Lecture notes S1 L 6(1)
How-to-take-Lecture-Notes（最新整理）
How to Take Lecture Notes(/T ake-Lecture-Notes)Taking lecture notes is a major part of studying and it is important that your notes are thorough and accurate. Here's how to get the most out of a lecture and have amazing notes to show for it.Steps1. Prepare for the lecture so that you will be more likely to predict the organization of the lecture. Check the course outline to see if the lecturer has listed the topic or key ideas in the upcoming lecture. If so, convert this information into questions, or structure your notebook according to the headings provided in the outline.2. If an outline or handout is given out at thebeginning of class, skim it quickly. Underline or highlight topics, new vocabulary, key questions and/or main ideas.3. Ideally, you will come to class having read the assigned material. Attending the lecture with the information fresh in your mind will undoubtedly help you follow the presentation with greater ease and less confusion.4. Sit as near to the front of the room as possible to eliminate distractions. You may even want to come five or ten minutes early to get a good seat and have time to set up your pen and notebook or laptop.5. Have a proper attitude. Listening well is a matter of paying close attention. Be prepared to be open-minded about what the lecturer may be saying, even though you may disagree with it.6. Have extra pencils sharpened and ready, or extra lead for mechanical pencils in case a pencil breaks during the lecture. Bring a pen as well, and a (big) eraser.7. Write down the title of the lecture, and the date. Keeping your notes organized will pay off when it comes time to study.8. If you miss a lecture, make sure to write it down in your notes as well, so that you will not forget. This way you ensure that you will get the notes from a friend or colleague instead of missing out on the material entirely.1. Listen carefully to the introduction (if there is one). By knowing this outline, you will be better prepared to anticipate what notes you will need to take. Decipher this outline by listening for:a. A topic for each section.b. Supporting points or examples for the topic.2. Copy what's written on the whiteboard, or overhead projector, especially the outline. To make sure that you get everything, get in the habit of skipping words like "the" and "a" and make use of shorthand and abbreviations. Summarize your notes in your own words, not the instructor's. Remember: your goal is to understand what the professor is saying, not to try to record exactly everything he or she says.3. Recognize main ideas by signal words that indicate something important is to follow. See the tip on signals below.4. Jot down details or examples that support the main ideas. Take down examples and sketches which the lecturer presents. Indicate examples with "e.g." Give specialattention to details not covered in the textbook.5. Come up with symbols for words used often that you can remember easily.6. Take detailed notes if possible.7. Draw diagrams for concepts you can't remember easily or don't understand.8. If there is a summary at the end of the lecture, pay close attention to it. You can use it to check the organization of your notes. If your notes seem disorganized, copy down the main points that are covered in the summary. It will help in revising your notes later.9. At the end of the lecture, ask questions about points that you did not understand.10. If (s)he begins to get off topic by telling a story...write it down anyway. Stories help people remember. The story might be related to what you are learning, and may even be on the test.11. If it becomes apparent that he or she is trying to stress or emphasize something, be sure to get it down.12. Obviously, the teacher/professor will not write down everything he/she says. Listen for key points and important details that are not written down.13. When students ask questions, write down the questions and the teacher/professor's answers. This additional information might answer questions you have as well.1. Revise your notes as quickly as possible,preferably immediately after the lecture, since at that time you will still remember a good deal of the lecture. Also it is a good idea to reread your notes within 24 hours of the lecture. It may be a good idea to rewrite or type your notes to make them clearer and more organized.2. Revise it with a class mate or two. Two students see and hear more than one. Your notes will have different gaps than that of your class mates.3. Review the lecture notes (again) before the next lecture.Tips1. Mark ideas which the lecture emphasizes with a highlighter, arrow or some special symbol.2. If the teacher has given a clear outline of the topic eg "Today we'll learn about 10 typesof leaves..", use numbers 1,2,...10 for the main points (types of leaves), and letters of the alphabet a, b, c etc for examples of each type.3. Use 'mind maps' if you've learnt how to draw them.4. Incorporate different colors of ink, diagrams, drawings of your own. Make your notes your notes. Take advantage of how you learn (visually, aurally [by ear], or actively) and write/draw your notes according to that style.5. Watch for signal words. Your instructor is not going to send up a rocket when he/she states an important new idea or gives an example, but she will use signals to telegraph what she is doing. Every good speaker does it, and you should expect to receive these signals.For example, she may introduce an example with "for example" as done here. Other common signals:"There are three reasons why...." (Here they come!)"First...Second... Third...." (There they are!) "And most important,...." (A main idea!) "A major development...." (A main idea again!)He/She may signal support material with: "On the other hand....""Pay close attention to this""On the contrary...." "Similarly....""In contrast....""Also....""For example....""For instance...."He may signal conclusion or summary with:"Therefore....""In conclusion....""As a result....""Finally....""In summary....""From this we see...."He/She may signal very loudly with: "Now this is important....""Remember that....""The important idea is that....""The basic concept here is...."6. Do NOT try to write down every word of the lecture. It is better to listen attentively, understand the topic /point being explained, and jot down the notes in point form - but not so brief that they don't make sense to you later!7. You may use a certain software to help you take notes such as PerfectNotes software, Live Scribe Smart Pen and Microsoft OneNote.Warnings1. Do not perform manual activities which will detract from taking notes. Do not doodle or play with your pen. These activities break eye contact and concentration; they are alsodistracting to others. Therefore, if you learn best while doodling or tapping your foot, sit near people who do the same or who don't keep glaring in your direction.2. If you are gathering together your personal belongings when you should be listening, you're bound to miss an important point--perhaps an announcement about the next exam--or, at the least, insult the teacher.3. Some professors may not want you to record their lectures, in case they end up shared or posted online without the professor getting credit or financial compensation for their expertise. It could even be illegal to make a recording without their permission! Ask permission before using recording devices, and delete your recordings as soon as the final exam is over.4. Remember that you are there to analyze and process, not: to record. Pieces of electronics can record better than you, but they do not get an academic degree ordiploma. Make sure you keep processing and analyzing despite having a recorder at hand.5. It should be noted that the statement on doodling is not entirely accurate. Doodling has been known to improve memory, so doodling during parts of lectures which do not require note making may actually be beneficial as opposed to distracting. So take this persons' advice with caution.。
新世纪大学英语综合教程4（第二版）LectureNotes_U2
新世纪⼤学英语综合教程4（第⼆版）LectureNotes_U2 Electronic Teaching PortfolioBook FourUnit Two: Man and TechnologyPart I Get StartedSection A Discussion▇Work in pairs or groups and discuss the following questions.1)What changes have taken place in our life with the advancement of technology?2)Do you think technology makes your life easier? Could you give some examples?3)Is the advancement of technology always a good thing?▇ Answers for reference:1)With the advancement of technology, our health has been improved; production has been increased; humanlabor has been decreased; people’s mental horizons have been broadened, and what is most important is that people live longer and better.2)Yes. Take the Internet for example. With the access to the Internet I can learn what is going on all aroundthe world. I can get the latest information about my present studies at college. And I can communicate with others via e-mail, which saves me a lot of time and money. Another example is the rapid development of various means of transportation. Planes, trains and cars have made my travel easier and more convenient.3)No. Technology is a double-edged sword which can be used equally for good or evil. For example,technology has found wide application in the medical field. However, owing to technology, weapons of mass destruction have been invented and used in wars in which large numbers of innocent people have been killed.Section B Quotes▇Study the following quotes about man and technology and discuss in pairs what you can learn from them.⊙The saddest aspect of life right now is that science gathers knowledge faster than society gathers wisdom.— Isaac Asimov Interpretation:This quote tells us that knowledge is not wisdom. Knowledge alone does not necessarily make us wiser. Although science has brought about a rapid growth in knowledge, today’s society has not witnessed any corresponding increase in wisdom. And what we are in desperate need of today is wisdom rather than scientific knowledge, for knowledge helps us make a living while wisdom helps us make a life.Isaac AsimovAbout Isaac Asimov:Isaac Asimov (1920-1992): a US science fiction writer. Born in Russia, he was brought to the USA when he was three and grew up in Brooklyn, New York. He studied chemistry at Columbia University and developed a career both as an academic biochemist and as a science fiction writer. Among his best known novels are the “Foundation Series”―Foundation (《基地》) (1951), Foundation and Empire (《基地与帝国》)(1952), andSecond Foundation (《第⼆基地》)(1953), etc. He is also well-known for his textbooks and works of popular science.⊙Education makes machines which act like men and produces men who act like machines.— Erich Fromm Interpretation:This quote questions the rigidity of the formal educational systems. Machines are often considered as being controlled by others and have no individual thoughts. This quote indicates that the formal educational system controls the development of students and washes away the individual creativity.Erich FrommAbout Erich Fromm:Erich Fromm (1900-1980): German-born American psychoanalyst. His works, which include Escape from Freedom(《逃离⾃由》), Man for Himself(《利⼰者》) and The Sane Society(《健全的社会》), emphasize the role of culture in neurosis and strongly criticize materialist values.⊙The production of too many useful things results in too many useless people.—Karl MarxInterpretation:According to Marx, under capitalism, overproduction leads to economic crises and unemployment.Karl MarxAbout Karl Marx:Karl Marx (1818-1883): a German philosopher, social scientist, historian and revolutionary. Karl Marx was the most influential socialist thinker of the 19th century. With Friedrich Engels, he wrote the Communist Manifesto (1848) and other works. Exiled from Europe after the Revolutions of 1848, Marx lived in London, where he worked on his monumental work Das Kapital (Capital), in which he used dialectical materialism to analyze economic and social history. Marxism has greatly influenced the development of socialist thought.⊙It is difficult to say what is impossible, for the dreams of yesterday are the hopes of today, and the realitiesof tomorrow.— Robert H. Goddard Interpretation:Advances in science and technology have given birth to many things once only dreamed of.Robert H. GoddardAbout Robert H. Goddard:Robert H. Goddard (1882-1945): an American physicist. Goddard is looked upon as one of the three main founders of modern rocketry, along with Tsiolkovsky and Oberth. He launched the first liquid-fueled rocket on March 16, 1926. The flight lasted just 2.5 seconds, reaching an altitude of 12.3 meters and landing 55.2 meters from the launch site.Section C Watching and Discussion▇Watch the following video clip “Inception” and do the tasks that follow:插⼊视频⽚段：“Inception.wmv”1.Fill in the missing words according to what you hear from the video clip.—You create the world of the dream. You’ll bring the subject into that dream, and then they feel it in their subconscious.—How could you ever acquire enough detail to make him think that’s reality?—Our dreams. We feel real while we’re in them. It’s only when we wake up that we realize something actually strange. May I ask you a question? You never really remember the beginning of your dreams, do you? You always wind up right in the middle of what’s going on.2.Discuss the topic with your group members: Are you sometimes troubled by your dreams? Share one ofyour unusual dreams with your peers.▇Answers for reference:(Open.)Script：InceptionCOBB: You create the world of the dream. You’ll bring the subject into that dream, and then they feel it in their subconscious. ARIADNE: How could you ever acquire enough detail to make him think that’s reality?COBB: Our dreams. We feel real while we’re in them. It’s only when we wake up that we realize something actually strange. May I ask you a question? You never really remember the beginning of your dreams, do you? You always wind up right in the middle of what’s going on.ARIADNE: I guess. Yeah.COBB: So ... how did we end up here?ARIADNE: We just came here from the...COBB: Think about it, Ariadne. How did you get here? Where are you right now?ARIADNE: Oh my God. We’re dreaming.COBB: We’re actually asleep in the workshop right now. This is your first lesson in shared dreaming, remember?Part II Listen and RespondSection A Word Bankevolve v. develop gradually by a long continuous process （使）演变；（使）进化shuttle★n. a spacecraft that can be used more than once 航天飞机prolong★vt. make longer; lengthen 延长，拉长，拖长Section B Task One: Focusing on the Main IdeasChoose the best answer to each of the following questions according to the information contained in the listening passage.1) What is the main idea of the passage?A) The rapid changing world we live in.B) The important role the Internet plays in our life.C) The important role technology plays in our life.D) The important role modern transportation plays in our life.2) What does the passage say about the Internet?A) It provides us with the quickest means for communication.B) It provides us with the quickest means to collect information.C) It provides us with the quickest means to talk to each other.D) It provides us with modern means of transportation.3) Why is the journey to the outer space not a dream any more?A) Because people can go anywhere now.B) Because people can travel to the outer space by airplane now.C) Because the modern means of transportation makes the journey smoother.D) Because people can travel to the outer space by rockets and space shuttles.4) How does technology help prolong our life?A) Patients can go anywhere to seek modern medicine.B) With modern medicine, people with cancer do not suffer from the pain.C) With modern medicine, people with AIDs do not suffer from the pain.D) With modern medicine, some deadly diseases can be treated now.5) How does technology expand our vision of the world?A) It gives us ideas that never occurred to us in the past.B) It makes our life easier and more convenient.C) It helps us spread our ideas more quickly.D) It brings us more advanced products.▇ Answers for Reference:1) C 2) B 3) D 4) D 5) ASection C Task Two: Zooming in on the Details▇Listen to the recording again and fill in each of the blanks according to what you have heard.Firstly, technology shortens the distance between people and makes 1) __________ much easier. Today, the Internet is widely used not only for the 2) __________ of information but also for correspondence.Secondly, modern means of 3) __________, such as airplanes and high-speed trains make our journey 4) __________ and faster. With the help of modern transportation, we can go almost anywhere we want to. To journey into 5) __________ space is not a dream any more. Rockets and space 6) __________ have made the dream come true.Thirdly, modern medicine prolongs our life and 7) __________ patients from pain. Some deadly 8) __________, such as cancer and AIDs can be treated now, and we can live longer and better.Last but not least, technology expands our 9) __________ of the world. It provides us with larger 10) __________ by giving us ideas that never occurred to us in the past.▆ Answers:Firstly, technology shortens the distance between people and makes 1) communication much easier. Today, the Internet is widely used not only for the 2) collection of information but also for correspondence. Secondly, modern means of 3) transportation, such as airplanes and high-speed trains make our journey 4) smoother and faster. With the help of modern transportation, we can go almost anywhere we want to. To journey into 5) outer space is not a dream any more. Rockets and space 6) shuttles have made the dream come true.Thirdly, modern medicine prolongs our life and 7) relieves patients from pain. Some deadly 8) diseases, such as cancer and AIDs can be treated now, and we can live longer and better.Last but not least, technology expands our 9) vision of the world. It provides us with larger 10) possibilities by giving us ideas that never occurred to us in the past.Script:What Has Technology Brought Us?Technology plays a vital role in our society. It makes our life more comfortable and convenient. Without it, we couldn’t evolve or cope up with the ever changing world we live in.Firstly, technology shortens the distance between people and makes communication much easier. Today, the Internet is widely used not only for the collection of information but also for correspondence.Secondly, modern means of transportation, such as airplanes and high-speed trains make our journey smoother and faster. With the help of modern transportation, we can go almost anywhere we want to. To journey into outer space and other planets is not a dream any more. Rockets and space shuttles have made the dream come true.Thirdly, modern medicine prolongs our life and relieves patients from pain. Some deadly diseases, such as cancer and AIDS can be treated now, and we can live longer and better.Last but not least, technology expands our vision of the world. It provides us with larger possibilities by giving us ideas that never occurred to us in the past.It is hard to imagine what the world would be like without technology.Part III Read and ExploreText ASection A Discovering the Main Ideas1. Answer the following questions with the information contained in Text A.1)Did material and technological advances make Americans happier according to the survey?2)What is the relationship between money and happiness according to Easterlin?3)How does technology affect human relationships according to the author?4)In which field does technology have the most important impact on people’s sense of well-being accordingto the author?5)What does the author think of the relationship between technology and happiness?▆ Answers for Reference:1)No. The survey showed that the majority of Americans did not become happier with the advancement oftechnology. In fact, the percentage of people who say they are “very happy” has fallen slightly since the early 1970s, even though their income has increased considerably.2)According to Easterlin, money cannot make people happier after a certain point, that is, when people areable to meet the needs for a decent life.3)According to the author, with technological inventions such as linked databases, the Internet and TV,people have less privacy and less time for real world communication. As a result, they tend to be more lonely and depressed.4)The most important impact of technology on people’s life is in the field of health care. The developmentof medical technology has greatly increased people’s life expectancy and improved their quality of life.So the vast majority of people are happy to be alive, and the more time they get on earth, the better off they feel they’ll be. 5)On the whole, the author holds that technology and happiness are not necessarily closely related.Throughout the text, the author cites examples to illustrate that the advances in technology do not necessarily make people happier.2.Text A can be divided into five Parts with the paragraph number(s) of each part provided as follows. Write down the main idea of each part.Part Paragraph(s) Main IdeaOne1-2 ________________________________________________________________________________________________________________________________________________ Two3-5________________________________________________________________________________________________________________________________________________ Three6-9________________________________________________________________________________________________________________________________________________ Four10________________________________________________________________________________________________________________________________________________ Five11________________________________________________________________________________________________________________________________________________▆▆ Answers for Reference:Part Paragraph(s) Main IdeaOne 1-2 Material and technological advances do not really bringhappiness to people in the developed countries. ThoughAmericans now are wealthier than they were in the middleof the last century, they are not happier than they used tobe.Two 3-5 Technology and happiness are not necessarily closelycorrelated because people adapt to technological progresstoo quickly.Three 6-9 The current comments on technology have mostly centeredon the bad effects of technology on human relationshipsrather than particular, harmful technologies.Four 10 The most important impact of technology on people’s senseof well-being is in the field of health care.Five 11 People in general claim that on a deeper level, technologycannot bring happiness to them, which is just contradictoryto the fact that it has greatly improved people’s health andlife expectancy.Section B In-depth StudyIn the present era, all of us are enthusiastically pursuing technological advancement and take it for granted that the development of technology will make us happier. However, little evidence can be found to prove the correlation between technology and happiness once material and technological advances reach a certain level. The text below may provide you with some insights into this issue.Technology and HappinessJames Surowiecki1 In the 20th century, Americans, Europeans, and East Asians enjoyed material and technological advances that were unimaginable in previous eras. In the United States, for instance, gross domestic product per capita tripled from 1950 to 2000. Life expectancy soared. The boom in productivity after World War II made goods better and cheaper at the same time. Things that were once luxuries, such as jet travel and long-distance phone calls, became necessities. And even though Americans seemed to work extraordinarily hard, their pursuit of entertainment turned media and leisure into multibillion-dollar industries.2 By most standards, then, you would have to say that Americans are better off now than they were in the middle of the last century. Oddly, though, if you ask Americans how happy they are, you find that they are no happier than they were in 1946 (which is when formal surveys of happiness started). In fact, the percentage of people who say they are “very happy” has fallen slightly since the early 1970s — even though the income of people born in 1940 has, on average, increased by 116 percent over the course of their working lives. You can find similar data for most developed countries.3 The relationship between happiness and technology has been an eternal subject for social critics and philosophers since the advent of the Industrial Revolution. But it’s been left largely unexamined by economists and social scientists.The truly groundbreaking work on the relationship between prosperity and well-being was done by the economist Richard Easterlin, who in 1974 wrote a famous paper entitled “Does Economic Growth Improve the Human Lot?” Easterlin showed that when it came to developed countries, there was no real correlation between a nation’s income level and its citizens’ happiness. Money, Easterlin argued, could not buy happiness —at least not after a certain point. Easterlin showed that though poverty was strongly correlated with misery, once a country was solidly middle-class, getting wealthier did not seem to make its citizens any happier.4 This seems to be close to a universal phenomenon. In fact, one of happiness scholars’ most important insights is that people adapt very quickly to good news. Take lottery winners for example. One famous study showed that although winners were very, very happy when they won, their extreme excitement quickly evaporated, and after a while their moods and sense of well-being were indistinguishable from what they had been before the victory.5 So, too, with technology: no matter how dramatic a new innovation is, no matter how much easier it makes our lives, it is very easy to take it for granted. You can see this principle at work in the world of technology every day, as things that once seemed miraculous soon become common and, worse, frustrating when they don’t work perfectly. It’s hard, it turns out, to keep in mind what things were like before the new technology came along.6 Does our fast assimilation of technological progress mean, then, that technology makes no difference? No. It just makes the question of technology’s impact, for good or ill, more complicated. Let’s start with the downside. There are certain ways in which technology makes life obviously worse. Telemarketing, traffic jams, and identity theft all come to mind. These are all phenomena that make people consciously unhappy. But for the most part, modern critiques of technology have focused not so much on specific, bad technologies as on the impact of technology on our human relationships.7 Privacy has become increasingly fragile in a world of linked databases. In many workplaces, technologies like keystroke monitoring and full recordings of phone calls make it easier to watch workers. The notion that technology disrupts relationships and fractures community gained mainstream prominence as an attack on television. Some even say that TV is chiefly responsible for the gradual isolation of Americans from each other. Similarly, some others stress the harmful effects of the Internet, which supposedly further isolates people from what is often called “the real world”.8 This broad criticism of technology’s impact on relationships is an interesting one and is especially relevant to the question of happiness, because one of the few things we can say for certain is that the more friends and the closer relationships people have, the happier they tend to be.9 Today, technological change is so rapid that when you buy something, you do so knowing that in a few months there’s going to be a better, faster version of the product, and that you’re going to be stuck with the old o ne. Someone else, in other words, has it better. It’s as if disappointment were built into acquisition from the very beginning.10 Daily stress, an annoying sense of disappointment, fear that the government knows a lot more about youthan you would like it to —these are obviously some of the ways in which technology reduces people’s sense of well-being. But the most important impact of technology on people’s sense of well-being is in the field of health care. Before the Industrial Revolution, two out of every three Europeans died before the age of 30. Today, life expectancy for women in Western Europe is almost 80 years, and it continues to increase. The point is obvious: the vast majority of people are happy to be alive, and the more time they get on earth, the better off they feel they’ll be. But until very recently, life for the vast majority of people was nasty, rough, and short. Technology has changed that, at least for people in the rich world. As much as we should worry about the rising cost of he alth care and the problem of the uninsured, it’s also worth remembering how valuable for our spiritsas well as our bodies are the benefits that medical technology has brought us.11 On a deeper level, what the technological improvement of our health and our longevity emphasizes is a paradox of any discussion of happiness on a national or a global level: even though people may not be happier, even though they are wealthier and possess more technology, they’re still as hungry as ever for more time. It’s like that old joke: the food may not be so great, but we want the portions to be as big as possible.（此课⽂没有更新，不需要配图说明。
《QuantitativeMethods(定量分析)》课程立体化教学模式的实践-精选文档
《Q uantitative Methods （定量分析）》课程立体化教学模式的实践《Q uantitative Methods（定量分析）》（以下简称《定量分析》课程）是上海海洋大学与澳大利亚塔斯马尼亚大学合作举办市场营销专业本科教育项目所引进的澳方课程之一。
该课程以全英语教学，兼具学科专业性与专业英语的特点。
开设十多年来，在中澳双方的努力下，该课程积累了大量宝贵的教学经验，教学成果显著。
尤其是近年来，在信息技术及网络环境的影响下，《定量分析》课程更是做出多方改革，运用多媒体网络资源等进行立体化的教学实践。
一、立体化教学目标的确定与课程模块设置《定量分析》课程的基本教学目标，是所学者应掌握包括统计学、概率论等定量分析学科的专业基础知识，通晓其中所有的英文术语与基本表达，能够得出正确的计算结果并做出合理的管理决策。
为了更好地适应“市场营销”专业人才培养需求，该课程在原有基础上增加了财务数学的教学内容。
根据 2017 年秋季学期公布的课程大纲，本课程共包括四个主要模块，分别是：“ Mathematics of Finance ”（财务数学）、“Data & Summary Statistics ”（数据与数据整理方法）、“Probability ”（概率论）与“ Estimation & Inference ”（估计与推断）。
根据人才培养与教学实践需要，近年来教学团队对上述四个模块的教学内容做出大幅度的改革。
例如，扬弃了“ANOVA方差分析”等学生较难掌握且营销实践中运用不多的教学内容，增加了“ Pivot Tables in Excel 基于 Excel 的数据透视表”等实践运用较多且需要运用上机实验的教学内容。
二、立体化教学资源的构建为了满足学生对该课程在理解、计算、表达与决策思考等方面的需求，课程教学团队汲取了定量分析类课程在传统教学中存在的“三多三少”（即理论讲课多、实践教学少；数学推导多、案例应用少；知识传授多、综合训练少）的经验教训，放弃以单一教材为主的教学模式，着力构建了一整套立体化的教学资源。
全新版大学英语综合教程(第二版)B1-Unit 1 (lecture notes)
Unit 1 Growing UpText A Writing for MyselfⅠ.Teaching ObjectivesStudents will be able to:1.grasp the main idea (the essence of writing is to write what one enjoys writing)and structure ofthe text (narration in chronological sequence):2.appreciate the narrative skills demonstrated in the text (selection of details, repetition,coherence):3.master the key language points and grammatical structures in the text:4.conduct a series of reading, listening, speaking and writing activities related to the theme of theunit.Ⅱ. Before Reading1.English song Beautiful Boy vocal by John Lennon1). John LennonBrief introduction to John Lennon: John Lennon (1940~1980) was an English rockmusician and co-founder of The Beatles, the most lauded and influential rock group atall time.Questions about John Lennon:a)Who was John Lennon?b)Which country was he from?c)What was his profession?d)Do you know any songs by him?e)Can you tell us anything about Lennon?Chronology of John Lennon:--October 9, 1940Born John Winston Lennon, in Liverpool, England.--September 1957Enrolled at Liverpool College of Art.--August 23, 1962married college girlfriend Cynthia Powell (divorced 1968)--February 19, 1963Please Please Me reached Number One in the UK charts.--February 12, 1964The Beatles started their first US tour.--June 15, 1965The Beatles received MBEs (Member of the Order of the British Empire) from QueenElizabeth II.--March14, 1969Married Yoko one.--November 25, 1969Lennon returned his MRE in peace protest.--December 8, 1980Shot dead outside his apartment in the Dakota building in New York City. The Killerwas a crazed fan, Mark Chapman, who had recently obtained Lennon’s autograph.2). Beautiful Boy3). Questions about the Song and Textsa)In your opinion, what is the song Beautiful boy going to tell us?b)What does Lennon think of growing up? Is it easy of full of adventures?c)Can you guess what the texts in this unit are going to be about?2.Spaghetti1)Definition: spaghetti is the Italian-style thin noodle, cooked by boiling and servedwith sauce. Unlike some Chinese noodles, it is not served in soup and will never tastepulpy.2)Listen and practiceRead the words given below and then listen to the passage. After listening to thepassage one student is required to come up and show the right way of eating spaghettibefore the class.i.hold the fork in your hand as if to poke the spaghetti.ii.Scoop up a small amount of spaghetti on your fork and raise it about30 cm above your plate.iii.Make sure the spaghetti on your fork is completely disconnected fromthe remainder on your plate.iv.Put the prongs of the fork at an edge of the plate that is free of food.v.Quickly point the prongs of the fork straight down toward the plateand place the points on the plate.vi.Twirl the fork to gather the spaghetti around the prongs.vii.With a quick scooping movement, gather up the roll around theprongs and place it in your month.viii.Gently gather up any stray spaghetti ends that don’t make it all theway into your mouth.3.American education systemIn the U.S., education is the responsibility of individual states, not of the federalgovernment, so requirements may vary from one state to another. The following is ageneralization:Kindergarten: under 5 years oldElementary/primary school (grades 1-6): 6-11 years oldJunior high/middle school (grades7-8): 12-13 years oldSenior high school (grades9-12): 14-17 years oldCollege, institute, academy, universityⅢ. Global Reading1.ScanningScan Text A and find out all the time words, phrases and clauses.since my childhood in Belleville (LL.1-2)until my third year in high school (L.2)until then(L.3)when our classed was assigned to Mr. Fleagle for third-year English(L.7)late in the year (L.17)until the night before the essay was due. (LL20-21)when I finished (L.40)next morning (L.42)two days passed (L.42)when I saw him lift my paper from his desk…(L.45)when Mr. Fleagle finished (L.58)3.True or false1). Baker had never thought of becoming a writer until he was in the eleventh grade. (F)As a child in Belleville, he had thought of becoming a writer from time to time.2). Tea chers found it painful to read students’ long and lifeless essays. ( T ).3). Before Mr. Fleagle became the English teacher for Baker’s class, the English course hadbeen interesting. ( F ).From the words “another cheerless year” we can see the English course had been quite boring.4). In Baker’s opinion, Mr. Fleagle was really a formal, rigid and out-of-date teacher onlybecause of Fleagle’s manner of speaking. (F)Besides the manner of speaking, Fleagle’s appearance and dress also showed that he was a dull and rigid teacher.4.Multi-choice1) At first, Baker thought Mr. Fleagle’s English course was _b__.a)interestingb)dullc)hopefuld)attractive2) In Baker’s opinion, the title of the composition “What I did on My Summer Vacation”was _d__.a)dullb)unfruitfulc)difficultd)foolish and dull3) Baker liked to write a composition with the title “ The Art of Eating Spaghetti” because_c__.a)neither Baker nor Doris had ever eaten spaghetti before.b) they argued with each other at the supper.c) it remained him of the pleasure of that evening.d) spaghetti was from Italy and quite new then.4) Which of the following statements is TRUE? _a__.a)You’ll not write a good composition until you like the topic.b)When Baker wrote the essay, he thought his teacher would like it.c)Mr. Fleagle had like Baker’s compositions before.d)Baker succeeded in writing two compositions.5.Questions and answers1. As a student, Baker was long bored by writing compositions. Later, however, hisattitude changed completely. What do you think brought about this change?By reading the text, it seems that the assignment to write an essay led to the change. However, the assignment was still there as it used to be as well asMr. Fleagle. Nothing but his own understanding toward writing an essaychanged.2. Mr. Fleagle says “it’s of the very essence of the essay”, yet he gives no furtherexplanation. Think it over. What does he mean?After reading the class Baker’s essay, Mr. Flealge told the students “it’s of the very essence of the essay”. It was clear enough for the students tounderstand what the essence was. For they enjoued the essay so much thatthey should have got a clue of how to mke the essay. Just like what Baker haddone, to write as the things are and to write for your own joy, might be whatMr. Fleagle wants to illustrate.3. How do you understand the title” Writing for Myself”?To write for oneself may be a good way in making some certain articles such as essay pr poem and so on. For by reading such an essay, the readersexpect of nothing but of the author’s individual feelings toward certainmatters.Ⅳ. Detailed ReadingImportant words , phrase and difficult sentences:Part One (para.1-2)1)(para.1）off and on : or on and off: from time to time; now and again, irregularly断断续续地，有时---It has been raining on and off for a week. That’ why the clothes feel damp.---As her patient slept soundly during the night, Nurse Betty was able to doze off andon in a bedside chair.2)(para1）take hold: become established 生根，确立---The idea of one child only has taken hold in many Chinese families---老习惯总是很难摆脱的. 这就是为什么你要在习惯养成之前戒烟..---Old habits die hard. That’s why you should stop smoking before the habit takes hold.3)(para.1）bore : vt. Make sb. feel tired and lose interest 使人厌烦---The speaker went on and on, and the audience grew bored by his speech.---Tom Sawyer grew bored with painting the garden fence, so he thought of a way to make others paint for him.Collocation:A crashing bore 讨厌之极的人/事A frightful bore 讨厌得要命的家伙An insufferable bore 讨厌得让人无法忍受的人An utter bore 极惹人厌烦的事4)(para.1）)associate: vt. Join or connect together; connect or bring in the mind. 使联系起来，使联想--- 我们只是把埃及和金字塔联系起来.---We often associate Egypt with pyramids.---I can’t associate this gentle you ng woman with the radical political essays she has written,.---Jim wished to forget everything associated with his former life.*associate: n. partner, 合伙人---He is not a friend, he is a business associate.他不是我的朋友，而是我生意上的合伙人。
LectureNotes_U6
Electronic Teaching PortfolioBook OneUnit Six: Civility and Good MannersPart I Get StartedSection A Discussion▇Sit in groups of threes or fours and discuss the following questions.1.What do good manners mean to you? Does having good manners mean being polite or courteous? Or doesit mean more than that?2.Recount some personal experiences where you have witnessed good manners.3.What do you know about civility? How is it reflected in daily life?4.What do you think is the role or importance of civility in today’s society?5.If we can get one to learn about civility, what is the most conducive environment to do so?▇Answers for reference:1.Different people may understand manners in different ways. What is crucial is how we regard other peopleand communicate with them. Basically, there are some characteristics for socially acceptable good manners, including: being polite and courteous, showing respect to the elders, demonstrating basic etiquette of saying appreciative words and accepting responsibility when wrong, and handling difficult situations to show maturity and manners, etc.2.Ope n.3.Ope n.4.Ope n.5.Ope n.Section B Quote s▇Study the following quotes about civility and good manners. Do you agree with each of them? Give reasons to support your view.Albert Einstein⊙I speak to everyone in the same way, whether he is the garbage man or the president of the university.— Albert EinsteinInterpretation:By this quote, Albert Einstein means that everyone, regardless of their status and wealth, has a role in society. As a contributing individual, everyone should receive the same level of respect.About Albert Einstein (1879-1955): Albert Einstein, a German, is a well-respected scientist who discovered and developed the theory of relativity. He received the Nobel Prize for Physics in 1921. Einstein was a high school drop-out but was later accepted into a special high school in Switzerland. He also did not do well in the university because of his special learning style. He preferred to study on his own and frequently skipped classes. Einstein was not successful in his early days as a scientist but he persisted until the early 1900s when his theory of relativity was accepted by the physics community.Confucius⊙ What you do not want others to do to you, do not do them unto others.— ConfuciusInterpretation:This quote from Confucius tells us to treat and respect others in the same way as we would want others to do to us. The original saying in Chinese is“己所不欲勿施于人。
英语初级听力(Listen to This 1)教师用书Lesson1-6(听力稿)
Lesson One Section One:Tapescript.Dialogue 1:—Hello, I want a cab.—OK. What address is it？—1120 East 32nd Street.—Right. The cab will be there in a few minutes. Dialogue 2:—What’s your job？—I’m an accountant.—Oh！Do you enjoy it？—No. I don’t really like it. It’s boring.Dialogue 3:—Where do you come from？—Indonesia.—Oh！Which part？—Jakarta.—Really？Dialogue 4:—Can you speak German？—Yes, I can. I speak it very well.—Where did you learn it？—I lived in Germany when I was a child.—What else can you speak？—Well, I know a little Italian.Dialogue 5:—I think a businessman should be good-looking. —No, I don’t agree.Dialogue 6:—Would you like a drink？—No, thank you. I don’t drink.—Are you sure？—Yes. I’m quite sure. Thank you very much.—What about a soft drink then？—Oh, alright. Lemonade would be fine.Dialogue 7:—Thank you very much for the meal.—Not at all. I’m glad you could come.—You must come and have a meal with me some time. —Yes. That would be nice.Dialogue 8:—Have you heard about the Prime Minister？—No.—She's gone to China！—Really！Dialogue 9:—How do you spell interesting？—I-N-T-E-R-E-S-T-I-N-G.—Thank you very much.Dialogue 10:—Would you mind passing the salt, please？—Certainly.Section Two:Tapescript.A.Discussion.Tim talked to Harry about the lecture.Harry: What did you think of the lecture？Tim: I thought it was very interesting.Harry: Did you really？Tim: Yes, didn’t you？Harry: Certainly not. I thought he talked a lot of rubbish.Tim: So you think you know more than he does.Harry: Well, take coal for instance.Tim: What about it？Harry: Coal won’t become important again.Tim: Why not？Harry: It’s too dirty. They won’t be able to find people to work down coal mines in the future.Tim: They’ll invent new kinds of machinery.Harry: Nonsense. The only sort of power they’ll use in the future is atomic power. B.Interview.A reporter from a local newspaper is interviewing some students on the subject of students and money.Reporter: Excuse me, are you a student？Student 1: Yes, I am.Reporter: Forgive my asking you, but do you have to take a part-time job in the holidays？Student 1: Not really. My parents are fairly well off, so I get an allowance from my father.Reporter: You're lucky, aren’t you？Student 1: I suppose so.Reporter: What about you？Are your parents wealthy？Student 2: No, certainly not.Reporter: Do you work during the holidays？Student 2: Well, last Christmas I did two weeks as temporary postman, then in the summer I spent four weeks fruit picking, and I do a bit of baby-sitting, so I manage. Reporter: Thank you.Section Three:Dictation.Dictation 1:My name is Robert. I am eighteen years old and I am French. I am not married. Sylvia is small and fair. She is seventeen and she is a student.Dictation 2:The tall boy with fair hair is eighteen years old and he comes from Sweden. He works in a record shop.The small boy with dark hair is seventeen. He is Spanish, but he does not live in Spain. He lives in France. He works in a hotel.Lesson Two:Section One:Tapescript.Dialogue 1:—I think a doctor should be a friendly person.—Yes. I agree.Dialogue 2:—Would you like something to drink？—Just coffee, please.—Are you sure？—Quite certain. Thank you.Dialogue 3:—What are you doing in New York？—I’m writing a story for YES magazine.—I see.Dialogue 4:—What are you doing in Cairo？—I’m visiting my parents.—Really！Dialogue 5:—Why are you visiting Hong Kong？—I’m just on holiday.Dialogue 6:—Why are you in London？—I’m here on business.—Oh.Dialogue 7:—Thanks a lot of putting me up.—That’s OK.—Do come and s ee me when you’re in New York.—Sure. That’ll be great.Dialogue 8:—Have you heard the news？—No.—There’s been a terrible air crash.—Oh dear！Where was it？— A town called Banford.Dialogue 9:—Excuse me, how do you say that word, C-U-S-T-O-M-S？—Customs.—I see. Thank you.Dialogue 10:—Would you like some more potatoes？—I’m sorry I can’t manage any more. Thank you.Section Two:Tapescript.A.Conversation.Male: Pubs？You must have good people. If the people are good, the pub will be good.Male: You must have a good landlord, and people with a sense of humor behind the bar. If the landlord is bad, the pub will be bad.Female: I love old pubs. If it’s one of those modern places, I won’t go in.Male: And a good pub must have good beer. If the beer’s no good, people wil l look for another place.Female: I won’t go if there isn’t a garden. I have children, and if the pub doesn’t have a garden or family room, we can’t go in.B.Story.My grandfather used to have a beautiful gold pocket watch. He wore it on a fine gold chain across the front of his waistcoat, and when I was small he promised to leave it to me in his will.“When I’m gone,” he said, “this is going to be yours.”Unfortunately that will never happen now. About three months ago, my grandfather came up to London to visit us. The first Sunday morning after he arrived, my youngest son said he wanted to go to the park.“We’ll do better than that,” said my grandfather, “we’ll go and feed the pigeons in Trafalgar Square.” So off they went. They got home about tea-time and my grandfather was looking very upset.“My watch,” he said, “it’s gone. Someone must have stolen it while we were feeding the pigeons.”Section Three:Dictation.Dictation 1:My name is Daniel. I am French. I live in a small town. I work in a hotel, but I do not live in the hotel. I live with my parents. My home is near the hotel, so I walk to work every day.Dictation 2:There is some sugar, there is some coffee and there is a lot of tea, but there is not much jam. There are some tomatoes, but there are not any eggs or biscuits and there is not much milk. So we want jam, eggs, biscuits and milk.Lesson ThreeSection One:Tapescript.Dialogue 1:Jurg: Mrs. Scott...Mrs. Scott: Yes？Jurg: I’m afraid I’ve had an accident.Mrs. Scott: Oh, dear, what’s happened？Jurg: I’ve spilt my coffee.Mrs. Scott: Never mind, here’s a cloth...Dialogue 2:Klaus is using the launderette for the first time.Klaus: Excuse me, do you know how this works？Housewife: Yes. Put the washing inside ... shut the door ... the money goes in here, then when the machine starts you have to put the soap powder in through here. Klaus: Is that all？Housewife: Yes, you don’t have to do anything else until the machine stops.Klaus: Thank you.Dialogue 3:Terry: Frank’s getting married.James: Is he really？Terry: Yes, he is.James: I don’t believe it.Terry: It’s true.James: Who's he marrying？Terry: A girl he met on holiday in Spain, I think.James: Good heavens ... where are they going to live？Section Two:Tapescript.A.Conversation.A: Do you love me？B: I’m very fond of you.A: Yes, but do you love me？B: Uh ... you mean a lot to me.A: Why don't you answer my question？B: What question？A: Do you love me？Come on！I want to know.B: I care for you very deeply. You know that.A: That isn’t the s ame thing！B: What kind of answer do you expect？A: The truth！I want the truth！B: How can I possibly answer such a question？B.Interview: Too Old at TwentyDo you remember Sally Green, the swimming star？She was the girl who broke all the records at the last Olympics. Where is she now？Last week our reporter, Tom Parker, went to see Sally in her Californian home.Tom: Is it true that you don't swim at all now？Sally: I’m afraid so. I’m too old.Tom: But you're only twenty！Sally: That’s too old for a swimme r. If I swam in an international competition now, I wouldn’t win. So I’d rather not swim at all.Tom: But don't you enjoy swimming？Sally: I used to, when I was small. But if you enter for big competitions you have to work very hard. I used to get up at 6 a.m. to go to the pool. I had to train before school, after school and at weekends. I swam thirty-five miles every week！Tom: But you were famous at fifteen. And look at all those cups.Sally: Would you like to polish them？It’s true that I have some Olymp ics were very exciting. But I missed more important things. While other girls were growing up, I was swimming. What can I do now？Section Three:Dictation.Dictation 1:There is a small shop at the end of our road. I buy my newspaper there every Sunday. This is the only shop that is open on a Sunday, so it is always very busy. They sell milk, eggs, biscuits, tea and coffee. You can get aspirins, toothpaste or a writing pad there. It is a nice little shop.Dictation 2:This evening I am going to the cinema. I sometimes go with Beatriz, but this evening I am going alone. Beatriz is nice, but she talks a lot and when I go to the cinema I like to watch the film. The film I am going is an old one, but it is very good. It is a Hitchcock film.Lesson FourSection One:Tapescript.Dialogue 1:Sophie: Here’s some coffee.George: Oh, fantastic ... er ... is there any sugar？Sophie: Sugar ... yes, of course ... here you are.George: Thanks ... er...Sophie: What’s the matter now？George: Er ... are there any chocolate biscuits？Sophie: No, there aren’t.George: Oh...Dialogue 2:Kathy: Where do you live？David: Near Victoria station.Kathy: In a flat or a house？David: In a flat. Houses are terribly expensive.Kathy: What's your flat like？David: It’s small and the building is old, but it’s comfortable. It’s very near my office. Dialogue 3:Christine: When did you buy that new necklace？Libby: I didn’t buy it. It was a present.Christine: Oh, who gave it to you？Libby: A friend.Christine: Anybody I know？Libby: Don’t as k so many questions.Dialogue 4:Tom and Anna saw a film yesterday.Tom: It was exciting, wasn’t it？Anna: Yes, it was.Tom: Charles Bronson was good, wasn’t he？Anna: Yes, he always is.Tom: I thought the girl was good too.Anna: Did you？Section Two:Tapescript.A.Conversation 1:Eustace: What are you doing？Lucinda: I’m packing.Eustace: Why？Lucinda: Because I’m leaving.Eustace: You’re not.Lucinda: Yes, I am. I’m catching the first train tomorrow.Eustace: But, I...Lucinda: ... and I’m not coming back.Eustace: Oh, oh ... where are you going？Lucinda: To ... to ..., Hawaii.Eustace: Oh darling.B.Conversation 2:Philip: Excuse me, Mr. Jones. Can you help me？Mr. Jones: Of course. What's the problem？Philip: Well, I have to wear an overall but I can’t find one.Mr. Jones: That’s easy. Why don't you look in the cupboard beside the washbasin？You’ll find one there.C.Conversation 3:(sound of phone ringing)Jean: 7824145. Jean Williamson speaking.Tom: Oh, it’s you, Jean. Sorry I had to rush off this morning. H ow are the boys？Jean: I’m taking them to the doctor at twelve o’clock, but I’m sure they’re going to be all right.Tom: That’s good. What about you？Jean: Oh, I’m fine now. I’m going to bake a birthday cake for tomorrow. And ... I’ve got a camera for Peter and some records for Paul.Tom: You spoil them. I’m going to open a savings account for them. They need to learn how to save money.Section Three:Dictation.Dictation 1:My grandfather lives with us. He is seventy years old and I like talking to him. Ev ery day I go for a walk with him in the park. My grandfather has a dog. The dog’s name is Nelson. Nelson is old and he has very short legs and bad eyes. But my grandfather likes him very much.Dictation 2:I have a small black and white television and I can get a good picture. But my brother has got a color television. It is bigger, heavier and more complicated than mine. My brother gets a better picture on his television than I do on mine. So when there is something very good on TV, I usually go and see my brother.Lesson FiveSection One:Tapescript.Instructor: Listen to these people. They are all taking things to be repaired. Of course, they want to know how much it will cost and how long it will take. Listen to their questions and write the answers you hear. Here is an example.Woman: How much will it cost to repair this typewriter？Male Assistant: About a pound.Woman: That’s not bad. But how long will it take？Male Assistant: Only about a week.Instructor: Look at the answers the assistant gives his customer. The first answer is:‘about a pound.’The second answer is: ‘about a week.’ Now listen to these dialogues and write the missing words in your book.Dialogue A:Man: Can you give me an estimate to repair this bicycle？Female Assistant: I think it’l l cost about twelve or thirteen pounds.Man: And how long will it take？Female Assistant: A fortnight, more or less.Dialogue B:Woman: Would you have a look at this television set, please？Male Assistant: Yes, of course. Hmmm. How long have you had it？Wo man: About eight years. Can you tell me how much it’ll cost to repair it？Male Assistant: Well, the set’s very old. It’ll cost about fifty pounds. It’s cheaper to buy a new one.Dialogue C:Man: How much do you think it’ll cost to repair this typewriter？F emale Assistant: Let me see. It’s a 1960 model. About twenty pounds, I’m afraid. Man: That’s rather a lot. And how long will it take？Female Assistant: About a month.Man: Thank you. I’d like to think about it.Instructor: Listen again to the customer from the typewriter shop. He thinks twenty pounds is rather a lot but he needs a typewriter ... Then he remembers his friend, Tony. Tony has several typewriters. Bob, the customer, has an idea. He meets his friend, Tony. Listen to their conversation.Dialogue D:Tony: Hello, Bob. What's that heavy parcel you’re carrying？Bob: It’s my old typewriter. I’ve just been to the shop. The assistant says it’ll cost about twenty pounds to repair.Tony: That’s rather a lot. What are you going to do？Bob: Well, you’ve got several typewriters. Could you lend me one？Tony: I’ll have to think about it.Section Two:Tapescript.A.Word Exercise:Female: Listen to the instruction. This is an example. Put the letter B in box 1. Put the letter E in box 3. What do you think the word is？Here is some help. We put the letter R in box 2. What do you think the word is？Here is some help. We eat it. The answeris bread. B-R-E-A-D. Now put letters in the boxes and make more words.Male: Number 1: Put the letter R in box 2. Put the letter U in box 3. Put the letter T in box 5. Here is some help. We eat it.Female: Number 2: Now put the letter S in box 1. Put the same letter in box 5. Put the letter H in box 2. Here is some help. We wear them.Male: Number 3: Put the letter J in box 1. Put the letter I in box 3. Put the letter C in box 4. Here is some help. We drink it.Female: Number 4: Put the letter S in box 5. Put the letter L in box 3. Now put the same letter in box 4. Here is some help. We play them.Female: Number 5: Put the letter C in box 1. Put the letter K in box 5. The clue: We hear it.Male: Number 6: Put the letter P in box 2. Put the same letter in box 3. Put the letter E in box 5. Listen: we eat it.Female: Number 7: Put the letter H in box 2. Put the letter I in box 3. Put the letter T in box 5. Listen: a man wears one.Male: Number 8: Now look at box 5. Write the letter S. Write the letter L in box 3. Write the letter I in box 2. Listen carefully: We watch them.Female: Number 9: Please put the letter U in box 2. Put the letter I in box 4. Think: We listen to it.Male: Number 10: Now ... put the letter O in box 3. Put the letter R in box 4. There are only three letters left. Think: We open and close them.Female: Number 11: This is more difficult. There are six letters. Put the letter A in box 1. Put the letter E in box 6. Now put the letter I in box 4. Listen very carefully: When you have problems you ask for it.Male: Number 12: Here is the last word exercise. This exercise is difficult, too. There are six letters again. Put the letter W in box 4. Put the letter S in box 3. (There are no help for this word exercise.)B.Discussion:Instructor: Frank and Peter want new bicycles. Petrol is very expensive so they both want to cycle to work. They are looking at advertisements.Frank: What about this Curzon bike. It’s very cheap. Only eighty pounds.Peter: Yes, but the Anderson bike is even cheaper. It’s sixty-five pounds.Frank: Hmmm. How old is the Anderson one？Peter: It’s a 1977 model.Frank: The Curzon is a 1979 model. It’s newer.Instructor: Frank and Peter are still looking at advertisements. They can’t decide which bike to buy.Peter: The Anderson bike looks very comfortable.Frank: Yes, but the Curzon looks bigger.Peter: I don’t want a big bike. I want a comfortable one.Frank: All right. The Anderson bike is good. But the Curzon is better.C.Interview:Instructor: Do you remember Regine？Where does she come from？Is she married？Where does she work？Listen to Regine speaking.Regine: My name is Regine. I’m German. I live in a small town. I’m not married. I live at home with my mother and father, my sister Heidi and my brother Rolf. I work in a department store. I sell writing paper, envelopes, ball pens, pencils and colored postcards. I walk to work every morning. I don’t work on Saturday afternoon or Sunday and I have a three-week holiday in the summer.Instructor: Regine was seventeen then. Now sh e’s twenty-two. Her life is very difficult. Listen to this television interview.Interviewer: Regine, at seventeen you worked in a big shop. Now you are the manager and you are only twenty-two. From seventeen to twenty-two, five years to success. Can you tell us the secret of your success？Regine: The ‘secret’, as you call it, is work. When I was seventeen, I lived at home. I walked to the shop every morning. I saved my money and I went to evening classes.I worked in a good department and I sold so much that I got a good commission. I really wanted to be a success. Now I’m the manager.Interviewer: Congratulations, Regine. But please tell us ... do you like your job？Are you happier？Regine: You are asking me two questions. The first answer is ‘yes’ and the second answer is definitely ‘no’.Section Three:Dictation.Dictation 1:Good afternoon, my name is Schwartz. That is S-C-H-W-A-R-T-Z and I come from New York. My wife and I would like a double room with a shower. I have our passports here. We are hoping to stay for about a week. I have a question. Do you know where I can get two tickets for the performance at the theatre tonight？Dictation 2:On my first day in London I felt hungry, so I went into a restaurant and sat down at a table. I waited for ten minutes, but nobody came to serve me. Then I saw that there were no waiters. The customers stood in a queue and got their food themselves. That was my first experience of a self-service restaurant.Lesson SixSection One:Tapescript.Dialogue 1:—Is that Mr. Smith’s son？—No, it isn’t. It’s Mr. Morgan’s son.—Is he Irish？—No, he isn’t. He is Welsh.Dialogue 2:—Where are your parents now？—They are in Zagrepp.—Is that in Austria？—No. It’s in Yugoslavia.Dialogue 3:—Who is the girl by the door？—It’s Jone Smith.—Is she a nurse？—No. She’s a librarian.Dialogue 4:—My hat and coat, please. Here is my ticket. —Thank you, sir. Here they are.—These are not mine. They are Mr. West’s.—I’m sorry, sir. Are these yours？—Yes, they are. Thank you.Dialogue 5:—Whose handbag is that？—Which one？—The big leather one.—Oh, that’s Miss Clark’s.Dialogue 6:—What are you looking at？—I’m looking at some stamps.—Are they interesting？—Yes. They are very rare ones.Dialogue 7:—Where's Miss Green at the moment？—In her office.—What's she doing there？—She’s typing. I think.Dialogue 8:—Are there any pencils in the drawer？—No, I’m sorry. There aren’t any.—Are there any ball-point pens, then？—Yes. There are lots of ball-points.Dialogue 9:—I need some oil, please.—How much do you need, sir？—Three pounds, please.—Thank you, sir.Dialogue 10:—Is there any shampoo in the cupboard？—No, I’m sorry. There isn’t any.—Is there any soap, then？—Yes. There is a whole pack of soap.Dialogue 11:—Where does Miss Sue come from？—She comes from Tokyo.—What language does she speak, then？—She speaks Japanese.Dialogue 12:—What does Miss Jenkins do？—She is a nurse.—Where does she work？—At the Westminster Hospital.Dialogue 13:—Do you like your manager？—Yes. He is nice and kind. Is yours kind, too？—Oh, I’m sorry about that.Dialogue 14:—Is anyone attending to you, sir？—No. I should like to see some dressing gowns.—What sort are you looking for, sir？—I fancy a red, silk one.Section Two:Tapescript.A.Telephone Conversation 1:Instructor: Henry wants tickets for Romeo and Juliet so he tries to telephone the box office. First he hears: (wrong number tone). He has dialed the wrong number. Then he tries again. (busy tone) Henry is fed up but he must get some tickets. He tries again and finally, he gets through.(sound of phone ringing, receiver picked up)Clerk: Cambridge Theatre. Box Office.Henry: Have you got any tickets for Romeo and Juliet for this Saturday evening？Clerk: Which performance？5 p.m. or 8.30 p.m.？Henry: 8.30 p.m. please.Clerk: Sorry, that performance is sold out.Henry: Well, have you got any tickets for the 5 p.m. performance？Clerk: Yes, we have tickets at 4.50 pounds, 5.50 pounds and 6 pounds.Henry: I’d like to reserve two seats at 4.50 pounds, please.Clerk: Right. That’s two tickets at 4.50 pounds. Saturda y, 5 p.m. performance. What's the name please？Henry: Bishop. Henry Bishop.Clerk: Thank you. You’ll collect the tickets before 3 p.m. on Saturday, won’t you？Henry: Yes, of course. Thank you. Goodbye.B.Telephone Conversation 2:Clara: That number has been engaged for ages. Nobody can be that popular. Iwonder if her number has been changed. I think I’ll try again.(Sound of dialing and ringing tone.)Sue: 334 6791.Clara: Is that you, Sue？Sue: Who's calling？Clara: This is Clara. Clara Ferguson. Don't you remember me？Sue: Clara！Of course I remember you. How are you？I haven’t heard from you for at least two years. What are you doing？Clara: Nothing very exciting. That’s one reason I’m ringing. I need some advice. Sue: Advice. Hmm. That’s good one. I’ve ju st been sacked.Clara: There are the pips. Hang on, Sue.Clara: What do you mean ... you’ve just been sacked？Sue, you’re the most successful woman I know.Sue: That’s probably why I’ve been sacked. But let’s talk about you. You said you needed some advice.Clara: I certainly do. I wanted to ask you about interviews. Have you had a lot of them？Sue: Yes, I have. Too many.Clara: So, could you tell me the sort of questions you're usually asked？Sue: Let me think. The first ten questions are almost always the same. I call them the ‘whys’, ‘hows’, ‘wheres’.(Sound of pips.)Clara: Not again. Don’t go away, Sue. I’ve got one more coin.Clara: Are you there, Sue？Sue: Yes, I’m still here.Clara: Sorry, I didn’t understand what you were telling me. Could you repea t it？Sue: It’s very boring, but here you are:I’m always asked:Why I want to leave my present job.Why I am interested in the new job.How I intend to get to work.How long I intend to stay in the job.Where I live.Where I went to school.How much I’m paid in my present job.How much I expect to be paid in the new job.Oh yes. I’m always asked if I’m married.(Sound of pips.)Clara: That’s it, Sue. No more coins. I’ll write to you soon... and many thanks. Section Three:Dictation.Dictation 1:I am not going out with George again. Last week he invited me to go to a footballmatch. I do not like football, so it was silly of me to say yes. We did not have seats, so we had to stand for two hours in the rain. I was cold and wet and I could not see a thing. So I asked George to take me home. He got very angry and said some very unpleasant things.Dictation 2:Last week the sun shone and it got quite hot. I decided to put on my light grey summer trousers. But I got a shock. I could not put them on. They were too small. It is possible that they got smaller during the winter, but I do not think so. I am afraid I got bigger. So I am going to eat less and I am going to take more exercise. I am definitely going to lose some weight.。
lecture Notes from Berkeley.
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Lecture Notes 06
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1 Cash Flow Analysis–Subramanyam and Wild, Ch. 7–Robinson, Greuning, Henry, Broihahn, Ch. 6–Palepu & Healy, Ch. 52 Key concepts and objectives •Cash flow analysis is a primary tool in financialanalysis:–It is used to evaluate liquidity and themanagement of operating, investing, andfinancing activities as they relate to cash flow.3 Key concepts and objectives•Key objectives:•Understand and appreciate the importance ofcash flows in business activities•Contrast cash flows from operating, investingand financing activities•Understand how the cash flow statement islinked to the income statement and thebalance sheet•Analyse and interpret cash flow statement4 Statement of Cash FlowsRelevance of Cash•Cash is the most liquid of assets.–Offers both liquidity and flexibility.–It is both the beginning and the end of acompany’s operating cycle.–Cash flow analysis helps in assessingliquidity, solvency, and financial flexibility.5 Statement of Cash Flows (SCF) •The SCF reports cash receipts and cashpayments by operating, financing, and investingactivities•Operating activities are the earning-related activities of a company including:–revenue and expense activities–extending credit to customers–investing in inventories–obtaining credit from suppliers6 Statement of Cash Flows (SCF) •Investing activities are means of acquiringand disposing of noncash assets–Involve acquisition of assets expected togenerate income– investment in securities–Lending of funds7 Statement of Cash Flows (SCF) •Financing activities are means of contributing, withdrawing, and servicing funds tosupport business activities.–Include borrowing and repaying funds withbonds and other loans;–contributions and withdrawals by owners–Return on investment.8 Statement of Cash Flows• A number of questions can be answered by analyzing the cash flow statement. For example:–Operating activities•How strong is the firm’s internal cash flow generation?•How well is working capital being managed?–Investing activities•How much cash did the company invest in growthassets?–Financing activities•What type of external financing does the company relyon?•Did the company use internally generated funds forinvestments?•Did the company use internally generated funds to paydividends?Statement of Cash Flows•Indirect Method–Net income is adjusted for non-cash items and accruals to yield cash flow fromoperations•Direct Method•Each income statement item is adjusted from accruals to cash basis •Both methods yield identical results•Only the presentation format differsConstructing the Cash Flow Statement 10Preparation of the Statement of Cash Flows(Indirect method)•Consider first the net cash from operationsStatement of Cash FlowsIncome v/s Cash Flows - ExampleConsider a $500 sale on account(1)In period of sale, net income is increased by $500 but no cashhas been generated.Net Income 500Depreciation and amortization expense 0Gains (losses) on sale of assets 0Change in accounts receivable (500)Net Cash flow from operations 0•In period of collection no income is recorded.Net Income 0Depreciation and amortization expense 0Gains (losses) on sale of assets 0Change in accounts receivable 500Net Cash flow from operations 50012 Preparation of the Statement of Cash Flows(Indirect method)•Adjustments for changes in balance sheet accounts can be summarized as follows:13 Preparation of the Statement of Cash Flows(Indirect method)(1)Start with Net Income(2)Adjust Net Income for non-cash expenses and gains(3)Recognize cash inflows (outflows) from changes in current assetsand liabilities(4)Sum to yield net cash flows from operations(5)Changes in long-term assets yield net cash flows from investingactivities(6)Changes in long-term liabilities and equity accounts yield net cashflows from financing activities(7)Sum cash flows from operations, investing, and financing activities toyield net change in cash(8) Add net change in cash to the beginning cash balance to yield endingcash14 Preparation of the Statement of Cash Flows(Eg. Indirect method)Cash flow statement - XYZ company for the year ended 2009$$Cash Flow From OperationsNet Income400Additions(Sources of cash)Depreciation200Increase in accounts payable60Increases in accrued income taxes20Subtractions (Uses of cash)Increase in Accounts Receivable-300Increase in Inventory-50Net cash flow from operations330Cash Flows from Investing ActivitiesEquipment-800Sale of Equipment500Net cash flow from investing-300Cash Flows from Financing ActivitiesNotes payable60Preferred stock200Dividend paid-50Net cash flow from financing activities210Net change in Cash240Beginning cash100Ending cash340Statement of Cash FlowsSpecial issues•Equity Method Investments–The investor records as income its percentage interest inthe investee’s income and records dividends received asa reduction of the investment balance.–The portion of undistributed earnings is noncash incomeand should be eliminated from the SCF•Acquisitions of Companies with Stock –Such acquisitions are non-cash.–Changes in balance sheet accounts reflecting theacquired company will not equal cash inflows (outflows)reported in the SCF16 Statement of Cash FlowsSpecial issues•Postretirement Benefit Costs–The excess of net postretirement benefit expenseaccrued over cash contribution to the funded plansmust be added to net income in computing net cashflows from operations•Securitization of Accounts Receivable–Companies account for the reduction in receivablesas an increase in cash flow from operations sincethat relates to a current asset.–Analysts should question whether they represent trueimprovement in operating performance or a disguisedborrowing.Statement of Cash FlowsDirect Method•The direct (or inflow-outflow) method reports gross cash receipts and cash disbursements related tooperations•Adjusts each income statement item from accrual to cash basis•Reports total cash inflows and outflows from operating activities–Preferred by analysts and creditors–Expensive to Implement–When companies report using the direct method, they must disclose a reconciliation of net income to cash flows fromoperations (the indirect method) in a separate schedule18 Statement of Cash FlowsDirect MethodXYZ Cash Flow from Operating Activities (Direct Method)Sources Of Cash (additions):$Cash received from customers20000Dividend received600Uses Of Cash (subtractions):Cash paid for inventories-6000Cash paid for insurance-3000Cash paid for selling expenses-3000Taxes paid-2900Net Cash from Operating Activities5700Class Discussion 1 •Discuss, from an analyst's viewpoint, the purpose of classifying cash flows into various categories20 Class Discussion 2•Your city council has been receiving contributions from a publishing company to support educational programs. New management recently took control of the publishing company and reported a $1.2 million annual loss. Net cash flows also decreased by $1.1 million with reported decreases in investing and financing equalling $1.9 million and $0.7 million, respectively. The new management warns you that its contributions to educational programs are ending due to the company’s financial distress, including this period’s$1.3 million extraordinary loss. As a financial analyst working with the city council, provide analysis of the above issue to convince the new management to continue with their support.21 Interpreting Cash Flows and Net Income •An income statement records revenues when earnedand expenses when incurred (accrual accounting)–It does not show the timing of cash inflows andoutflows–This information is available in the SCF•Cash flows from operations is a broader measure of operating activities than net income.•It is not a measure of profitability •Misunderstanding of dual information roles of cash flows and accrual income creates confusion22 Interpreting Cash Flows and Net Income •Accounting income relies on estimates, deferrals,allocations, and valuations–It is subjective•Operating cash flow serves as a check on net income, but not a substitute for net income. •Operating cash flow excludes elements ofrevenues and expenses not currently affectingcash–Our analysis of operations and profitability shouldnot proceed without considering these elements23 Analysis of Cash Flows•The SCF is useful in identifying misleading or erroneous operating results or expectations •SCF provides us with important clues on: –Feasibility of financing capital expenditures–Cash sources in financing expansions–Dependence on external financing–Future dividend policies–Ability in meeting debt service requirements–Financial flexibility to unanticipated needs/opportunities–Financial practices of management–Quality of earnings24 Analysis Implications of Cash FlowsLimitations of Cash Flow statement•Non-Cash transactions are ignored.•It does not separate cash flows from eitherextraordinary items or discontinued operations. •Removal of pretax (rather than after-tax) gains or losses on sale of plant from operating activities distortsthe analysis of operating and investing activities.•Not a test of total financial position•Historical in nature•Does not provide complete information to assess the future cash flows of an entityAnalysis of Cash FlowsAlternative Cash Flow Measures•Net income plus depreciation and amortization –EBITDA (earnings before interest, taxes,depreciation, and amortization)26 Analysis of Cash FlowsIssues with EBITDA•The using up of long-term depreciable assets is a real expense that must not be ignored•The add-back of depreciation expense does not generate cash.•Cash is provided by operating and financingactivities, not by depreciation•EBITDA ignores changes in working capital accounts that comprise the remainder of net cash flows fromoperating activities•Yet changes in working capital accounts often comprisea large portion of cash flows from operating activitiesAnalysis of Cash Flows •Analysts can make adjustments to net income to arrive at free cash flow, a commonly used metric for financial analysis.28 Analysis of Cash Flows•Positive free cash flow reflects the amount available for business activities–after allowances for financing and investing requirements to maintain productive capacity at current levels•Growth and financial flexibility depend on adequate free cash flow.•Recognize that the amount of capital expenditures needed to maintain productive capacity is generally notdisclosed–Most analysts use total capital expenditures, which is disclosed, •but can include outlays for expansion of productive capacity.Class discussion 3•James Broker, an analyst with an established brokerage firm, comments: “The critical number I look at for any company is operating cash flow. If cash flows are less than earnings, I consider a company to be a poor performer and a poor investment prospect.”Do you agree with this assessment?30 Specialized Cash Flow Ratios •Cash Flow Adequacy Ratio –Measure of a company’s ability to generate sufficient cash from operations to cover capital expenditures, investments in inventories, and cash dividends:–(Cash flow from operations)/(Sum of Capitalexpenditures, Inventory additions, and Cash dividends)–It is the primary measure of cash sufficiency–A ratio of 1 implies internal funds were just sufficient to coverdividends and current operating growth level–A ratio below 1 implies internal funds were NOT sufficient tocover dividends and current operating growth level–A ratio above 1 implies internal funds were more thansufficient to cover dividends and current operating growthlevelSpecialized Cash Flow Ratios •Cash Reinvestment Ratio ––It is the percentage of investment in assetscovered by operating cash flow retained andreinvested in the company–(Operating cash flow – Dividends)/(Gross plant + Investment + Other assets +Working capital)• A cash reinvestment ratio of less than 1 indicates that more cash is being invested inthe business than being obtained.32 Concluding Comments•Cash flow analysis– evaluate liquidity and themanagement of operating, investing, and financingactivities of the firm•Cash flow analysis helps to ascertain feasibility and source of financing capital expenditures, flexibility to meetunanticipated needs/opportunities and Quality of earnings •Operating cash flow and net income are different measures of firm performance•Analysts should understand special problems posed by equity method investments, acquisition of companies withstocks and securitization of accounts receivables.•Free cash flow computation helps determine corporate value。