What does “take your choice”mean here when the concert is mentioned6. Which are the best places to go when it rains7. How can a traveler get to Greenwich8. What does the speaker think of making a trip to London2. A3. D4. B5. D6. C7. B8. DTapescript:You come, of course, from all over the world, attracted by the comparative cheapness of London and its relatively new reputation as a good place to have fun — a reputation which really only dates from the mid 1960’s, that era* of “Swinging London,”* of pop stars and fashion photographers and dress designers.There’s certainly no lack of entertainment. The British Theatre is world famous, and offers everything from Shakespeare to West End comedy*. There’s a large number of cinemas presenting films from all over the world. Every night of the week there are concerts. Classical or pop, take your choice. And of course night clubs will be happy to take large quantifies of cash from you in return for the illusion* of being sophisticated* and perhaps slightly wicked*. When it rains (and it will rain) there are museums and art galleries to give you shelter— and they’re free! When it’s fine, take a boat trip along the River Thames, downstream to Greenwich* or upstream to Hampton Court*.You may be exhausted by London; you may be cheated in London; you maynot be able to get a drink when you want one, thanks to the ridiculous licensing laws; you may get wet and catch a cold; but you’re not likely to be bored.Part 3 Video British Pub Tradition Under ThreatExercise:1. Why are pubs important for British peopleFor hundreds of years, British pubs have been at the center of social life. They are the places where people can go for a pint of beer and lively conversation.2. Why is pub culture changing recentlyAccording to Bridget Walsh, people tend to go restaurants instead of pubs and they buy cheap booze in supermarkets and drink it at home.3. What makes British pub business go downwardThey are the poor economy, a ban on smoking inside and high taxes on beer consumed at pubs.4. How does Stuart Mills, an entrepreneur, view the rapidly deteriorating economic conditionsHe sees the economic downturn as an opportunity and runs an Internet service to get more people into pubs by allowing them to have their mail delivered to their local pub.5. Do you think British pubs will dry up somedayI’m afraid not. The British love of beer and the rare British summer day is a good reason for them to have a pint of beer in the pub. Tapescript:For hundreds of years, British pubs have been at the center of social life. The place to go for a pint of beer and lively conversation. But Britain’s pubs are under threat. The poor economy, a ban on smoking inside and high taxes on beer consumed at pubs are all putting pubs under pressure. Bridget Walsh has been in the business for 42 years. She says pub culture is changing.“People aren’t going into pubs the way they used to years ago. They tend to go restaurants. They tend to buy cheap booze in supermarkets and drink indoors, because people have entertainment indoors these day,”she said.It’s not just indoor entertainment people are looking for. Pubs—once smoke-filled rooms—are no longer. Smokers have to go outside these days. That’s hurt business too. “If they can’t have a pint and cigarette, you might as well drink at home,” Walsh adds.At the annual Great British Beer Festival in London, there are hundreds of beers, bitters, ales and plenty of enthusiasts. One might almost believe that pubs will be forever. But Neil Williams from the British Beer & Pub Association says the problem is serious.“Fifty-two pubs are closing every week here in the U.K., and that’s a big increase and, if we don’t take action, we’re going to lose a lot of our much-loved community pubs,” he said.Williams says taxes on beer served in pubs rose by 20 percent in 18 months. All in all, he says it’s a difficult time.“Unfortunately, the smoking ban coincided with a lot of other very adverse trading conditions: rising costs, we had rapidly deteriorating economic conditions, plus hug tax increases, so we’ve likened it to a perfect storm,” he said.Stuart Mills, an entrepreneur, sees the downturn as an opportunity. He runs an Internet service that allows customers to have their mail delivered to their local pub.“What we’re really trying to do is to do two things, to get more people into pubs more often, but also really to help pubs cement their position at the heart of their local communities,” Mills explains.Tastes here are changing though. Wine bars, a recent trend, are taking away some of the business for pubs. But the British love of beer and the rare British summer day will mean, pub owners hope, that business will never totally dry up.。

大学剑桥学术英语教材答案

大学剑桥学术英语教材答案Unit 1: Introduction to Academic EnglishSection 1: Reading and Vocabulary1. Matching:a. cb. fc. ad. de. bf. e2. Multiple-choice:1. c2. b3. a4. d5. b6. c7. a8. b9. d10. cSection 2: Listening and Note-Taking1. Short answer questions:a. In a seminar roomb. The professor discussed the benefits of using passive voice in academic writingc. Examples of passive voice sentences and their benefitsd. Passive voice can make academic writing sound more objective and formale. To understand when and how to use passive voice effectively in their own writing2. Summary completion:a. noun phrasesb. argue againstc. various perspectivesd. academic discoursee. critical thinking skillsSection 3: Speaking and Group Discussion1. Group discussion:Possible answers:a. Topic: Social media and its impact on society- Positive impacts: Increased connectivity and communication, opportunities for self-expression and creativity, access to information and resources- Negative impacts: Privacy concerns, addiction and mental health issues, spread of misinformation, cyberbullyingb. Topic: Climate change and sustainable practices- Importance of raising awareness about climate change- Adopting sustainable practices in daily life- Promoting renewable energy sources and reducing greenhouse gas emissionsc. Topic: The role of technology in education- Integration of technology in classrooms- Advantages: Enhancing learning experiences, providing access to online resources, promoting collaboration and creativity- Challenges: Ensuring equal access, addressing potential distractions, training teachers to effectively integrate technologySection 4: Writing1. Essay:Title: The Impact of Globalization on Local EconomiesIntroduction:- Briefly define globalization and its significance- State the purpose of the essayMain Body:Paragraph 1:- Discuss the economic benefits of globalization- Examples: Increased trade opportunities, access to foreign markets, inflow of foreign direct investmentParagraph 2:- Analyze the negative consequences of globalization on local economies- Examples: Job losses in traditional industries, income inequality, exploitation of labor in developing countriesParagraph 3:- Examine the role of government policies in mitigating the negative effects of globalization- Examples: Implementing protective measures such as tariffs and subsidies, investing in education and skill development, promoting local industriesConclusion:- Summarize the main points discussed- Offer a balanced perspective on the impact of globalization on local economiesNote: This is a sample structure and the essay can be expanded upon and supported with relevant evidence and examples.Please note that the answers provided here are fictional and may not reflect the actual content of the Cambridge Academic English textbook. They are solely intended for illustrative purposes to demonstrate how the answers could be formatted in a suitable manner.。

大学英语课程总结【6篇】

大学英语课程总结【6篇】1. General English Course Summary:Throughout the course, we focused on enhancing our overall English language proficiency. We learned and practiced all four language skills- reading, writing, listening, and speaking. The course involved multiple interactive activities such as group discussions, presentations, and debates to improve our speaking skills. We also read various texts and participated in comprehension exercises to enhance our reading skills. In addition, we worked on writing essays, reports, and summaries to improve our writing skills. The course was well-structured and provided us with a solid foundation in English.2. Academic Writing Course Summary:The academic writing course aimed to improve our writing skills in an academic context. We learned how to structure and organize essays and research papers effectively. The course emphasized critical thinking and argumentation skills, teaching us to present convincing arguments and supporting evidence. We were provided with valuable feedback on our writing assignments, which allowed us to identify and rectify our weaknesses. By the end of the course, we had developed the ability to write cohesive and well-structured academic essays, which will undoubtedly benefit us in our future studies.3. Oral Communication Course Summary:The oral communication course focused on improving our spoken English skills. Through a variety of activities such as presentations, debates, and role-plays, we learned to express our ideas and opinions confidently and fluently. The course also emphasized theimportance of non-verbal communication skills, teaching us techniques to improve our body language and facial expressions. We had numerous opportunities to practice our speaking skills in real-life situations, which helped us to gain confidence and overcome our fear of public speaking.4. Intensive Reading Course Summary:During the intensive reading course, we read a wide range of texts, including newspaper articles, short stories, and essays. This course aimed to improve our reading comprehension skills and expand our vocabulary. We were frequently asked to analyze and interpret the texts, which helped us to develop critical thinking skills. Additionally, we engaged in discussions and debates about the texts, which deepened our understanding of the subject matter. Overall, this course enhanced our reading proficiency and our ability to comprehend complex texts.5. Listening and Note-taking Course Summary:The listening and note-taking course aimed to improve our listening skills and our ability to take effective notes during lectures or presentations. We practiced listening to various audio materials, such as speeches, interviews, and academic lectures. We learned techniques to improve our listening comprehension, including predicting content, identifying main ideas, and recognizing specific details. We also learned efficient note-taking methods that allow us to summarize information effectively. This course equipped us with the necessary skills to understand and retain information presented in oral form.6. English for Specific Purposes Course Summary:The English for specific purposes course focused on language skills required for specific academic or professional fields. The course was tailored to meet the needs and interests of students studying various disciplines, such as business, science, or engineering. We learned specialized vocabulary, writing styles, and communication techniques relevant to our chosen field. The course also provided opportunities for us to practice language skills in realistic contexts, such as business meetings, scientific presentations, or technical reports. This course enhanced our abilities to communicate effectively in our specific academic or professional domains.7. English Grammar Course Summary:The English grammar course aimed to improve our understanding and usage of English grammar rules. We learned various grammatical concepts, such as verb tenses, sentence structures, and parts of speech. The course involved interactive exercises and activities that helped us practice applying these grammar rules in written and spoken English. We also learned how to identify and correct common grammatical errors. By the end of the course, we had a solid understanding of English grammar, which significantly improved our overall language proficiency.8. Business English Course Summary:The business English course focused on improving our English language skills in a business context. We learned business-related vocabulary, idioms, and common phrases used in professional settings. The course also emphasized effective communication techniques for business negotiations, presentations, and meetings. We practiced writing business emails, reports, and memos, which improved our written business communication skills. The course also taught us about cultural norms and etiquette in internationalbusiness settings. Overall, this course equipped us with the necessary skills to succeed in the business world.9. English Speaking and Pronunciation Course Summary:The speaking and pronunciation course aimed to improve our spoken English skills, with a particular focus on pronunciation and intonation. We learned about English phonemes, stress patterns, and rhythm, enabling us to develop a more natural and fluent speaking style. Through various speaking activities, such as dialogues, debates, and role-plays, we practiced pronouncing words and phrases correctly and conveying our ideas clearly. The course also taught us techniques to improve our speech clarity and reduce common pronunciation errors. As a result, our speaking skills and confidence improved significantly.10. English for Academic Purposes Course Summary:The English for academic purposes course focused on developing our language skills necessary for success in academic settings. We learned how to write academic essays, research papers, and presentations, while adhering to academic conventions and referencing standards. The course also emphasized critical thinking, which helped us analyze and evaluate academic texts effectively. We practiced listening to and taking notes during academic lectures and presentations. Additionally, we learned techniques for effective academic reading, such as skimming, scanning, and summarizing. This course prepared us for academic success by honing our language and academic skills.11. English Literature Course Summary:The English literature course exposed us to various literary genres,such as poetry, drama, and prose. We read and analyzed works of renowned English authors, enabling us to appreciate and understand different literary styles and themes. The course helped us develop critical thinking and interpretation skills, allowing us to analyze and discuss literature in a meaningful way. We engaged in class discussions and wrote essays that explored the themes, symbols, and literary techniques used in the texts. This course not only improved our language skills but also enriched our understanding and appreciation of English literature.12. English for Travel and Tourism Course Summary:The English for travel and tourism course provided us with language skills necessary for the tourism industry. We learned vocabulary related to travel, accommodation, transportation, and tourist attractions. The course also focused on improving our customer service skills and teaching us to communicate effectively with tourists. We engaged in role-plays and simulated real-life scenarios to practice our communication skills in a tourism context. By the end of the course, we were prepared to interact with tourists confidently and provide excellent service in English.13. English for Academic Research Course Summary:The English for academic research course aimed to improve our skills in conducting and presenting research in English. We learned how to gather relevant sources, analyze data, and write research papers. The course emphasized academic writing conventions, such as structuring the introduction, literature review, methodology, results, and conclusion sections. We also learned about proper citation and referencing techniques. Additionally, the course taught us how to present our research findings through oral presentationsand posters. This course equipped us with the necessary language skills to excel in academic research.14. English for Job Interviews Course Summary:The English for job interviews course focused on preparing us for interviews in English-speaking countries or multinational companies. We learned how to write effective cover letters and resumes tailored to the job requirements. The course also taught us strategies for answering common interview questions, emphasizing the STAR (Situation, Task, Action, Result) approach. We engaged in mock interviews to practice our interview skills and received feedback on our performance. By the end of the course, we felt confident and well-prepared to ace job interviews in English.15. English for Socializing and Everyday Life Course Summary: The English for socializing and everyday life course aimed to improve our English language skills in informal contexts. We learned common conversational phrases, idioms, and slang used in everyday situations. The course taught us how to engage in small talk, make requests, and express opinions in social settings. We also learned about cultural aspects of English-speaking countries, enabling us to navigate social interactions more effectively. The course provided multiple opportunities to practice speaking in real-life situations, improving our fluency and confidence in everyday conversations.16. English for Academic Writing and Research Publication Course Summary:The English for academic writing and research publication course focused on enhancing our skills in writing and publishingacademic papers. We learned strategies for refining research questions, collecting data, and writing coherent and persuasive papers. The course also taught us how to navigate academic publishing processes and guidelines. We practiced writing abstracts, introductions, methods, results, and discussion sections of research papers. The course also emphasized the importance of peer review and provided guidance on responding to reviewer feedback. By the end of the course, we were well-prepared to publish our research in reputable academic journals.Overall, these courses provided us with a comprehensive English language education across various domains. We acquired essential language skills to succeed academically, professionally, and socially, and our confidence and fluency in English significantly improved. These courses have equipped us with the necessary tools to communicate effectively in diverse contexts, making our future endeavors more successful and enjoyable.。

4-listening-and-note-taking-in-lectures英语课堂做笔记的技巧

Quick study guide 4Listening and note taking in lectures Language of the lecture and lecture hintsWhen you are listening to a lecture, it is impossible to write down all the information presented. You therefore have to make judgments about what information is important and whether to note it down.Think about the following points in regard to your note-taking:1. Your position in the lecture theatreDon't be frightened of the lecturer. Sit close to the front, and look interested. You will hear and see better, and are more likely to find yourself in the company of committed students.2. The lecturer's use of voice/body languageThe lecturer's use of repetition, a change of tone, meaningful pausing or an upraised finger, etc., may indicate important content. Listen and watch for these signals.3. Lecture languageA lecture is not a dictation exercise. You need to listen and make your ownjudgements about what you should write down. The following hints, however, may help you.Argument structure:Words such as first, second, also, furthermore, moreover, therefore and finally indicate stages in the lecturer's argument.But and however indicate a qualification, because a reason, and on the one hand and on the other hand indicate a contrast."Signalling" words (used to indicate parts of the lecture):Introducing the lecture: Introduction of a main point:"I want to start by ..." "The next point is crucial ..."Rephrasing the main point Introducing an example:"The point I am making ..." "Take the case of ..."Moving on to another main point: A digression:"I'd like to move on and look at .." "That reminds me of ..."Summing up main points:"To recapitulate ..."Abbreviations in note takingReducing the language - common abbreviationsArrows c/ with↑an increase w which↓ a decrease eg for example→causes/leads to/results in re concerning←is caused by/is the result of ca aboutis related to A.M. morningMathematical symbols P.M. afternoon∴therefore etc. and so onbecause N.B. note well= is the same as 18th Century≠is not the same as before> is greater than cf compared< is less than viz namely% percent q.v. refer to, see (often used as across reference)+ and i.e. that isright pa per annum, each yearleft et al. and othersEmphasise / shorten suffixesUnderline n tion/sionCapitalize to show what is important g ingHighlight。

研究生学术英语视听说教程听力原文

研究生学术英语视听说教程听力原文《研究生学术英语视听说教程听力原文》Unit 1 Lecture 1Good morning everyone, and welcome to our first lecture on academic listening and note-taking. In this course, we will focus on developing your listening skills in an academic context, as well as improving your note-taking abilities.Today, we will start by discussing the importance of effective listening in an academic setting. As graduate students, you will be expected to attend lectures, participate in discussions, and conduct research in English. Therefore, it is crucial to be able to understand and process complex academic language.To improve your listening skills, it is important to actively engage with the speaker. This means maintaining eye contact, staying focused, and avoiding distractions such as texting or browsing the internet. It is also helpful to use strategies such as predicting the main points, identifying key vocabulary, and noting down any questions or uncertainties you may have.In addition, effective note-taking is essential for retaining and recalling the information presented during lectures. We will be discussing various note-taking methods throughout the course, but for now, I encourage you to practice writing down the main ideas and supporting details as you listen to the lecture.Finally, I would like to emphasize the importance of self-reflection and feedback in improving your listening skills. After each lecture, take some time to review your notes and identify any areas for improvement. Additionally, seek feedback from your peers and instructors to further enhance your listening abilities.I hope you find this lecture helpful, and I look forward to exploring various listening and note-taking strategies with you in the upcoming sessions. Thank you for your attention, and I wish you all the best in your academic pursuits.。

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Summarize
Expect the unexpected
Note taking – WHY?????
• • • • Helps you remember It helps you to concentrate It helps you prepare for tests. Clues for what the instructor thinks most important (i.e., what will show up on the next test). • Your notes often contain information that cannot be found elsewhere (i.e., in your textbook).
• If you are repeating a work / phrase throughout the lecture – make an abbreviation for it.
– Pneumonia (PN) – Florence Nightingale (FN)
How does memory work
Record information effectively
• Questions marks & spaces • Use …
– symbols – highlighters – different color pens – CAPITAL LETTERS
• • • • • •
Concentrate Be Consistent Be selectively Use your own words. Be brief .
• Signals pointing to differences
– “On the contrary…” – “On the other hand…” – “In contrast…” – “However…”
Differences
Verbal signposts - examples
• Signal of support
• Divided attention and distractions
– Internal distractions – External distractions
• • • •
Shutting out the message The rush to judgment Partial hearing Learning disabilities
• 3 stages of memory
– Sensory memory
• seconds
– Short-term memory
• 10-20 seconds
– Long-term memory
Four stages of Long term memory
• Concrete experiences
– Info
• Information
– Subj
• subject
How can you write faster when taking notes?
• Make up your own symbols
– b/4
• Before
– 2thake
• Toothache
– TEXT
How can you write faster when taking notes?
– “There are two reasons for this…” – “A critical point in the process involves…” – “Most important…” Key Concepts – “The result is…”
Verbal signposts - examples
Review & Revise your notes
• Plan a review schedule
– Review within a day of the lecture – Review regularly – Review with an eye toward tests
• Revise using other sources & critical thinking • Summarize • Work with Study Group
– Prps
• Purpose
– Lwyr
• Lawyer
– Cmptr
• Computer
How can you write faster when taking notes?
• Substitute word beginning for the entire word
– Assoc
• Associate
Create a ind map or word web
• Visualization
– The interpretation of verbal ideas though the use of visual images
Use other visual note-taking strategies
Become an active listener
• • • • Set purposes for listening Ask questions Pay attention to verbal signpost Expect the unexpected
Set purpose for listening
• Standard abbreviations
– w/
• with
–<
• Less than
–#
• number
– eg
• For example
How can you write faster when taking notes?
• Shorten words by removing vowels
How can you make the most of note taking?
• 3 step process
1. Prepare 2. Record 3. Review / revise
Preparing to take class notes
• • • • Preview your reading material Gather your supplies Location, location, location Choose the best note-taking system
– Using material to generate new ideas
• Active testing
– Trying out and communication new ideas.
What memory strategies can improve recall?
• Have a purpose and intention
• Shorthand
– A system of rapid handwriting that employs symbols, abbreviations and shortened words to represent words and phrases
How can you write faster when taking notes?
– Listener judges message against personal values
• Reaction
– Listener provides feedback to speaker through questions and comments
listening challenges
Note Taking systems
• Outline form
– Formal outline – Informal outline
• Cornell Note taking system
– (T-system) – 3 areas
• Note taking area • Cue column • Summaries
– The instructors style – The course material – Your learning style
Record information effectively
• Practical advice
– Date & number every page – Record what the instructor
Know the stages of listening
• Sensation
– Listener hears message when ears pick up sound waves
• Interpretation
– Listener attaches meaning to message
• Evaluation
• • • • • Repeats or Emphasizes Questions asked Writes on the board Signals with verbal signposts Indicates as key terms
– Leave “white space” – Draw pictures – Quick but clear
Verbal Signposts
• Verbal Signposts
– Spoken words or phrases that call attention to the information that follows.
Verbal signposts - examples